schoolinfosystem.org
Scott Girard: Simkin suggested one example is in the student use of cell phones in classrooms, something teachers have expressed concerns about this school year. The BEP already prohibits the use of unauthorized, non-educationally required devices that disrupt learning, but Simkin said that teachers “don’t have what they need to implement this and it’s greatly […]
The Madison School District’s much discussed “Behavior Education Plan” seems worth a deeper dive. A Tuesday evening District presentation [slides / survey: 1.1MB PDF] – mostly a discussion – offers a substantive lens into our increasingly challenged K-12 system. Approximately 25 people attended this event, including some district employees. 2020 Madison School Board Candidates Chris […]
Scott Girard: Those with questions about the Madison Metropolitan School District’s Behavior Education Plan have a chance to get them answered Tuesday. District staff will hold a session from 6-7:30 p.m. to discuss, “What is the BEP? How does it work? What should I know?” at the Goodman South Public Library, 2222 S. Park St. Speakers at […]
Amber Walker: The report also found that African-American students are 10.3 times more likely than white students to receive an out-of-school suspension, up from 8 times more likely before the BEP. The report indicated that the suspension risk ratio for African-American students outpaced the national average, where black students are 3 to 4 times more […]
Madison Teachers, Inc. The Joint MTI/MMSD Safety Committee is charged with evaluating the “implementation of and compliance with the District’s Behavior Education Plan(s) (BEP)” and periodically reporting to the Superintendent and MTI Board of Directors. Over the course of the 2014-15 school year, the Committee met multiple times and designed, conducted and analyzed a Survey […]
JA Cauthen: By now, the diversity, equity, and inclusion (DEI) industry’s capture of academia, business, and government is obvious to most Americans. From former Harvard president Claudine Gay’s televised equivocations before Congress to the unhinged, violent student and faculty occupations in support of Hamas at some of America’s most elite universities, many are no doubt wondering if DEI is […]
Danyela Souza Egorov: Tim Castanza admits that he was “triggered.” The year was 2016, and Castanza, then working for the New York City Department of Education, attended a Community Education Council meeting in Staten Island, where several mothers of kids with dyslexia spoke. The public schools didn’t have any programs for their children, they said, […]
Alex Gutentag: What makes the NEA’s bargaining approach so remarkable is the fact that this union and its counterpart, the American Federation of Teachers (AFT), have recently inflicted profound racial and social injustice on the country’s school children in the form of extended school closures. As an Oakland public school teacher, I was a staunch supporter of […]
Tony Kinnett: Personally, I had assumed that teacher licensure and professional developments would be a greater share of the responses. One of the teachers who responded they were resigning due to fear of school shootings submitted their response May 25—the day after the Uvalde, Texas shooting. One self-criticism of note is that I didn’t separate […]
Will Flanders: In the latest example of doubling down on bad policies, the Biden administration is currently seeking to restore Obama-era federal guidance that had severe consequences for student safety. According to recent reports, the policies under consideration would investigate schools based on their rates of discipline of students with disabilities and those from racial minority backgrounds. In […]
Jason Riley: What should take priority in K-12 education, the physical safety of students or racial balance in school suspension rates? Barack Obama and Donald Trump had different answers to that question, and it probably won’t surprise you where President Biden comes down. In 2012, the Education Department released a study showing that black students were more […]
McKinsey: The COVID-19 pandemic has upended school systems around the world. The pace has been frenetic as systems have had to stand up remote learning overnight, plan whether and how to reopen schools amid changing epidemiological circumstances, and support students academically and emotionally. The scope of the challenge has thus far left little time for deeper […]
Scott Girard: After a larger overhaul a year ago, proposed updates to the Madison Metropolitan School District’s Behavior Education Plan for this fall would focus on “tweaks” to language and creating more alternatives to suspensions. The updates, presented to the School Board Monday night at its Instruction Work Group meeting, would add new language related […]
David Blaska: A young man reached out to the Policy Werkes to relate his involvement in crafting the Madison school district’s Behavioral Education Plan. He asked that his name not be published as he wishes to have a career someday in Madison. This is his story: As a Memorial high school student in the summer […]
Jason Riley via Will Fitzhugh: Mr. de Blasio is a progressive Democrat, and like many on the left he is quick to equate racial disparities with racial bias. But black and Hispanic students of previous generations were accepted to the city’s exam schools at significantly higher rates than today. In 1989, Brooklyn Tech’s student body […]
Chris Rickert: For years now there’s been a split between city of Madison residents generally and the children who attend its public schools. Madison’s population is 78.7 percent white, according to Census Bureau figures, and only 18.6 percent of residents live in poverty. By contrast, only 42.7 percent of Madison School District students identified as […]
Sarah Karp: Chicago Public Schools — the nation’s third largest school system — must turn over control of nearly every aspect of its special education program to the state, the Illinois State Board of Education said Wednesday. The board voted to appoint a monitor who will have final say on all policies and budget plans […]
Sarah Karp: After Julie Rodriguez enrolled her 10-year-old autistic son at a public school on Chicago’s Southwest Side last year, she found herself navigating a maze of paperwork that she said seemed designed to prevent her son from getting the special education services he needed. Rodriguez had just moved to the city from the suburbs, […]
Madison School District Administration (PDF): MMSD’s goal is to minimize police involvement for minor student infractions that should be managed with the Behavior Education Plan. The District is committed to a non-criminal enforcement model that supports restorative justice concepts, early intervention and problem solving rather than reliance on law enforcement. However, it certainly doesn’t mean […]
Madison School District (205K PDF):
The BOARD is committed to providing a strong instructional program that results in student growth for all students, including advanced learners. The BOARD recognizes that many advanced learners have unique academic and social-emotional needs that may require additional supports or interventions beyond the strong core instruction that is provided within a general education classroom if they are to achieve growth in their identified domain(s). The BOARD further recognizes the need to create systems for identifying, monitoring and serving advanced learners that are culturally responsive and sensitive to the needs and experiences of students with the potential for high performance but who are underperforming and students from underrepresented groups. The BOARD is committed to engaging the parents and guardians of advanced learners through outreach to, communication with and the inclusion of parents and guardians in education decisions that affect their students. In order to actualize these commitments for all students, all schools must, through professional collaboration and with the input from parents and guardians, appropriately identify and serve all advanced learners, including students from underrepresented groups, students who evidence high potential but are underperforming and twice exceptional learners, using the identification, monitoring and intervention systems set forth in the BOARD-approved Talented and Gifted Plan.
A. Differentiated Instruction – A best practice for all instructional staff across all grade levels and subjects that involves modifying the classroom curriculum, instructional model and/or expected evidence of learning to meet unique student needs within the classroom.
B. Advanced Learner – A student who demonstrates high performance capability or the potential for high performance in one or more of the following domains and requires enrichment and/or intervention beyond differentiated core instruction. The domains are general intellectual, creativity, specific academic, leadership and visual and performing arts.
C. Interventions – Research-based instructional practices and programs used systematically to provide support to students who exceed academic or behavioral benchmarks or who evidence high potential but have not yet demonstrated high performance. Interventions, which are provided in addition to or in replacement of differentiated, grade-level core instruction, are used to systematically provide an enhanced opportunity to learn, scaffold learning for students whose mastery of skills or content are below what is expected and/or provide a faster pace of learning.Much more on the talented & gifted program, here and a parental complaint.
Class size: 49 students.
Number of principals in six years: five.
Percentage of student turnover in a school year: 55%.
To the people who teach in them, those are some of the characteristics of “failing” public schools in Milwaukee, 48 in all.
To the superintendent who oversees them, the latest potential solution is to turn some into charter schools.
The teachers’ response, at least for one day this past week, was to blast that idea and provide a vivid picture of the problems in their chronically underperforming schools, problems that never seem to get addressed by a revolving door of district reforms.
Once again, they said at a board committee meeting Thursday, the options on the table — and there are three in all — fail to address their biggest roadblocks to improvement. Almost every one of their students is poor. On average, one in four has a special need, usually an emotional or behavioral disorder. Many have unstable families and grow up in lives infused with violence.
Meanwhile, teachers said, their best resources to combat these issues have been cut. There are fewer art and music classes, despite district efforts lately to restore such specials. Class sizes can soar to between 40 and 50 students, inhibiting any kind of one-on-one attention. There is no additional staff to man in-school suspension rooms, so disruptive pupils affect the learning time — and likely, the ultimate reading and math test scores — of other students.Much more on the Milwaukee Public Schools, here.
The Madison School District 3.5MB PDF, via a kind reader’s email:
Dear Community Members,
The preliminary plan to eliminate achievement gaps provided a framework around which to engage members of the community in a discussion about what we need to do to address the achievement gaps. To gather input, we held community input sessions, met with community organizations, and talked with our staff. Summaries and an analysis of session feedback are listed in the plan and at mmsd.org/thefuture.
That input served as our guide in developing these recommendations. Then, we also considered educational research, the new federal mandates of the Response to Intervention (RtI) program, cost, and logistics, as well as community input. We reviewed what has worked in our school district, in our community, and in other districts across the country.
I believe that if we are going to do better by our children, we must invest. But I also believe we have a responsibility to balance the needs of our community and leverage resources for the greatest impact on student achievement. The final recommended plan is reduced from a financial perspective. This was done to ensure greater sustainability from a fiscal perspective.
The revised plan maintains the six original areas of focus. These six chapters illustrate the landscape of education today – areas that are critical to closing achievement gaps. They also represent areas where leverage exists to eliminate our achievement gaps. Any successful plan to close student achievement gaps must employ a combination of strategies. If there were one simple answer, it would have been employed a long time ago and replicated in districts across the country. Our reality calls for many solutions at many levels of the organization. Our problem is a complex one. Our solutions must be equally complex in their approach.
The good news is that research on what works has been going on for years. Although there is no one right way to teach all students, the research is solid on increasing student performance through an aligned curriculum, effective instruction, frequent monitoring of progress, research-based decision making before a child experiences failure, having interventions in place to help learners, and involving the entire community in support of children.
To address this last point, this plan also asks for a commitment from the community to join MMSD using elements of the Strive Model (Kania, John and Kramer, Mark. (2011). “Collective impact.” Stanford Social Innovation Review, Winter 2011) to develop a network which links services to schools through a collaborative district approach as well a school-based grass roots “community school model” approach based on each school’s need. This concept is elaborated where appropriate in each chapter and in the conclusion of this document.
The recommendations within this plan focus on academic rigor, expectations, accountability, response to behaviors, professional development, cultural competence,3 parents as partners, hiring for diversity, and establishing a new relationship with our community. It also is a plan that supports the federal mandates of Response to Intervention (RtI), which is the practice of providing high-quality instruction, interventions, and progress monitoring which is matched to student needs to make decisions about changes in instruction, and analyzing student response data decisions through collaboration.
These final recommendations reflect some effective work already under way that needs additional focus in order to meet student needs and RtI requirements, some promising practices, and some new ideas. These recommendations are all based on research and are a call to action to our staff, our families, and our community.
Some recommendations from the preliminary plan have been made more cost effective, and others have been elaborated upon. The following items are either new, have been eliminated, or have been revised to allow further planning during the 2012-13 school year:
New Initiative: Ensure all K-12 Students Demonstrate Proficiency in the Standards for Mathematics Practice
New Initiative: Drop-Out Recovery
New Initiative: Increase Options for Restorative Practices in the MMSD Student Conduct and Discipline Plan
Eliminated: PEOPLE Program for Elementary Students Eliminated: Youth Court Expansion to Middle School
Eliminated: Implement 21st Century Community Learning Centers in the Highest Need Elementary Schools
Eliminated: Professional Development – Technology Coach
Eliminated: Collaborate with the Community to Implement the Parent-Child Home Program
Further Planning: Extend the School Day
This final recommended plan, Building our Future, was developed to eliminate our achievement gaps. As a school district, we know we need to take new action. We also know we must work with you, members of this great community, to better address the needs of our children. We now look forward to discussing this final proposed plan with the Board of Education. Let’s work together to make a difference for our children.
Sincerely,
Daniel A. Nerad, SuperintendentPages 117 to 123 describe the baseline metrics.
Matthew DeFour has more.
Altogether, Nerad makes about 40 recommendations in six categories — instruction, college and career readiness, culturally relevant practices, school environment, family engagement and staff diversity.
“The plan is based on the view that there isn’t one thing alone the school district can do to eliminate achievement gaps,” Nerad said. “We’re attempting to be comprehensive with the proposal.”
The plan’s projected cost for next year is $12.4 million, which Nerad is recommending come from the district’s untapped property taxing authority under state-imposed limits. The amount includes adding about 67.5 positions, including behavioral support staff, reading specialists and parent liaisons.
Some recommendations wouldn’t take effect until future years. The district estimates they will cost $20.9 million in 2013-14 and $26.6 million by 2016-17. The district doesn’t have the authority to raise property taxes by that amount, though Nerad said part of the discussion in coming months will involve whether the private and nonprofit sectors can help fund the strategies.
“We’re going to have to struggle through the conversation of how to get it done,” Nerad said.Related:
- What Impact do High School Mathematics Curricula have on College (PDF)?
- Wisconsin Property Tax Growth: 1984-2012 (!)
- 60% to 42%: Madison School District’s Reading Recovery Effectiveness Lags “National Average”: Administration seeks to continue its use
- Much more on the proposed Madison Preparatory IB charter school, here.
- Madison schools superintendent Dan Nerad releases plan to address achievement gap @ Isthmus
Listen to most of the speech via this 25mb .mp3 file.
In the you-can’t-make-up-this-stuff category:
Otis Mathis, the president of the Detroit Board of Education, was accused of fondling himself for 20 minutes in a meeting with the system’s superintendent and quit right after the incident, but now is seeking to take back his resignation, the Detroit Free Press reports.
In this article, the newspaper says that board Vice President Anthony Adams plans to move ahead and post the vacancy.
Superintendent Teresa N. Gueyser filed a detailed complaint addressed to Adams about Mathis, saying he used a handkerchief while masturbating in front of her the entire time she was speaking.
Her complaint says that she has witnessed other unacceptable acts by Mathis and that she had informed him some time ago to have no physical contact with her, including handshaking.
The district has developed over time a very detailed Student Code of Conduct that clearly outlines student misbehavior and prescribes suspension and expulsion as the specific responses for some misbehavior. While the current code is clear regarding which misbehaviors require suspension and a recommendation for expulsion, it does not offer administrators a sufficient array of options that can be used to intervene in order to support behavior change in students when suspension and expulsion are not an appropriate consequence.
Current research shows that a reactive model in the absence of positive, proactive strategies is ineffective. As an evidence-based national model that has recently been adopted at the state level in Wisconsin, Positive Behavior Supports (PBS) provides the mechanism for schools to shift to data driven decision making and practices grounded in a tiered approach that emphasizes teaching, modeling and reinforcing pro-social skills and behavior. Many districts across the country are developing Codes of Conduct that align with the PBS Model.
As all elementary, middle and high schools move toward full implementation of Positive Behavior Supports (PBS), it is important that the Code of Conduct is aligned with the PBS model which is grounded in teaching appropriate behaviors to students and acknowledging students for learning and exhibiting positive behavior. PBS provides a framework for defining and teaching in positive terms what is expected from students as behavior expectations that are defined only by
Appendix LLL-12-11 June 14,2010
III.
rules and “what not to do” provide an inadequate understanding for students and families.
The proposed Code o f Conduct represents a step toward improved alignment with the PBS model and reflects a shift in thinking from an approach that relies heavily on rules, consequences and reactive practices to an approach that provides a multi-tiered, progressive continuum of interventions to address a wide range of student behavior. While the current code is used primarily by administrators to determine which misbehaviors are appropriate for suspension and expulsion, the proposed code would also be used by teachers and other staff to determine which behaviors they are expected to handle in the classroom and which behaviors should be referred to the administrator or designee. It will provide all staff with multiple options in three (3) categories of intervention: Education, Restoration and Restriction (see details in attached chart). In addition, the proposed code presented in ‘chart form’ would be used as a teaching tool to give students a visual picture o f the increasing severity o f behaviors and the increasing intensity of interventions and consequences that result from engaging in inappropriate behaviors.Related: Disciplinary Alternatives: Abeyance Option Phoenix Program:
The District has developed overtime, an extensive and very clear expulsion process, that is compliant with state and federal law, that focuses on procedure and is based on zero tolerance for some behaviors, In the 2007/08 school year, 198 students were recommended for expulsion with 64 actually being expelled. In the 2008/09, 182 students were recommended for expulsion with 44 actually being expelled.
Students are expelled from two to three semesters depending on the violation with an option to apply for early readmission after one semester if conditions are met. Approximately 72% of the students meet early readmission conditions and retum after one semester. Currently, no services are provided to regular education students who are expelled, Expelled special education students are entitled to receive Disciplinary Free Appropriate Public Education services.
Concems have been raised by members of the Board of Education, MMSD staff and community about the zero tolerance model, lack of services to expelled students and the significant disruption caused in the lives of these students, families and neighborhoods when students are expelled.
Approval is being sought for the implementation of an abeyance option, the Phoenix Program, including the budget, to be implemented at the beginning of the 2010/11 school year,
In March, an independent hearing officer made official what Shnette Tyler already knew: Her 11-year-old son, who has severe learning and behavioral disabilities, had not been receiving a proper education from Chicago Public Schools.
Detailing how the school system had repeatedly failed Devon Mallard, the hearing officer wrote: “Despite a history of disability as well as documented behavioral difficulties, it took two years of decreasing reading scores, increasingly aggressive behaviors, and the filing of a due process complaint for the district to take notice of this student and focus on his specific needs for special education services.”
Within 45 days, the school district was ordered to set up a proper education plan for Devon — who attends Ray Elementary School in Hyde Park — and provide him with an array of weekly services including psychological counseling, occupational therapy and a reading tutor.
To understand D.C. Schools Chancellor Michelle A. Rhee and the educational insurgency she is part of, you have to know what happened when she taught at Baltimore’s Harlem Park Elementary School in the early 1990s.
The Teach for America program threw well-educated young people such as Rhee — bachelor’s degree from Cornell, master’s from Harvard’s John F. Kennedy School of Government — into classrooms full of impoverished children after only a summer of training. “It was a zoo, every day,” she recalled. Thirty-six children, all poor, suffered under a novice who had no idea what to do.
But within months, for Rhee and other influential educators in her age group, the situation changed. She vowed not “to let 8-year-olds run me out of town.” She discovered learning improved when everyone sat in a big U-pattern with her in the middle and she made quick marks on the blackboard for good and bad behavior without ever stopping the lesson. She spent an entire summer making lesson plans and teaching materials, with the help of indulgent aunts visiting from Korea. She found unconventional but effective ways to teach reading and math. She set written goals for each child and enlisted parents in her plans.
Fairfax County School Board members said they are likely to abandon a staff report that showed racial and ethnic gaps in some measures of student behavior, including in the demonstration of “sound moral character and ethical judgment.”
The board had delayed an April vote to approve the report after concerns were raised that findings were based on subjective measures, such as elementary report card data, and that they would fuel negative stereotypes.
Board member Phillip A. Niedzielski-Eichner (Providence) said yesterday that he plans to propose at a June 19 meeting that a vote on the report be postponed indefinitely. Several board members have indicated their support, he said.
Board member Martina A. Hone (At Large) said that the original report is “fatally flawed” and that it doesn’t make sense “to work on fixing it.” She said she is pleased with the way the board is rethinking it. “I think we have come out a stronger school board,” she said.
Perhaps the most bizarre of all of the school restructuring programs is mathematics. Math is an exact science, loaded with absolutes. There can be no way to question that certain numbers add up to specific totals. Geometric statements and reasons must lead to absolute conclusions. Instead, today we get “fuzzy” Math. Of course they don’t call it that.
As ED Watch explains, “Fuzzy” math’s names are Everyday Math, Connected Math, Integrated Math, Math Expressions, Constructive Math, NCTM Math, Standards-based Math, Chicago Math, and Investigations, to name a few. Fuzzy Math means students won’t master math: addition, subtraction, multiplications and division.
Instead, Fuzzy Math teaches students to “appreciate” math, but they can’t solve the problems. Instead, they are to come up with their own ideas about how to compute.
Here’s how nuts it can get. A parent wrote the following letter to explain the everyday horrors of “Everyday Math.” “Everyday Math was being used in our school district. My son brought home a multiplication worksheet on estimating. He had ‘estimated’ that 9×9=81, and the teacher marked it wrong. I met with her and defended my child’s answer.
The teacher opened her book and read to me that the purpose of the exercise was not to get the right answer, but was to teach the kids to estimate. The correct answer was 100: kids were to round each 9 up to a 10. (The teacher did not seem to know that 81 was the product, as her answer book did not state the same.)”
Social, political, multicultural and especially environmental issues are rampant in the new math programs and textbooks. One such math text is blatant. Dispersed throughout the eighth grade textbooks are short, half page blocks of text under the heading “SAVE PLANT EARTH.” One of the sections describes the benefits of recycling aluminum cans and tells students, “how you can help.”
In many of these textbooks there is literally no math. Instead there are lessons asking children to list “threats to animals,” including destruction of habitat, poisons and hunting. The book contains short lessons in multiculturalism under the recurring heading “Cultural Kaleidoscope.” These things are simply political propaganda and are there for one purpose – behavior modification. It’s not Math. Parents are now paying outside tutors to teach their children real Math – after they have been forced to sit in classrooms for eight hours a day being force-fed someone’s political agenda.
A few weeks ago, the Madison BOE received a summary of what the board and its committees had done in its meetings during the past year. I am posting the entire document as an extended entry as community information. It provides a lot more detail, a good overview, and a glimpse at the pieces that […]
Dodd, Alexander Call for Study of Access to Arts Education Introduce Resolution in Recognition of Music Education May 8, 2007 Today Senator Chris Dodd (D-CT) and Senator Lamar Alexander (R-TN) sent a letter to David Walker, the Comptroller General of the Government Accountability Office (GAO), requesting that the GAO conduct a study on access to […]
David Cutler & Adriana Lleras-Muney: There is a large and persistent association between education and health. In this paper, we review what is known about this link. We first document the facts about the relationship between education and health. The education ‘gradient’ is found for both health behaviors and health status, though the former does […]
Recent post from the Madison United for Academic Excellence (MUAE) list serve: Dear MUAE Friends, When we volunteered to oversee a District-wide “TAG” parents email list back in 2002, it was in part to help out the District “TAG” staff and in part to make the list available for explicit “TAG” advocacy efforts. We never […]
Sherman’s parents are puzzled and frustrated. Music classes for instrument and vocal will be during the day, but the classes will be pull out classes!
David Blaska Contrast that with a public school system here in Madison in which so-called safety monitors try to prevent police from removing pistol-packing pupils from the hallways of La Follette high school in the name of diversity, equity, and inclusion. (Read & Weep!) In the spirit of transparency, our new superintendent of schools gave an interview to […]
Dave Cieslewicz: Anyone hoping for improvement in Madison’s public schools will need to keep waiting. Incumbent school board members Savion Castro and Maia Pearson will be reelected by default in April as no challengers showed up before the filing deadline yesterday. Sincere congratulations to Castro and Pearson. They’ve stepped up. They put their names on […]
David Blaska For all practical purposes, Jennifer Cheatham remains the superintendent of Madison WI public schools. She left four years ago for Harvard University (where 32 student groups announced their support for Hamas terrorism). Her mission: clone more ultra-Woke school chiefs like herself. (“Areas of expertise: diversity, equity, and inclusion.”) Matters not that teachers hate it, Cheatham’s race-forward […]
Scott Girard: The board added an addendum to the Behavior Education Plan for grades 4K-5 outlawing out-of-school suspensions beginning Tuesday. District officials and board members hope the change will keep more students in school, especially the Black students who have been disproportionately disciplined using suspensions. A presentation last month along with the proposal to eliminate the suspensions showed […]
Dave Daley: In 2013, the Madison school district had a zero-tolerance policy for misbehavior. Suspension was almost automatic for most violations. When Cheatham became superintendent that year, she was determined to bring down suspension and expulsion rates that she felt unfairly affected black students. Black students made up 62% of expulsions for the previous four […]
David Blaska: Only 8.9% of Madison’s African American high school students are proficient in English, according to 2019 ACT scores. One of every five African American students never graduate. In math, 65% of black students test below basic proficiency, according to the Wisconsin Department of Public Instruction. Not to worry, the district now prohibits teachers […]
Scott Girard: Behavior Education Plan Vanden Wyngaard: “Just like in previous districts I have been in, it appears we have a perception issue in the community.” Gutiérrez: “What I’ve seen is a rather comprehensive plan. I think it may be a little overwhelming for folks. How can we simplify that to be user-friendly, easy to […]
Peter Anderson: Jennifer Cheatham’s tenure, to a not-insignificant extent, became increasingly defined by her efforts to deflect vocal pressure from Freedom Inc., by how those efforts affected her determination to convince opinion leaders of her commitment to racial justice, and by her inability to actually reduce the black achievement gap. To reinvigorate her bona fides, she caved in […]
Scott Girard: Anderson, who posted about the incident on social media and became a face for the push against the “zero tolerance” practice the district had instituted, had been called a “b**** a** n****” by a student and told the student not to call him the n-word, using the word itself in the process. Another […]
mp3 audio – Machine Transcript follows [Better transcript, via a kind reader PDF]: I’m Carousel Baird and we have a fabulous and exciting show lined up today. Such a fabulous guy sitting right across from me right here in the studio. Is Madison metropolitan school district current superintendent? She still here in charge of all […]
Jeffrey Spitzer-Resnick: Thus, I actively participated when MMSD crafted the Behavior Education Plan (BEP). Indeed, I was the person who suggested that it should carry that name instead of simply MMSD’s Discipline policy, because moving away from zero tolerance also requires MMSD to actively engage in teaching children with challenging behaviors how to behave properly. […]
David Blaska: Over the last few days since I voiced my concerns about the poor language being used towards adults by our children and youth in our public schools (and at several school board meetings). I have received mostly positive feedback. However, I have also read comments by people who feel my concern about our […]
David Blaska: Would that there have been a few more courageous citizens. These names come to mind for lack of courage: Dave Cieslewicz. The former mayor has condemned identity politics on his Isthmus column; he could have spoken up. The Madison police union considered endorsing Blaska because he is the only candidate on the local […]
Kaleem Caire: Our School District has an obligation to learn from these incidents and to ensure that our staff, students and parents have clear guidelines about how to address similar situations when they arise, and how they can also avoid such challenges as well. After reading the police reports, it is clear to me that […]
Jenny Peek: As for charter schools, Blaska says the more the better. “Competition is what made America great,” he says. “My whole pitch is to bring Madison schools back to their former excellence status and we’ve gone the opposite way. We have parents voting with their feet.” Muldrow supports charter schools — like Nuestro Mundo […]
Chris Rickert: What is the most pressing issue facing the Madison School District and how would you address it? Blaska: The overly bureaucratic Behavior Education Plan is both symptom and cause. After four years and $15 million, suspensions have declined 15 percent but “behavior incidents” have nearly doubled and the racial disparity remains unmoved. Worse, […]
Logan Wroge: What is the most pressing issue facing the Madison School District and how would you address it? Mertz: Trust and accountability. Providing our students with the education they deserve requires repairing the collapses of trust within our schools, and between our families and our schools. We need to exercise respect for one another, […]
Gary L. Kriewald: It appears we are headed toward a School Board election that promises something new: a candidate whose voice will do more than add sound and fury to the liberal echo chamber that is Madison politics. David Blaska has the background, experience and most importantly the courage to expose the abuses and neglect […]
Chris Rickert: It starts with safety and discipline,” said Blaska, who on his blog has been sharply critical of the district’s deliberations over whether to continue stationing Madison police officers in the high schools. Despite raucous protests by the activist group Freedom Inc., a committee of the board recommended on Sept. 26 that the police […]
David Blaska: Your reading assignment today, class — YOU THERE IN THE BACK ROW! DON’T MAKE ME COVER OVER THERE! — is Chris Rickert’s take-down of the racially motivated “behavior education plan” employed by Madison’s public schools. His excellent WI State Journal article today (11-04-18) states authoritatively when the Blaska Policy Werkes has been saying […]
Amber Walker: Out-of-school suspensions are up in the Madison Metropolitan School District at this point in the school year compared to last year. On Monday, the Madison School Board received its midyear update on the Behavior Education Plan. District data shows 1,122 suspensions across the district so far this school year, compared to 892 at […]
OGECHI EMECHEBE: At the direction of the Legislature, the UW System recently created the new Office of Educational Opportunity to oversee the creation of charter schools in Madison and Milwaukee without oversight from local school districts. How do you react to that? I’m opposed to the concept. I find it objectionable that the state has […]
PDF slides from a recent Madison School District Quarterly Board retreat. Readers may wish to understand “MAP” or “Measure of Academic Progress” [duck duck go SIS 2012 Madison and Waunakee results] Using MAP for Strategic Framework Milestones and SIP Metrics Feedback from various stakeholders has led us to examine the use of MAP (Measures of […]
Doug Ericsson: This year, she exceeded expectations in her relations with the board, her management of the district’s budget and operations, her management of the district’s talent pool, and her relations with the community and schools. She “met expectations” in instructional leadership and in the district’s organizational climate and culture. According to the board, highlights […]
Maggie Ginsberg interviews Brandi Grayson: Can you give an example of what you’ve described as “intent versus impact?” The Behavior Education Plan that the [Madison Metropolitan] school district came up with. The impact is effed up, in so many words, and that’s because the voices that are most affected weren’t considered. It’s like standing outside […]
Pat Schneider: As Madison teachers prepare to head back to school, big changes they’re facing include a new teacher evaluation system mandated by the state and a new discipline policy adopted by the Madison School Board, according to Madison Teachers Inc. president Mike Lipp. “There’s a lot of confusion and some apprehension” about the new […]
The Madison School District (3MB PDF): Five Priority Areas (just like the “Big 10”) but who is counting! – page 6: – Common Core – Behavior Education Plan – Recruitment and hiring – New educator induction – Educator Effectiveness – Student, parent and staff surveys – Technology plan 2014-2015 “budget package” 3MB PDF features some […]
Zvi: As a bonus, here are two sections that would have been in my next childhood roundup: Ban Phones in Schools England to give the power to ban mobile phone use on primary and secondary school grounds, students will have to switch them off or risk confiscation. Reactions like this always confuse me: However, teachers’ […]
Jessica Blake: Enrollment has been declining in higher education for more than a decade, and the most common explanations in recent years have been lingering effects of the pandemic and a looming demographic cliff expected to shrink the number of traditional-age college students. But new research suggests that public doubts about the value of a […]
Michael F. Shaughnessy, via email: 1. Rick, COVID came, it saw, and it conquered, and it impacted a lot of schools. In your new book, The Great School Rethink, you discuss the pandemic’s effects and the aftermath. Can you talk a bit about the consequences of COVID-19 on the education system? Look, during COVID-19, […]
Eugene Volokh: From Livingston Parish School Bd. v. Kellett, decided Thursday by the Louisiana Court of Appeal (Judge Allison Penzato, joined by Judges Duke Welch & Walter Lanier): The School Board argues that false statements, like Ms. Kellett’s accusations against the School Board and its employees, which purportedly include allegations of criminal conduct, are not constitutionally […]
Dave cieslewicz: Anybody who serves as Madison Schools Superintendent deserves our thanks. I’ve always thought that it’s the toughest job in Madison, even tougher than being mayor. Yesterday Carlton Jenkins announced his retirement effective at the end of July, after only three years on the job. Let’s thank him for his service and wish him […]
Robert Steinbuch: Yale Law School has seen a series of attacks on conservative speakers by leftist students. Rather than firmly address the disruptive students’ violations of school policies, time and time again Yale administrators found ways to excuse the wrongdoers and intimidate the victims. Yale certainly isn’t alone in this shameful behavior, but it has elevated to […]
Claire Woodcock: While Laffin acknowledges that a reevaluation of effective education is necessary, he says this can happen when looking at the types of prompts educators assign students, noting a difference between the regurgitation of facts and information discovery. However, he worries that products like OpenAI’s text generator will make essay writing a moot point.“We […]
Seth Stephens-Davidowitz: What the scientists found was that the family a kid was raised in had surprisingly little impact on how that kid ended up. Unrelated children adopted into the same home ended up only a little more similar than unrelated children who were raised separately. The effects of nature on a child’s future income were […]
Wikipedia: Civics is the study of the rights and obligations of citizens in society.[1] The term derives from the Latinword civicus, meaning “relating to a citizen”. The term relates to behavior affecting other citizens, particularly in the context of urban development Word recently arrived that Don Severson died in December, 2021. This news appeared a […]
Frederick Hess: Math is fundamental. This observation is a groan-inducing cliché, but it’s also true. Math matters for employment, financial literacy, and even for navigating evidentiary claims about things like Covid-19 and climate change. Yet math education seems to have gotten sidelined amid broader debates about school culture, civics, and the rest. Lately, when math […]
David Blaska David Blaska is running for Madison school board after all. No, his name won’t be on the ballot because he is a write-in for Seat #4. That’s the one occupied by school board president Ali Muldrow. We were opponents three years ago and Ali (truly a lovely young lady in many ways) beat me handily. […]
Jill Tucker and Annie Vainshtein: Mayor London Breed is pushing an ambitious school board oversight plan that threatens to withhold city funding from classrooms if Board of Education members don’t change their behavior. San Francisco classrooms, under a proposed change to city law, could lose millions in city funding each year if school board members […]
David Blaska: Yet students of color continue to be disproportionately disciplined. “The simple fact is this: black boys do commit more violent offenses in public schools than other kids,” acknowledges John McWhorter, in his book Woke Racism. You want “equity”? According to MMSD data from 2017-18, 59% of disciplinary actions were taken against boys, even […]
Logan Rude, Brad Hamilton More than 600 students did not show up for classes on Tuesday, the district said, more than one-third of the total 1,717 students enrolled at East. As of noon, 277 were excused and 325 had not shown up and were not excused, though secretaries were still updating records at that time. […]
Greg Mankiw: A new paper by Kevin Corinth, Bruce Meyer, Matthew Stadnicki, and Derek Wu finds the following (emphasis added). The proposed change under the American Families Plan (AFP) to the Tax Cuts and Jobs Act (TCJA) Child Tax Credit (CTC) would increase maximum benefit amounts to $3,000 or $3,600 per child (up from $2,000 per child) […]
Dana Loesch: In total, CCAP mentions “equity” 135 times and focuses on behavioral conditioning, not education. Agreeing to CCAP would mean accepting the view that our republic is irrevocably flawed and that the absence of racism is impossible—and that opportunity and resources must be allocated to reflect this disparity. This is what critical race theorists […]
Yvonne Kim: “Families are struggling and we recognize that,” Petersen said. “One of the benefits of the tuition freeze, quite frankly, right now is that for the dollar, there is no better place to get a four-year education — I would argue — in this country than the UW System.” Instead, he said, “if we’re […]
Ben Farrell, Lauren Henning and Anna Walters: Editor’s note: This story came about through a partnership between the Cap Times, Local Voices Network and a University of Wisconsin-Madison journalism class. Students analyzed the Cap Times People’s Agenda and chose to report on non-police solutions for community issues, one of the topics readers identified as a priority. Specifically, the student […]
Liberty Justice Center: As the West Ada School District announced it would reopen on Wednesday, a group of parents filed a lawsuit arguing this week’s “sick out” was an illegal union strike, and that the teachers union cannot use the threat of another work stoppage to force the district to meet its demands. “After weeks […]
Kelly Meyerhofer: Brenda Gonzalez, director of community relations at UW-Madison who spoke during the County Board meeting in opposition of the resolution, said testing and protocol put in place should keep the number of positive cases on campus low. She said Public Health Madison and Dane County is monitoring possible transmission of cases from campus […]
Gloria Reyes: We must prepare and implement a plan of action to prevent violence and to stop this horrific rise in violence.” David Blaska: Our word of the day is ‘Chutzpah’ (Yiddish for “what nerve!”) This is the school board president who kicked cops out of Madison’s troubled high schools NEWS ALERT: Detectives from the […]
Shezad Baloch: Corey Saffold served as a school resource officer for four years at Madison West High School. We asked about the implications of the end of the SRO program and removal of Madison police officers from the schools. Now the head of security at Verona Area School District, he repeatedly said he is only speaking on behalf […]
David Blaska: Board of education president Gloria Reyes demands “the conversation around school discipline needs to be centered on race,” according to the WI State Journal. Those who counter that school discipline needs to be centered on behavior will be asked to leave the conversation. Maybe the answer is pick out some white kids and toss them […]
Gail Heriot: On April 23, 2019, the U.S. Commission on Civil Rights released a report entitled Beyond Suspensions: Examining School Discipline Policies and Connection to School to Prison Pipeline for Students of Color with Disabilities. This Statement is part of that report. In the report, the Commission finds “Students of color as a whole, as […]
Logan Wroge: Zirbel-Donisch said the plan is to have the condoms paid for by outside-partner organizations. While most four-year University of Wisconsin System colleges offer free condoms, doing so in Wisconsin high schools remains relatively rare. The state Department of Public Instruction estimated in 2016 that 6.9% of high schools in the state provided free […]
Michael Cummins: aybe kids are disrespecting their teachers because adults have taught them to. If, as Muldrow asserted during her campaign, the “theme” in Madison education is “how do we blame black children, how do we hurt black children, how do we get rid of black children, how do we not listen to black children,” […]
Dylan Brogan: Jennifer Cheatham is expected to resign as superintendent of the Madison school district at a news conference Wednesday. Isthmus confirmed the news with three members of the Madison school board and other sources. It is not known when Cheatham, who has led the district since 2013, will step down. Rachel Strauch-Nelson, district spokesperson, […]
D. Hobbs: Joshua and Britten Wahrer wanted their 6-year-old son Joshua Jr., who is nonverbal, to use the device at school after his teacher was accused of beating him with a wooden pointer stick and arrested. The Clark County School District in Las Vegas rejected the request, saying the listen-in function could be intrusive to […]
Nick Wilson: I am not interested in politics or controversy, and I derive no pleasure in creating difficulties for the UW out of personal resentment. But whenever family and friends ask me about graduate school, I have to explain that rather than an academic program centered around pedagogy and public policy, STEP is a 12-month […]
Seat 3: Caire vs. Carusi Logan Wroge: “There’s no one in the history of Madison schools that has my professional record,” he said. Carusi has reviewed budgets and policies during 12 years of attending School Board meetings and has actively served in parent leadership roles, which puts her in a “unique position of someone who’s […]
Negassi Tesfamichael: In an open letter to the community released Thursday morning, Madison School District Superintendent Jennifer Cheatham acknowledged that the district “cannot be silent” on issues of racial justice. The letter comes eight days after media reports surfaced regarding an alleged assault at Whitehorse Middle School. In that incident, which is still being investigated […]
Chris Rickert: The questionnaire also includes several questions about teachers’ ability to have a say in their compensation and working conditions, and asks whether the candidates “support the reinstatement of collective bargaining rights for all public employees (currently prohibited by Act 10)?” Act 10 is the controversial 2011 law passed by Republicans that stripped most […]
Richard Phelps, via a kind email: Historical, financial and media analyses of the organization that spawned the Common Core Initiative, the two copyright holders, two of the paid proselytizers, and the delivery vehicle, where the reputed CC “architect” now runs things (for a cool annual salary of well over a $million). Real Clear Propaganda: Bellwether’s […]
Bob Norman: The education plan shows that, even as Cruz was making progress at the Cross Creek School for emotionally and behaviorally disabled students in late 2015, but that he was known by administrators to have an obsession with guns and violence. Here are some passages from the plan: “Nikolas at times, will be distracted […]
Susan Du: Over the past few months, Humboldt High teacher Rachel Wannarka started noticing a lot of kids being transferred to her special education math class after failing out of regular math. While regular math takes place daily, special ed math is every other day, taught at a level several grades lower than what many […]
Sandra Stotsky, via Will Fitzhugh: “Advocates of a writing process tended to stress autobiographical narrative writing, not informational or expository writing.” It sounds excessively dramatic to say that Common Core’s English language arts (ELA) standards threaten the study of history. In this essay we show why, in the words of a high school teacher, “if […]
Tony Evers (PDF): 1. Why are you running for State Superintendent of Public Instruction? I’ve been an educator all my adult life. I grew up in small town Plymouth, WI. Worked at a canning factory in high school, put myself through college, and married my kindergarten sweetheart, Kathy-also a teacher. I taught and became a […]
Heather Mac Donald: American employers regard the nation’s educational system as an irrelevance, according to a Census Bureau survey released in February of this year. Businesses ignore a prospective employee’s educational credentials in favor of his work history and attitude. Although the census researchers did not venture any hypothesis for this strange behavior, anyone familiar […]
Agreement (PDF): The data listed below will be made available to Forward Madison researchers upon request. There are two types of data potentially needed – individual-level data and aggregate by school. Individual, student-level data Student demographics, including: o Student ID # Race/ethnicity Special Education services required o ELL status Advanced learner status Student academic and […]