Part II: Please Take the Time to Comment on Michigan's Proposed Special Education Rules

If you read yesterday's post,

Part I: Michigan Proposes New Special Education Rules--You're in the Twilight Zone!

you know that major changes are being proposed by the Michigan Department of Education to the rules that guide special education in Michigan.

According to Marcie Lipsitt:

The MI Dept. of Ed states that the rule revisions will bring our verbiage in line with the federal law, the Individuals with Disabilities Education Act (“IDEA”). This is another way of misleading parents, teachers and concerned citizens.  Eliminating state-imposed rules is not done to bring rules in line with federal law. This is done to bring down costs and reduce the number of children found eligible, while reducing necessary specialized instruction...

Contrary to MI DOE’s assertion, these proposed revisions have nothing to do with “improving student outcomes.”  Rather, they will allow Michigan, ISDs and LEAs to balance their budgets on the backs of students with disabilities. Eliminating the state-imposed special education rules that govern teacher caseloads, special education programs, program sizes and student age spans will not improve outcomes. The most recent data out of the MI Dept. of Ed, Annual Performance Review (February 2014) documents that only 52-percent of students with IEPs graduated high school with a diploma. Michigan needs to turn every possible child into a productive taxpayer. Gutting our special education rules is not the answer and 188,000 students will have no reason to stay home from school in September 2014. Do we really want to send special education and students with disabilities back to the days of being unwelcome guests in our public schools? The answer is a resounding NO. 

The time to comment is short. Comments are only being accepted until March 13th at 5 p.m.!

Below, you will find information about how to comment, and what you might want to say. Since the initial announcement was made, they have added ways to comment via an online form and via email (still no fax)--so I would say that the pressure is working. Keep it up!

Links with Background Information

If you're like me, you are not a special education expert, so here is some more information.

Proposed Rule Changes, from MDE, with strikethroughs and bold text to show the changes.

MDE's Summary of Rule Changes
(Remember: the current rule changes are being described--disingenuously--as minor changes. Really, they're major!)

Michigan Protection and Advocacy's comments on the rules

What the Special Education Rule Changes Will Mean for Kids
(I took this from a parent listserve--I'm not sure who wrote it--but it has very clear examples of the effects of various changes. And did you know that if the autism rule changes take effect, Michigan will have the most restrictive rules in the nation--and they won't be using accepted medical diagnostic criteria either.)

How to Comment

1. Mail:
Public Comment, Office of Special Education
Michigan Department of Education
P.O. Box 30008
Lansing, MI 48909

2. Online submissions form: http://ose.marse-public-comment.sgizmo.com/s3/
(You would think this would be the easiest way to comment, but it asks you to comment on each specific rule, so--kind of a pain! However, if you want to use it, I have a handy list down below.)

3. Email (recently added under pressure--a small victory): MDE-OSE-EIS-Public-Comment@michigan.gov
Note that the name of the person making the comment must be included in the email.

4. Go to one of the two public hearings being held on Monday, March 10th:

1:00 p.m.–3:00 p.m.
Detroit School of Arts, 123 Selden Street, Detroit, Michigan 48201

4:00 p.m.–6:00 p.m.
Lansing Community College West Campus, 5708 Cornerstone Drive, Lansing, Michigan 48917

There is also a Change.Org petition, which you can sign here. The petition asks Governor Snyder to withdraw the changes to MARSE (the Michigan special education rules) immediately.

What to Say About the Special Education Rules 

You have a few options. One option is to submit a general statement of opposition, and/or ask them to withdraw the rules entirely. Another option is to focus on a few of the rule changes that concern you most. Alternatively, respond to the entire list of rules changes.

Marcie Lipsitt has allowed me to share a detailed, rule-by-rule, response that I found very helpful and have pasted in below.

R, 340,1701 a(c)(v): I oppose removing the phrase "or court decision" from the scope of the complaint. Court decisions are used to provide guidance on students rights under the IDEA and a denial of FAPE. 

R 340.1702- 
1. I oppose defining a student as a student with a disability until completing the high school graduation requirements to earn a diploma. This will allow districts to push students through in 4 years and negate the availability of a 5th and 6th year of high school. 
2. I oppose defining parents as "qualified professionals." IDEA recognizes parents as valued members of the IEP team. This rule could be interpreted to exclude parents that lack professional qualifications. This does not align with 300.306.

R 340.1706 Emotional Impairment: I oppose removal of the MET. This will reduce the depth and breadth of of the evaluation conducted to determine a student's eligibility. Especially when a Cognitive and Achievement battery are critical to rule out a learning disability and to understand what can be contributing to a student's emotional and behavioral dysregulation. 

R 340.1707 Hearing Impairment: I oppose removal of the MET. This will reduce the depth and breadth of of the evaluation conducted to determine a student's eligibility. 

R 340.1708 Visual Impairment: I oppose removal of the MET. This will reduce the depth and breadth of of the evaluation conducted to determine a student's eligibility. 

R 340.1709 Physical Health Impairment: I oppose removal of the MET. This will reduce the depth and breadth of of the evaluation conducted to determine a student's eligibility. 

R 340.1709a Other Health Impairment: 

1. I oppose removal of the MET. This will reduce the depth and breadth of of the evaluation conducted to determine a student's eligibility. Especially when a Cognitive and Achievement battery are critical to rule out or rule in comorbid learning deficits in written expression and math due to the adverse impact of ADHD.

2. I oppose allowing a Physician's Assistant to evaluate for an Other Health Impairment. PA's do not have the training necessary to evaluate for the conditions eligible under OHI. 

R. 340.1710 Speech-Language: 
1. I oppose removing the MET.
2. I oppose removing the language that could suggest that a student cannot receive a Speech service without eligibility. The word "may" leaves this "service" open to interpretation. 

R 340.1711 Early Childhood Developmental Delay: I oppose removing the MET. This will reduce the depth and breadth of the evaluation conducted to determine the student's eligibility.

R 340.1713 Specific Learning Disability: I oppose removing the MET. This will reduce the depth and breadth of the evaluation conducted to determine the student's eligibility.

R 340.1714 Severely-Multiply Impaired: I oppose removing the MET. This will reduce the depth and breadth of the evaluation conducted to determine the student's eligibility.

R 340.1715 ASD: 
I am outraged by the MDE's description of the proposed changes to the ASD eligibility. 

1. You have proposed removing "such as" and changing it to "including" for "eye-to-eye gaze, facial expression, body posture, and social interaction." This will require students to have "all" of these impairments instead of "such as." This is an insidious change in verbiage that will dramatically reduce the number of children eligible. Even now it is too subjective when social workers, speech and language clinicians and teachers decide if a student can or can't make eye contact. 
2. I oppose removing the MET as this will reduce the depth and breadth of the evaluation used to determine eligibility. 

R 340.1716 Traumatic Brain Injury: 
1. I do not support removal of the MET as this will reduce the scope of the depth and breadth of the evaluation.
2. I do not support allowing a Physician's Assistant to evaluate for eligibility. 

R 340.1716 Deaf-Blindness
1. I do not support removal of the MET as this will reduce the scope of the depth and breadth of the evaluation conducted to determine a student's eligibility.
2. I oppose allowing a Physician's Assistant to evaluate for eligibility. This is inconsistent with those allowed to evaluate for a Hearing Impairment and a Visual Impairment. This short changes those students with concomitant deaf-blindness

R. 340.1721: I oppose as I am completely opposed to the revisions in R 340.1721b. The verbiage is confusing and can be misinterpreted. 

R 340.1721a: I oppose as the verbiage is confusing and will be misinterpreted by too many school districts 

R 340.1721b (1): I support none of these proposed revisions with the exception of firmly establishing the 30 school days to evaluate and have an IEP team meeting. I strongly oppose excluding the IEP team from the 30 school days and requiring that parents sign the consent for special education prior to an IEP team meeting. This is virtually requiring parents to consent blindly to the contents of an IEP when they are valued members of the IEP team. 

R 340.1721e: I oppose removal of the short term objectives. Parents fought this removal hard in 2008 and oppose it for the same reason in 2014. Short term objectives are the only way to measure a student's progress on an annual goal. 

R 340.1722: I oppose this revision as it will be open to interpretation and misunderstanding between districts and parents. This could lead to parents being forced to file more written complaints and due process hearings. 

R. 340.1724: I oppose as I am opposed to the state superintendent's dictatorial authority due to Gov Engler's 1996 executive orders. 

R 340.1724: I oppose requiring school districts to notify the MDE when a parent files a civil suit following an ALJ's decision in a Due Process

R 340.1724: I oppose giving school districts additional time to pay their share of the cost of a Due Process hearing. 

R 340.1832 (d): I strongly oppose giving school districts and ISDs permission to determine special ed staffing annually. MI districts and ISDs will balance their budget on the backs of students with disabilities.

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Part I: Michigan Proposes New Special Education Rules--You're in the Twilight Zone!

Michigan's Special Education System is Under Fire by the Michigan Department of Education

I was first apprised of the proposed changes to the state's special education rules about a week ago. I hadn't heard anything about them before that. I'll bet you haven't either. Perhaps you, like me, were more focused on local school initiatives, or on your paid work, your family, or the wintry weather.

Even those of us who try to pay attention to the state's endless list of education-related legislation have had a "pay no mind" attitude to rules. Rules, essentially, guide the implementation of legislation. They can be changed, with a much less public process than legislation. [It is a public process--in the sense that it requires public notice, there is the opportunity for public comment, etc. But it is a less public process in the sense that it often escapes notice.]

In researching this post and the next one, I found myself at the web site for the Michigan Department of Education's Special Education section, on the page devoted to public comment for the changes to MARSE--the Michigan Administrative Rules for Special Education.

And there, I found a very interesting, SEXY video. JUST KIDDING! Really it's kind of dry. (I've been told if you put the word "sexy" in your blog posts you bump up your readership!)

But it's only five minutes long, and it explains the rule making process in a way that is clear, and at the same time makes you think that there is nothing to worry about for these rules.  That--by the way--is not at all true, as I will explain in tomorrow's post.

For today, I would like you to watch this sexy, dry, mundane, essential, scintillating, slightly terrifying, stupendous video. It was there that I learned about the state's Office of Regulatory Reinvention--who makes these names up? NOW do you see why I thought I was in the twilight zone?





Essentially, when the Michigan Department of Education decides to revise rules, they run it by the Regulatory Affairs Office at MDE and the Office of Regulatory Reinvention--which is part of the Department of Licensing and Regulatory Affairs (LARA).

[By the way, the Office of Regulatory Reinvention is sending out press releases that say things like: Office of Regulatory Reinvention Eliminates 1,500 Rules, Implements 100 Recommendations Making Regulations More Efficient.]

The Office of Regulatory Reinvention would have you believe that the main points of the special education rules revisions are that

The rules are being revised in order to incorporate currently used terms and law numbers to protect the rights of students with disabilities by: 1. Aligning Michigan administrative rules with the Individuals with Disabilities Education Act (IDEA) and its implementing regulations, 2. Providing consistency with other state offices and departments, and 3. Clarifying inconsistencies with other rules or regulations. (Link)

But that is not true. It is much, much more.

The rules would change the implementation of special education in our schools in ways that go way beyond providing consistency. Advocates tell me they would gut the system and make it much harder for kids to access special education services.

But here is the main thing. I'm writing about rule making because it happens behind the scenes--this is not a legislative process. The public commentary on the rules is open only until March 13th, 2014. They will not take comments by email or fax. Mailed comments go to a PO Box (which means, I'm told, that mail can't be sent certified). Bowing to pressure, MDE recently added the option of giving commentary using an online form, but the comments are set up in a very specific way which is--frankly--a pain in the butt to use. And there are only two public hearings planned for these revisions. Coincidentally, both of them will be held on the same day!

Wait--there's more! There is a small legislative component to this. The rules get forwarded to the Joint Committee on Administrative Rules, which is made up of 3 Republicans and 2 Democrats from each chamber. But they can only reject the rules under very specific circumstances. So even though I'm listing the legislators names here, the legislators should not, and cannot,  be the primary focus of complaints about the rules. Those comments have to go to the bureaucrats who are writing up the rule revisions.

JCAR Members

State Senators Senator John Pappageorge, Chair in 2014 Senator Arlan Meekhof Senator Jim Marleau Senator Tupac Hunter Senator Bert Johnson State Representatives Representative Tom McMillin, Alternate Chair in 2014 Representative Jim Stamas Representative Amanda Price Representative Harvey Santana Representative Douglas Geiss

And there is a meeting of JCAR coming up Wednesday, March 12, 2014, but I don't believe it is the main one where they will be discussing the special education rules, because public comment on the rules is open until Thursday March 13th. 


If you can't wait until tomorrow to read the details of the rules and find out action steps for public commentary, here are a couple of preview links:

Blog post by Marcie Lipsitt
Council of Parent Attorneys and Advocates action alert

Read Part II--how to comment, and what to say, here.

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Winter Tales: Reading for a Snowy Weekend

Today is March 1st, and although technically (and based on the weather around us!) winter goes until March 20th/21st, I learned recently that in Australia people say that the season has changed on the first of the month in which the season changes. In other words, I could say that today is spring (although if I lived in Australia, I guess I'd be saying that today is fall!).

This is Andersen's cut out (he was a
papercut artist) of the Snow Queen.

The Snow Queen, and Other Hans Christian Andersen tales

In any case, I fell asleep last night thinking about the story of the Snow Queen in a favorite book of mine growing up--Hans Christian Andersen's fairy tales. I haven't seen Frozen (until I started this blog post I didn't know it was based on the Snow Queen), and I haven't seen any of the other movie versions of the Snow Queen, and it was one of my least favorite stories in the book (too long! seven parts! too difficult to read! and icy, icy, icy!). Probably it was the icy! icy! icy! part that made me think of it last night, but I found myself remembering one of the illustrations in the book I owned, in great detail.

Owl Moon by Jane Yolen

The cover of the book.

Dad takes his daughter out one night, owling. She explains, "When you go owling, you have to be quiet!"

Have you gone owling this winter? I did go looking for (and found) the snowy oils at Willow Run Airport on Christmas Day. And I did hear a screech owl. But that's about it, so far. March can be a good time to look for Great Horned Owls.

Hans Brinker, or the Silver Skates by Mary Mapes Dodge

Taken from wikimedia. This is an illustration from the 1876
French translation of the novel. It is in the public domain
because the copyright has expired. Les Patins d’argent,
éditeur Hetzel et Cie, bibliothèque d’éducation et de récréation

It has been a long time since I read this book, where Hans and his sister Gretel are hoping to win teel bladed skates in a race, rather than the hand-carved wooden skates they have. I thought I would include it because--after all--we did just finish the winter Olympics, and it does give you some insight into how speed skating became a Dutch sport.

The Long Winter by Laura Ingalls Wilder

I wrote about this book once before. Reading it as an adult, I realized two things. 1) It is truly a tale of near-starvation. 2) It is very hard to imagine how isolated, and bored, we would be living in blizzard after blizzard, far from other people and with little to entertain us.

The Moffats by Eleanor Estes

Cover of the first edition.

Strictly speaking, this is not a book about winter at all. It is about the lives of four children and their mother, living in Connecticut. I love Eleanor Estes, and I love the Moffats series.
But there is one scene that is so vivid to me, when they run out of coal in winter and need to get more coal, that I thought I would include this anyway.

The Snowy Day by Ezra Jack Keats

Cover of The Snowy Day, by Ezra Jack Keats.

Last, but not least, let's hope that in all this snow we are able to still enjoy, and wonder at, the snow--just as Peter does, in The Snowy Day.

"He walked with his toes pointed out, then he walked with his toes pointed in. 

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UPDATES: EAA Removes Job Posting, Apologizes--But What Does It Say About the EAA?

For Part 1 (to find out more about the Education Achievement Authority's job posting where they looked for teachers to work in a Christian setting), start here.

Education Achievement Authority logo

Update 2/26/2014:

The job posting has been taken down. In a letter from Chancellor John Covington to ACLU Legal Director Michael J. Steinberg, Covington writes that the EAA is aware of their Constitutional obligation to remain neutral in matters of religion; and that they don't discriminate; and that they have removed the job posting from the website and will replace it with one that does not have any references to religion. He calls the job posting an "error" and says they will make a "concerted effort" so that it doesn't happen again.

Read the entire letter here.

Meanwhile, in other news--an acquaintance sent me the link for the job posting from which the EAA job posting was likely copied. The job posting is from St. Mary Child Development Center in Troy, MI. Read it here. But unlike the publicly-funded EAA, St. Mary Child Development Center is a private parochial school which has as its mission (according to their website)

to provide loving care with a Christian Orthodox based education in a nurturing Christ Centered environment where values are taught and exemplified.

The whole thing smacks of laziness on the part of the EAA staff. As a friend wrote to me on Facebook--

The choices here are a) they are completely and utterly ignorant of the first amendment, civil rights law and education law in this country or b) they are not only copying from elsewhere (let's face it, we've all done it) but not competent enough to proofread before proceeding. I don't think either of these are attractive options. I think b is much more likely, and perhaps more palatable, but not exactly a ringing endorsement. A "turn around" school district doesn't write its own job postings? How are they hoping to attract the great educators needed to help struggling kids if they don't give any thought to what that job description looks like?

[Based on some of the other job postings I saw on the michigan.gov/eaa website, I would say there is a lot of sloppiness in the EAA's editing of those job posts! For instance, some of them had non-discrimination statements at the bottom, others did not.]

And another friend commented:

There will be an EAA Board of Regents meeting at EMU on March 25, 1:00 p.m. at Welch Hall. Please come and share your outrage.

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BREAKING: Education Achievement Authority Looks for Teachers to Teach in a "Christian Setting"

The Education Achievement Authority (EAA), the controversial publicly-funded school system that has taken over 15 "failing" schools that were formerly Detroit Public Schools, is advertising for lead preschool teachers for three schools (Bethune, Law, and Brenda Scott) who will be "responsible for implementing a developmentally appropriate early childhood education curriculum in a Christian setting."

According to a letter sent to the EAA by the American Civil Liberties Union of Michigan, a teacher called the ACLU last week to alert them to this job posting.

Excerpt from the EAA preschool teacher job posting. Found online at http://michigan.gov/documents/eaa/Preschool_Teachers_441799_7.pdf on 2/25/2014.

What's more, because the EAA is the vehicle for the state-run State School Reform/Redesign District, the job posting is actually hosted on the State of Michigan's web site, michigan.gov. [Find other documents from the EAA at michigan.gov/eaa.]

In the letter to Chancellor John Covington, the head of the EAA, from Legal Director Michael J. Steinberg, the ACLU notes that:

There is no principle more fundamental to American public education than the requirement that schools be welcoming of all students and teachers regardless of religious or racial background. Our Constitution wisely requires schools to remain neutral in matters of religion. . . 

I hope that you will respond to this letter by explaining that the use of the "Christian setting" language was somehow a mistake and that you will change the job description right away. Even if it was a mistake, however, we are distressed by how many EAA administrators and staff must have read the job announcement without thinking it was wrong or demanding that it be changed. Moreover, we wonder how many excellent teachers who are Muslim, Jewish or not religious read the job description and decided not to apply because they believed they were not wanted. Indeed, how many top notch teachers who are Christian decided not to apply because they thought it was improper to teach public school students in a religious environment?

Read the entire letter, including Exhibit A (a .pdf of the job description) here.

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W.E.B Du Bois: Of The Color Line, the Class Line, and a Boyhood in Western Massachusetts

Photo by Ruth Kraut, 2010

To close out Black History Month,* I thought I'd share some thoughts I had about a visit I made a few summers ago to the W.E.B. Du Bois Boyhood Homesite in western Massachusetts. Before that, I knew about Du Bois' as a wonderful thinker. I had read--more than once--his book The Souls of Black Folk, in which he wrote that "the problem of the Twentieth Century is the problem of the color-line." [Read the Souls of Black Folk online here, check it out from the library, or invest in a copy!]

Photo by Ruth Kraut, 2010

I did not realize, until I passed this historic site, and stopped to visit, that Du Bois had graduated from the mostly white high school in Great Barrington, Massachusetts. I wonder how that experience affected his thinking about education?

In Souls of Black Folk, W.E.B. Du Bois spends some time talking about the Talented Tenth, the idea that an elite group of intellectually-motivated black students should be encouraged in intellectual pursuits.

In Chapter 3 of Souls of Black Folk, W.E.B. Du Bois also takes on the legacy of Booker T. Washington, who promoted the idea of industrial/trade education for the majority of black students.

Photo by Ruth Kraut, 2010

Photo by Ruth Kraut, 2010. Part of the caption here reads,
"Violence is black children going to school for 12 years
and receiving 5 years of education."

Taken together, these two trains of thought--W.E.B. Du Bois' Talented Tenth on the one hand, and Booker T. Washington's belief in trade education on the other hand, created--and continue to elucidate--our understanding of education for people of color today.

Yet as I once heard Ted Shaw, former president of the NAACP Legal Defense Fund say (paraphrasing here, I wasn't taking notes at this speech! but I think I found an account of the speech here): "If the issue of the 20th century was the color line, the issue of the 21st century is likely to be the class line."

According to this account, Shaw also commented that: "Race has always masked class differences in the United States. . . Why are educational opportunities at the best universities and colleges so limited? . . .
Shaw described the tracking, sorting and labeling of young students by ability as 'diabolical.'"

Are we--should we be--training students to be automatons, cogs in an industrial machine? Or are we--should we be--training students to be intellectual leaders? And are those our only choices? I find echoes of these discussions in the arguments around the narrowing of the curriculum that is in part caused by high-stakes standardized testing and the reduction of the arts in public schools.

I'll close with this excerpt from Souls of Black Folk, Chapter 1, Of Our Spiritual Strivings, because in this excerpt Du Bois writes of his time in the western Massachusetts Berkshire Mountains:

And yet, being a problem is a strange experience,—peculiar even for one who has never been anything else, save perhaps in babyhood and in Europe. It is in the early days of rollicking boyhood that the revelation first bursts upon one, all in a day, as it were. I remember well when the shadow swept across me. I was a little thing, away up in the hills of New England, where the dark Housatonic winds between Hoosac and Taghkanic to the sea. In a wee wooden schoolhouse, something put it into the boys’ and girls’ heads to buy gorgeous visiting-cards—ten cents a package—and exchange. The exchange was merry, till one girl, a tall newcomer, refused my card,—refused it peremptorily, with a glance. Then it dawned upon me with a certain suddenness that I was different from the others; or like, mayhap, in heart and life and longing, but shut out from their world by a vast veil. I had thereafter no desire to tear down that veil, to creep through; I held all beyond it in common contempt, and lived above it in a region of blue sky and great wandering shadows. That sky was bluest when I could beat my mates at examination-time, or beat them at a foot-race, or even beat their stringy heads. Alas, with the years all this fine contempt began to fade; for the worlds I longed for, and all their dazzling opportunities, were theirs, not mine. But they should not keep these prizes, I said; some, all, I would wrest from them. Just how I would do it I could never decide: by reading law, by healing the sick, by telling the wonderful tales that swam in my head,—some way. With other black boys the strife was not so fiercely sunny: their youth shrunk into tasteless sycophancy, or into silent hatred of the pale world about them and mocking distrust of everything white; or wasted itself in a bitter cry, Why did God make me an outcast and a stranger in mine own house? The shades of the prison-house closed round about us all: walls strait and stubborn to the whitest, but relentlessly narrow, tall, and unscalable to sons of night who must plod darkly on in resignation, or beat unavailing palms against the stone, or steadily, half hopelessly, watch the streak of blue above.

*As it happens, I have been thinking about writing this post since I took these pictures in the summer of 2010, and because of Black History Month I decided that I should finish the post now. As I was getting ready to hit the "publish" button, I came across something that gave me Du Bois' birthdate--February 23, 1868. And the date of today's post? February 23, 2014. Today is, in fact, the 146th birthday of W.E.B. Du Bois. He died in Accra, Ghana (in self-imposed exile!), the day before the 1963 March on Washington. So much of what Du Bois wrote, over 100 years ago, is still relevant now. And that's why, if you haven't yet picked up and read the Souls of Black Folk, I'd recommend you put it on your "short list" of books to read in 2014. 


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Latest Ann Arbor Chronicle Column: Good Ideas, Flawed Process at AAPS

Here is my latest Ann Arbor Chronicle article. The focus is on Jeanice Swift's new proposals (mostly good) and the school board's lack of attention to process or to following the school board's own policies.

It starts like this:

Over the past few weeks, we’ve seen good news and bad news coming out of the Ann Arbor Public Schools. 

Good news has come in the form of a new, enthusiastic, positive-energy, forward-looking superintendent in Dr. Jeanice Kerr Swift. Her “Listen and Learn” tour was thorough and well-received by the community, followed by some quickly-implemented changes based on feedback from parents, teachers and staff. 

Swift also brought forward some longer-term initiatives that required approval from the AAPS board. Those include plans to address underutilized buildings, a new K-8 STEAM (Science, Technology, Engineering, Arts and Mathematics) program, more language programming, and opening up AAPS to students outside the district through the Schools of Choice program. Those ideas are all positive. 

The bad news is process-related, tied to actions by the AAPS board. Mistakes of past years are being made again, as the school board fails to follow its own policies when implementing major changes to the schools. Specifically, the board continues to make important decisions after midnight, with scant information about costs or implementation. Some final votes are rushed through at the same meeting when the items are introduced, not allowing time for sufficient public input.

Read the rest here.

Embedded in the column, also, is the list of Blue Ribbon Advisory Panel members. The Blue Ribbon Advisory Panel is an invited group of community members--and I was asked to be on it. You can access the list directly here.



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Does Pay Prove Worth? Teachers Race to the Bottom

The first time I thought about becoming a public school teacher, I was deterred by the thought of paying for a whole semester of school, and not being able to make any money during that time period, while working for free as a student teacher.

The second time I thought about it, I had a slightly longer view. The 13 weeks didn't seem quite as long, and plus my husband was working. I was more interested in putting to rest the question of whether I should be a public school teacher.

At the time, I asked a friend who was an Ann Arbor school teacher, if I should pursue teaching certification. "No," she said definitively. "I am a born teacher, but teachers are not valued in any way."

I didn't take her advice then (13 years ago!), but afterwards I thought maybe I should have.

Student teachers work for free. So, too, do their supervising (mentor) teachers, who get something like $100 for each teacher they take on.

I thought of all this today, listening to a story on NPR about how North Carolina teachers have had their pay cut; have no right to organize; and don't get rewarded for time as a teacher or masters-level education.

Then I opened up mlive.com and saw Kellie Woodhouse's article about how the majority of the full-time lecturers at EMU's School of Education have been laid off for the fall of 2014. These lecturers are unionized--and although part-time lecturers were recently able to unionize, I have to believe a part of this is a way for EMU to break the union. It could also be revenge for the fact that the union rightfully opposed EMU's involvement in the Education Achievement Authority--for very good reasons!--and asked local school districts' unions to not place EMU student teachers.

Full-time lecturers cost more too, so in that way EMU's action is part of the same Race to the Bottom that we see in North Carolina, and here in Michigan as well--where teachers have had to give up compensation year after year.

I didn't listen to my friend, and paid for the "opportunity" to be a student teacher. [I hope, sometime soon, to blog a little bit about that experience.]

Teacher certification, and other school of education programs that award teachers higher degrees (additional coursework is often a requirement of certification) have been a cash cow for education schools for many years. But that is changing.

According to Woodhouse's article, the number of people who are studying to be teachers has dropped dramatically at EMU.

"In 2008-09 undergraduates were enrolled in 40,089 credit hours, a number that shrunk to 30,743 credit hours in 2012-13, according to the 2013 EMU data book."

Honestly, I'm surprised that it hasn't dropped more.

If anybody asks me, I give them the same advice my friend gave me. "Don't do it!" I say. "I'm a born teacher, but teachers are devalued every day."

Some of them might take my advice.  Many of the others can be found substitute teaching around town for the princely sum of $75/day--an amount that has remained the same locally for at least 13 years.


*Coincidentally, the number 13 shows up several times in this short piece. What do you make of that?



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Education Achievement Authority Discussion Tuesday

The Ann Arbor Education Association is sponsoring a forum on Governor Snyder's failed experiment - the Education Achievement Authority. 

When: Tuesday, February 11th from 7:30 to 9:30 p.m. at Pioneer High School in the Little Theater.

From the press release:

Scheduled speakers include State Representative Jeff Irwin along with other members of the Washtenaw County delegation, Tom Pedroni—Associate Professor of Education at Wayne State University, Christopher Robbins—Associate Professor of Social Foundations at the Education School of Eastern Michigan University, Chris Savage-owner of Eclectablog, and other local public educators and concerned citizens.

**Speaking of the Education Achievement Authority, People Who Know believe the new (mostly the same) EAA bill will be fast-tracked through our state legislature this week.

From Vickie Markavitch of the Oakland Intermediate School District:

URGENT ACTION on EAA NEEDED by 11:00 am Wednesday 2/12

February 11, 2014 at 9:54pm

Here is the new version of the EAA legislation. House members have been told they have 24 hours to review and then will vote on it tomorrow.  We believe that vote may be as early as NOON. 
PLEASE call your state representatives and senators to express your opinion on this newest version.  

Here are the key discussion points for your call. 

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Mascots: Mastering A Good Name

I didn't see this ad at the Superbowl, but afterwards my husband and son showed it to me. I have a special interest in this because of the month that I spent on an Indian reservation in South Dakota (Cheyenne River) many years ago with the Sioux YMCA.

This ad is about the NFL, but it has great relevance to school sports too.




Discussions of school mascots have been major topics in Washtenaw County. . .  remember the EMU Hurons (name changed to the Eagles)? The Ypsilanti Braves (name changed to the Phoenix before the merger to YCS, and then changed again to the Grizzlies)? The Milan Big Reds (name kept, but Native American imagery removed)?

Mascots: A good name is worth more than great riches.

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Great Opportunity to Support Michigan Parents for Schools

For the past five years, we've seen attack after attack on public schools in this state.

If the tide is ebbing even the tiniest little bit, in my opinion a good part of the credit goes to MIPFS Executive Director Steve Norton and the board of Michigan Parents for Schools.

They have tirelessly been harnessing and encouraging citizen action on education; rebutting simplistic legislation with thoughtful testimony; and even proposing ideas of their own [like this new piece of legislation--many thanks to Rep. Ellen Cogen Lipton].

Here is Steve Norton, Executive Director of MIPFS,
speaking at an education rally in Lansing, Michigan.

And for the last two years, I've been asking Steve, who has been a tremendous resource to this blog, as well as to the state's education community, "Can I make a contribution to MIPFS?"

And each time, the answer has been: Not Yet.
Now, finally, the answer is: Yes.

I am very happy about this because I believe in what MIPFS is doing. And that's why I'm putting a link to contribute to them right here in my blog.

I hope you will join me in making a donation to MIPFS, 

by clicking on this link.

By the way--Michigan Parents for Schools is an advocacy group [applying for 501(c)4 nonprofit status] and so your contribution is not tax-deductible. But then again, some of the best things in life are not.



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Listen and Learn Tour Results Are Being Shared Now Via Meetings, Report, and Video

Superintendent Jeanice Swift had separate meetings with teachers and parents/community members at every single one of Ann Arbor's schools this fall. Copious notes and analysis later, there are presentations scheduled at all five traditional middle schools (open to anyone).

Also in the works:
*Project Sparkle: cleaning up all of the buildings
*Assessment Task Force--just forming. . . see my earlier post about it.  Please consider applying, here.

Where Are The Meetings?

All forums will be held from 6:30 - 8:00pm

Thursday, January 30 at Forsythe

Monday, February 3 at Clague 

Tuesday, February 4 at Scarlett

Wednesday, February 5 at Slauson

Thursday, February 6 at Tappan

Read the Report!

You will find the report here (on the left hand side of the page you are linking to--it's a nearly 3.0 MB file for downloading).

Watch the Video!

I couldn't get the video to embed here, but here is the link.

The video is not the most highly-produced thing, but it is really fun to play the "how many people do I know in this video" game. I spotted a few friends...

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High Stakes Testing: Exciting Opportunities for Information and Action

I really liked something Diane Ravitch wrote at the beginning of 2014:

More and more parents and teachers are awakening to the realization that the word “reform” has been hijacked by people who want to dismantle public education and the teaching profession. Those who have boldly named themselves the “reformers” are all too often working on behalf of turning public dollars over to private interests and to strip teachers of any due process, any collective-bargaining rights, any salary increment linked to their experience or their education. These so-called “reformers” reify test scores, making them the be-all and end-all of education and are eager to fire teachers and principals whose students don’t get the test scores that the computer says they should, and equally eager to close public schools with low scores and replace them with privately managed schools that all too often escape the same scrutiny as the public schools they replaced. The “reformers” care not at all about class size, indeed, they say they would prefer larger classes with “better teachers,” even though teachers say they can be better teachers with smaller classes, especially given the diversity of students in most public schools today, some of whom have disabilities, some of whom are learning English.Our educators and schools now live under a Sword of Damocles fashioned by No Child Left Behind and Race to the Top. Those who cannot produce higher scores are doomed. This is madness. This is a game rigged to harm public schools, which is a fundamental institution of our democracy.

The good news is that in Ann Arbor, the agitation of parents and teachers across the district around testing and evaluation has caught the eye of the administration.

Ann Arbor Public Schools Assessment Task Force Announced: 

Apply by February 7, 2014

I am very, very, very excited that one of the first actions coming out of the Listen & Learn Tour is the formation of an Assessment Task Force to look at assessment, overall, in the Ann Arbor Public Schools. High-stakes testing (and low-stakes testing, for that matter) are part of assessment, but other things can go into assessment as well. For instance, the production of portfolios and principals' observations of teachers are both forms of assessment.

The task force needs members! For years, I have been asking the district to create opportunities for parent involvement that go beyond the school PTO, site improvement committee, or fundraiser.

Well. . . BONANZA! Finally somebody responds.

Let's talk about the time commitment for you if you were to join the task force. It's a short-term project (right now they are saying February-June), meeting approximately twice a month in the later afternoon.

Students taking a computerized test. From Wikimedia. (Link.)

They are looking for people from across the district. Count yourself in if you are the parent of a kindergartner or the parent of a high school student. Count yourself in if you are a parent at Scarlett or Forsythe or Clague, Eberwhite or Logan or Ann Arbor Open, Pioneer or Skyline or Community. (I'm not trying to list everybody here...but you're all welcome to apply.) Count yourself in if you are the parent of an elite athlete or the parent of a child who loves orchestra or a parent whose child has an IEP and struggles in school. Count yourself in if you bring professional evaluation skills or simply the skill of being a concerned parent. In fact, count yourself in if you are a teacher or an interested community member because the task force is meant "to be comprised of school leaders, teachers, parents, and community members."

From the announcement:

The purpose of this task force is to examine current assessment practices, understand state requirements, which are currently in transition, clarify core values around assessment and bring forward proposals to inform and advise an amended Assessment Plan for 2014-2015.

I've been told there will be other task forces coming later and I hope that's true. In the meantime, I'd be happy if there were 50 or 100 applicants for 25 slots, because I think it will show the district how important this issue is to a lot of people, and how much interest there is in having these kind of shorter-term, project-based, district-wide opportunities for parents.

Don't delay! Apply today! Here is the application link. The deadline is February 7, 2014.

(And by the way--I'm not applying. Between my full-time job, and my blog, and my kids--AND the fact that I was appointed to the Superintendent's Blue Ribbon Community Advisory Panel [which is another good thing Jeanice Swift has done],  I feel that I have enough influence in the school district, and way too much to do in my life. So I'm hoping to influence you to apply, if you think you will be able to devote some time to the project.)

Two Upcoming Events

Issues & Ale: High-Stakes Testing

Beer stein from Wikimedia. (Link.)

On Thursday, January 30th, Michigan Radio is having an Issues & Ale discussion about High-Stakes Testing at Wolverine Brewery. 
Here is the information:

Thursday, January 30, 6:30-8:00p.m.
Wolverine State Brewing Co.
2019 West Stadium Boulevard
Ann Arbor, MI 48103

According to Michigan Radio, 

High stakes tests, like the MEAP, can have a big impact on kids, teachers, and entire school districts. But are the stakes higher for some kids and schools than others? Do low income children and children of color have less of a chance of performing well on these tests? And do these tests really reflect whether a child is getting a good education?

It looks like an interesting event (they list great questions) and it is free, although you may want to buy a beer. I should warn you that the last time I tried to go to an Issues & Ale event, I got there 10 minutes late and it was standing room only (very crowded). So if you want to go, I'd suggest you try to get there a little early. Find more information here.

Opt Out Options--A Community Discussion

I'd like to invite you to an event that will be held on Monday, February 3d, 7 p.m. at the Ann Arbor District Library. 

From the Facebook page, this event is meant as:

A conversation on "Opting Out" of testing from how to and why it is an important tool in stopping education reform. Our panel consists of parents, teachers and community members who are concerned about the current state of public education and how high stakes testing will effect the students. Find out more here. I imagine you will get some great ideas.

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