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Monday, February 1, 2016

Thinking About Flint: No Words, A Guest Post

I've been thinking about the Flint water situation for a while. Actually I wrote about the importance of investigative journalism and its relationship to Flint back in October of 2015 . (Congratulations to Curt Guyette for winning the Michigan Press Association award of Journalist of the Year.)

Other than that I have not been sure what to say (that hasn't been said already). Luckily  my friend Beverly Davidson wrote a very powerful piece on her blog, and she has agreed to let me cross-post it. Thank you!

[If you want to make a donation, Dr. Mona Hana-Attisha is suggesting the Community Foundation of Greater Flint.  Bev volunteered with Crossing Water.]


No Words, by Beverly Davidson

Crossposted from beverlymsw.wordpress.com.


Yesterday two of my friends and I had the honor of volunteering in Flint, MI for a small NGO called Crossing Water.   This is a volunteer organization started by some members of the National Association of Social Workers-MI chapter.  The goal of this group is to create connections among community groups in Flint to help serve impoverished communities who are deeply affected by the current water crisis.  What I saw was heart-breaking beyond words.  And it was only one day there.  I am trying to imagine living this way and I can’t. 
We came to a low-income housing complex run by the Flint Housing Commission.  I saw a case of water on people’s doorsteps that had been delivered earlier in the day by volunteers.  There was no governmental system in the complex to test water, distribute water, or provide lead-testing to the children.  This is a complex managed essentially by HUD.  Where are the government leaders?
We knocked on one door to deliver filters and water.  A young man answered who was happy to see us.  “Do you have a filter?” He does, but it did not fit, so we gave him another one which would work in his unit.  I asked if he had had his water tested, and he was not sure.  He showed me the testing bottle he had from his aunt’s house, which was on the floor of his car, but he could not find the paperwork to go with it (which is used for tracking and data analysis).  I explained how he had to get his water tested, making sure he understood to use unfiltered water that had been in the tap for at least 6 hours.  He had no idea he had to do this, as he had not heard that filtered water was not safe to drink either.  Children under six live with him, and they cannot drink even the filtered water. He had no idea, no one told him, and he does not have access to the internet to get all of the updates online.  My brilliant friend had the idea that instead of the Governor hiring PR firms to spin his reputation, perhaps he should hire PR firms to get a coordinated message out on safety and testing to ALL the people of Flint.
The next house four young children answered the door gleefully, as if they knew we were delivering water to them.    The little girl joyfully showed us her newly painted nails as we talked to her young auntie who was caring for them while their mom was at work.  We explained to the aunt about how to get her water tested, and she had no idea of the process.  She at least had a filter and we made sure she knew the kids could only drink the bottled water.  Then, the young boy strongly and sternly put out his arms for the case of water.  I said, “It’s pretty heavy, kiddo,” but he persisted with “I can do it!” I gave him the case and he proudly held it and brought it into the apartment.  All I could think about was that this little boy should not have to be so strong and sturdy that his little arms have to carry a case of water for his family, he should be holding out his arms to catch a ball or grab a swing.  But he was eager and ready for water.  Water he should be getting out of his tap, not out of a bottle.
Knock. knock.  A young mom answers her door and we ask if she needs water or a filter. She needed both, and I asked if there were any urgent medical issues.  She said her baby had a bad skin rash after a bath the other day, “but it’s ok, it went away today.”  NO, NO, NO, it’s not ok.  In the state of Michigan in 2016, a mother should be able to joyfully give her baby a bath and trust that her baby will be safe from skin rashes.  The saddest part is that this young mom just accepted this without much anger or question.  She has learned to live in a world that has treated her less than for so long that she readily accepts that her home is giving her baby skin rashes.
A few doors down, a young man answers the door for his elderly male relative who is homebound.   We give him some jugs of water and ask if they have a filter.  “yea, someone came by one day and gave us one.”  Did you know that you have to change your filter regularly, like every 2 months?  He yells to his relative and asks about the filter.  “no, we didn’t know that, ya got any?”  So we gave him a replacement cartridge.  Did anyone tell you to test your water? “Nah, how do you do that?”   We give him a test kit, the instructions, and realized that the water testing being done is abysmal.
A woman runs out to our car and asks if she can have some water because her daughter is pregnant.  Her apartment is not on our targeted list but of course we will give her water.   “Do I need to sign something for the water?”  My friend reassures her “No, no, you do not need to sign anything, we are not checking anything, we just want you to have water.”  She knows that her pregnant daughter cannot drink even filtered water, but she does not know how to get her unit tested.  We give her a test kit.  “We need to get our blood tested, do you know where we can go?”  I look up test sites on my Iphone, give her some information and tell her to take care of herself and her daughter.  She thanks us profusely, and we get in our car and scream.  How can this be happening?
I ask another woman if anyone from the Housing Commission has been out here.  “Nah, but we got some water delivered once by a guy in a big Budget truck.”  Good God, this crisis has been going on for 2 years and no one from Housing & Urban Development (HUD) or the Housing Commission has been out here to educate its residents or test the water?
Later in the afternoon we go further into the East side of Flint.  The dilapidated homes are surrounded by barren lots, old abandoned buildings, a trailer park with gutted trailers tagged with graffiti all next to a junk yard and old factory.  One house we are trying to reach has a disabled adult who is homebound.  His dog is outside and greets us, doing his duty and barking and protecting his home.  We respect him, but then I see a person looking out the window.  We hold up some water, but no one comes out.  I wonder, would I come out and get water and a filter from a complete stranger?  Would I want to show my vulnerability and inability to perhaps walk or move, and come face to face with a stranger who reminds me daily that I cannot drink water from my own home? No, I do not think I would.  We understand this, we understand that this dog is not menacing, but protecting its owner, and we gently leave the cases of water and filter on the driveway.  I hope they understand we do not judge, we do not want to cause shame.  We just want them to be safe.
My friend knocks on the next door, and an elderly woman doesn’t get up but let’s her peek in.   “We are here with Crossing Water to deliver water to you.”  She does not want us to come in and really does not want us to ask any questions.  We know she is homebound, is isolated, and has cancer from the canvassing done earlier, which is why we are there.  We want to make sure she is medically ok, has a filter and understands the risks.  My friend tells her we have 3 cases of water for her.  “I only want 2.” No, really, we have three for you.  “I only want 2.”  Respectfully, we leave two cases for her.  And I know my friend will never be able to get this woman’s face out of her mind.   What will happen to her?  2 cases of water does not last long.
Across the street we go and knock, knock, knock.  A young mother of four races out to greet us in her driveway.  “Oh, my god, I’m so glad to see you guys, I just had a baby 3 weeks ago and I’ve been drinking water from the tap my whole pregnancy.  I don’t have a car because someone stole the ignition out of it.  I have some water for the formula but I have to wash his bottles with the tap water.”  We give her a filter, a test kit, and extra jugs, breaking the rules of how much water we can deliver to each house.  My heart breaks.  I work with infants, I know the effects of neurotoxins during pregnancy.  This baby likely has had massive lead exposure that is yet to be discovered.  This mom may have known the risks but HAD NO CHOICE but to use her only source of water for the last 9 months.  Her older daughter is watching us from the window.  She looks sad.  But is she mirroring my face?
The city was eerily quiet, with a myriad of In and Out marts, gas stations, bars, vacant lots, run-down houses, and churches surrounding the East side.   I wondered where all the water trucks were, where the National Guard were, where are all the governmental leaders?  This city has its entire water distribution destroyed, and all we could see were private volunteers at churches and businesses handing out cases of bottled water to people through a make-shift assembly line.   We can go to the Middle East, bomb and destroy entire cities, rebuild these cities, and we can’t fix this?  Where are the temporary water systems that our government could set up?  Where are the military personnel and trucks who could deliver cases of water and filters to people who have no resources nor transportation?  Folks are supposed to go to a local fire station, pick up a filter, a test kit, some water, and then return the test kit to the fire station for testing?  That’s the plan?  Seriously?  In 2016, that’s the plan?
I thought we’d see a local Command Central in an abandoned building, a church, or a school where there was a base of operations for water testing, water distribution, and lead testing.  I thought we’d see National Guard going door-to-door collecting water samples from each home so that accurate testing and mapping of the city could be done in an organized and coordinated manner.  I thought we’d see Red Cross tents throughout the poorest parts of the city.  What I did see were local groups and amazing volunteers of people from churches, social service groups, and unions meeting people in their homes so they could at least have bottled water and filters.  What I did see was good people trying to help, perhaps restoring some kernels of hope for people who have been beaten down.  More importantly, what I did see were poor people who, instead of being outraged at the indignity and destruction their government has created for them, have been so disenfranchised and are so impoverished that they have been conditioned to believe they are not worthy of even a basic human right such as clean water.
Not only does the infrastructure need to change, but so does an entire belief system on how we treat the poor.
In the words of Hubert Humphrey, “The moral test of a government is how it treats those who are at the dawn of life, the children; those who are in the twilight of life, the aged; and those who are in the shadow of life, the sick and the needy, and the handicapped.”
In this city, in this state, our government has failed this test immeasurably.
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Tuesday, January 26, 2016

Wednesday 1/27/2016: AAEA Press Conference, then AAPS Board Meeting

Ann Arbor teachers have a new evaluation system that involves more testing (of students) and much more paperwork, and they are not happy about it.

Tomorrow, Wednesday, January 27, 2016, the Ann Arbor Education Association (teachers' union) is having a press conference at 6 p.m., at Forsythe Middle School in the Media Center.

After that, the school board meeting will also be at Forsythe Middle School.

The board meeting is supposed to start at 7 p.m., also at Forsythe.

Look at the agenda and board packet here. [The system is not at all intuitive. To see the meeting packet, click on the agenda. The agenda opens up and on the left side of the page, there is a navigation panel that has documents attached. If a document has been uploaded in advance of the meeting.]

Can't be there in person? A nice new feature is that you can live stream the board meetings. Go to this web page and look for the live streaming link.

Want to see what the teachers are talking about? 

What catches my eye is that in a recent survey of over 600 teachers, over 90% of teachers don't believe the administration or school board supports them.

There are lots of links to documents on this web page, and here is an infographic they have shared.




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Thursday, January 21, 2016

[When] Are We on the Same Team?


I'll start with a story I heard from my kids several years ago. I wasn't actually there. Every year my parents run a "grandparents camp" where the parents aren't allowed. (Cool, huh?!) And this story is from there.


Two of my nieces (sisters) used to fight a lot. Now they get along well, but back in the day, when they were closer to 8 and 10 years old, that wasn't the case.
So the story goes that they had been fighting while in the car, and they started yelling at each other,

"I'm telling Mom and Dad on you." "I'm telling Mom and Dad on you."

And my kids intervened (according to them), and said,

"What are you two doing?! You're on the same team! You're on the same team!"

*****************************
Side Note: You might be thinking (accurately) that this tells you something about my and my husband's relationship with our kids, and you'd be right...

*****************************

So anyway, I've been thinking about the relationship between parents, teachers, and the school board. Right now, trust is kind of low (between teachers and the school board/administration, for sure, and maybe between parents and the school board as well), and I've been wondering:

Are we on the same team? When are we on the same team?

Take me, for example.
I'm clearly in agreement with lots of the Ann Arbor school administration and board's initiatives: A2 Steam, the IB program, taking a clear stand against guns in the schools, just to name a few.

But I'm not in agreement with some positions they have taken on testing, on the processes for decisions, and on teacher evaluation.
[Quick summary: I believe parents have the right to opt students out of testing; that the end does not justify the means; and that you'll be hearing a lot about teacher evaluation in the coming weeks.]

But I AM completely in agreement with the school board and the administration on how much harder we need to fight to get adequate funding for schools--not just Ann Arbor's schools, but Flint's schools, and Detroit's schools, and Traverse City's schools, and Alpena's schools.

What's more, I really appreciate when the administration and school board are willing to stand up to the state and demand safe schools and well-funded schools.

********************************************

So I sometimes find myself torn. I want to support the school board and administration's work in Lansing; I want to support many local initiatives.

I don't want to support testing. I don't want to support activities that alienate and frighten teachers. I don't want to support pushing anything through without due process (except in an emergency, obviously).

*********************************************

And as I reflect on my children's interactions with their cousins, I think the appropriate answer is:

Sometimes we are on the same team. And sometimes we're not.  But a lot of the time, we're really on the same team, in that we all want the same thing--excellent schools.

Yet we don't necessarily agree on how to get there.

You know what? I don't think that is a bad thing.

*********************************************

I hope we can remember that when it comes to Lansing and funding or keeping guns out of our schools, no matter what our local differences are, we will need to unite.




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Tuesday, January 12, 2016

Monday, November 16, 2015

Note to Readers

Well, I've been gone from the blog a bit.
About a month ago one of our computers died, giving me less access to the computer. Add to that a lot of (paid) work, an art class (!), some genealogy projects...plus life intervening...and the days turned to weeks.
And, I kind of liked it.
Which means--I'll probably continue to do less blogging, even though we do have a new computer.
But--I am really happy to have guest bloggers--I still have a long list of ideas for projects if you are looking for topics to write on--contact me if you are interested.

[Remember, I did say that I would probably stop blogging about schools when my son graduates--and he is a junior now.]

Also--if you are in the Ann Arbor schools district, I encourage you to follow Monet Tiedemann's web site. Monet has been live blogging the Ann Arbor school board meetings at annarbivore.com. [Unlike me, Monet is looking for donations to keep her work going. It is a time consuming job.]

[And, Lindsay Knake from the Ann Arbor News has also started live blogging the meetings--as part of her Ann Arbor News reporting.]

And by the way, wherever you live, I really encourage you to sometimes go to your school board meetings!

There are also some facebook groups you might be interested in. None of them are affiliated directly with a school district, but are groups of parents, teachers, and other citizens.

Ann Arbor Schools Musings (really meant to get discussions going, though when I post I do usually also post the links there)
Friends of Dexter Community Schools
Michigan Parents for Schools
Save Michigan's Public Schools
Ypsilanti Community Schools Supporters

If there are other groups that should be added to this list, let me know and I will update.

And remember what this is all about:

Read about where this picture comes from, here.



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Sunday, October 18, 2015

Event Monday: Want to Know More About How Kids Qualify for Special Ed and What That Means?

Have you been wondering if your child would qualify for special education services? Does your child already qualify, but you are wondering if the right things are written into his or her IEP? What is an IEP, anyway?

This should be a great program at the Pittsfield Branch of the Ann Arbor District Library, 2359 Oak Valley Dr, Ann Arbor, MI 48103--and you don't have to be an Ann Arbor schools parent to come!

An Overview of Special Education and Individualized Education Programs (IEPs) - NEW LOCATIONMonday October 19, 2015: 7:00 pm to 8:30 pm -- Pittsfield Branch, 2359 Oak Valley Dr: Program Room 
This discussion, presented by the Washtenaw Association for Community Advocacy (Washtenaw ACA) and Michigan Alliance for Families (MAF), is designed for parents of children who have Individualized Education Programs (IEPs) or who may be eligible for special education, as well as interested community members including school staff, college students studying education or related programs, and anyone who works with or cares about children who have disabilities.

This session will be presented by Kristen Columbus, M.S. and Sandee Koski, M.A. There will be plenty of time for questions and answers.




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Thursday, October 15, 2015

State Legislation: Thank You, Local School Boards, Superintendents, Representatives

I think I would be remiss if I didn't thank the school board and superintendent (and, in fact, not just of Ann Arbor, but of Lincoln schools and maybe some other local ones as well), for taking policy issues to the legislators.

1. Ann Arbor Superintendent Jeanice Swift testified at a Senate Committee hearing against the idea of having guns, whether open carry or concealed carry, in schools. 

Here is an excerpt of her statement:
My remarks today are directed specifically toward the question of allowing concealed carry in pre K-12 schools.  
We recognize the proposed legislation is considered by some as a ‘fix,’ a compromise, an effective way to close the ‘open carry loophole’ that currently exists in Michigan law. Clearly, some consider ‘concealed carry’ as an improvement over ‘open carry.’ 
We understand that the stated intent of the legislation may in part be designed to remove the concerns with weapons that are visibly displayed in school and so prove a disruption to ensuring a safe, secure, learning environment. However, it is overwhelmingly clear that guns, visible or concealed, pose a significant risk to the safety and wellbeing of students, staff, and families at school.
You should read the rest, because Dr. Swift gives some shocking examples that happened in real life, that explain why guns in schools are a bad idea.

2. On the "third grade retention bill," which would provide interventions for struggling readers but also would require kids to be retained, the bill has passed out of the House more or less on party lines. My representative, Adam Zemke, originally was a co-sponsor but withdrew his support. According to this article,

The proposal was approved in a 57-48 vote, mostly along party lines, and now heads to the Senate. Democratic Rep. Adam Zemke of Ann Arbor, an original co-sponsor of the bill and key player in negotiations, withdrew support on the floor and removed his name from the measure.
Zemke had proposed an amendment to allow struggling readers to advance to fourth grade if they were working to improve under an individualized reading plan and had support from school administrators and parents. The amendment was rejected.
"This bill, without that amendment, then tells Johnny none of that (work) matters," Zemke said. "We're going to hold you back regardless. I am not going to remove the hope of a 9-year-old, period."

Thank you Lincoln Consolidated Schools Board for opposing this bill!
Thank you, Representative Zemke! The bill now goes to the Senate.

The bills go to the Senate next. The Capitol is
pretty. What's going on inside? Not so much.

3. The Teacher Evaluation bill passed the House. It's better than it was, but it's still (in  my opinion) bad, and I appreciate Rep. Jeff Irwin's opposition to this bill. He wrote on facebook:

I also have concerns about SB 103, the educator evaluation policy. My opposition stems in part from my opposition to the changes made to the tenure act in 2011. But, my opposition is deeper than my desire to stunt the effect of those changes. Mainly, I'm opposed to the bill because it accepts the toxic notion that education will be improved by more testing and more motivation for the teachers. This bill accelerates the problem we have with teaching to the test. If we want educators to teach to the test, the best way is to approve legislation like this that bases their employment and promotion on testing.
Also, I don't think the tests we're mandating produce consistent and reliable results. In other states that have adopted similar policies relying on testing growth (or value added), teachers are rated highly effective one year and then ineffective the next. The assessments bounce all over and this legislation will provide unreliable information to parents and school leaders. Our students and educators d
eserve better. 
(Emphasis added.)
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Monday, October 12, 2015

Lesson Learned? Pb, H2O, EAA & Investigative Reporting

Have you been reading about the scandal with lead [Pb] in the drinking water [H2O] in Flint? 


Maybe you have been wondering who is responsible for this mess. [Hint: start by looking at the emergency manager situation.]

Lead, in the periodic table.
Maybe you have have been wondering about the side effects of lead, and how they might affect a child's learning throughout life. In adults, lead can cause stillbirth, miscarriage, infertility. In kids?
  • decreased bone and muscle growth
  • poor muscle coordination
  • damage to the nervous system, kidneys, and/or hearing
  • speech and language problems
  • developmental delay
  • seizures and unconsciousness (in cases of extremely high lead levels
You know, there is a reason that kids are tested for lead when they go to WIC

(Side note: So yes, those kids with problems related to high lead levels could end up with being retained in third grade, if HB 4822 is passed with mandatory retention still in it, and if their learning delays are not diagnosed before then.)

Did you spend last year reading about the EAA, Detroit's "Education Achievement Authority?"


Maybe you wondered who was responsible for the EAA. Maybe you wondered about its staffing, its pay, what kids were getting taught... where the money was coming from, where it was going to...


How did we find out?


Eventually, our standard news outlets started doing a better job covering these stories (see, for example, this story). But in the beginning...in the beginning it was just some activists (education activists in the case of the EAA, and community activists in the case of the Flint water scandal), and a couple of people who were willing and able to investigate these issues. 

Worth noting: These "investigators" were not found where you would normally expect them to be found (by which I mean, the traditional press.)

In the case of the EAA, a state representative, Ellen Cogen Lipton, spent time and money FOIA'ing important documents.

In the case of the Flint water catastrophe, the decision of the ACLU of Michigan to hire an investigative reporter, Curt Guyette, a couple of years ago, made the difference.

In both cases, the links between state-directed emergency management and problems that directly injure kids and their families are inescapable. 

But what's also inescapable is that non-traditional investigations, using tools like the Freedom of Information Act, and with the person or people driving the investigation not being traditional reporters, made these stories see the light of day. 

Lessons learned:

We need more investigative reporters.
If we don't get them from our traditional news sources (and sometimes we do), we need to turn ourselves into citizen investigators.
I am grateful--very, very grateful--for the individuals and organizations that have invested time, effort, and energy into uncovering these stories.

What stories do you think need investigating, that haven't been investigated yet?


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Monday, September 28, 2015

Thoughts on Capsule Night--and a Wish

Capsule Night--not sure where the name came from--in some schools it is called Curriculum Night.

First of all, it's fabulous. Fabulous to see the teachers. (I kind of wish they did it each semester.) Fabulous to get a sense of my child's day, and at least create a mental map of where he is in each class. How many stairs does he climb every day?

Second of all, it's fun to see the parents--the ones I know, the ones I don't know. It made me realize I miss a lot of people whom I used to see regularly, back in elementary school. Next year, can we pair capsule night with some social time for parents at a coffee shop or bar? (Or in the school...)

Third of all, even though the classes are, like, 12 minutes each, I felt like I was sitting all too long! (Which is really funny, because mostly, I sit at a computer in my day job...)

Fourth of all--I was struck by how much access to computers teachers are requiring. And I wondered--if we didn't have more than one computer at our house--and/or if we had more than one child in high school now--that could potentially be a big problem. The technology divide seems to get bigger. And it's a lot more computer work than I remember from my two older kids. Which really makes me wonder--how much of that is necessary? Because exacerbating a technology divide is not a good thing.

Last, but not least, a wish:

Every year when I walk into the math class at Capsule Night, it reminds me that I wish the school district would offer a free evening class in every middle school and high school for parents, on how to use a graphing calculator. I'm sure it's not hard, but we didn't use them back when I took Algebra...or Geometry...or Trig....or Calculus. You know, back when the dinosaurs were alive.


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Thursday, September 24, 2015

Reading--The Legislature Is Too Interested, the State Supreme Court Is Not Interested Enough

Third Grade Reading Bill Passes House Education Committee--What's In It?


The "third grade reading bill," as it is being called in shorthand, has passed the state house education committee. To my great disappointment, my representative (Adam Zemke) has signed on as a sponsor.


5) BEGINNING WITH PUPILS ENROLLED IN GRADE 3 DURING THE 2016-
8 2017 SCHOOL YEAR, ALL OF THE FOLLOWING APPLY:
9 (A) IF A PUPIL ENROLLED IN GRADE 3 IN A SCHOOL DISTRICT OR
10 PUBLIC SCHOOL ACADEMY IS RATED 1 FULL GRADE LEVEL OR MORE BEHIND IN
11 READING, AS DETERMINED BY THE DEPARTMENT BASED ON THE READING
12 PORTION OF THE GRADE 3 STATE ENGLISH LANGUAGE ARTS ASSESSMENT, THE
13 BOARD OF THE SCHOOL DISTRICT OR BOARD OF DIRECTORS OF THE PUBLIC
14 SCHOOL ACADEMY IN WHICH THE PUPIL IS ENROLLED SHALL ENSURE THAT THE
15 PUPIL IS NOT ENROLLED IN GRADE 4 UNTIL 1 OF THE FOLLOWING OCCURS:
16 (i) THE PUPIL ACHIEVES A GRADE 3 LEVEL READING SCORE AS
17 DETERMINED BY THE DEPARTMENT BASED ON THE GRADE 3 STATE ENGLISH
18 LANGUAGE ARTS ASSESSMENT.
19 (ii) THE PUPIL DEMONSTRATES A GRADE 3 READING LEVEL THROUGH
20 PERFORMANCE ON AN ALTERNATIVE STANDARDIZED READING ASSESSMENT
21 APPROVED BY THE SUPERINTENDENT OF PUBLIC INSTRUCTION.
22 (iii) THE PUPIL DEMONSTRATES A GRADE 3 READING LEVEL THROUGH A
23 PUPIL PORTFOLIO, AS EVIDENCED BY DEMONSTRATING MASTERY OF ALL GRADE
24 3 STATE ENGLISH LANGUAGE ARTS STANDARDS THROUGH MULTIPLE WORK
25 SAMPLES.

26 (B) IF A CHILD YOUNGER THAN 10 YEARS OF AGE SEEKS TO ENROLL
27 FOR THE FIRST TIME IN A SCHOOL DISTRICT OR PUBLIC SCHOOL ACADEMY IN 
1 GRADE 4, THE BOARD OF THE SCHOOL DISTRICT OR BOARD OF DIRECTORS OF
2 THE PUBLIC SCHOOL ACADEMY SHALL NOT ALLOW THE CHILD TO ENROLL IN
3 GRADE 4 UNLESS 1 OF THE FOLLOWING OCCURS:
4 (i) THE CHILD ACHIEVES A GRADE 3 LEVEL READING SCORE AS
5 DETERMINED BY THE DEPARTMENT BASED ON THE READING PORTION OF THE
6 GRADE 3 STATE ENGLISH LANGUAGE ARTS ASSESSMENT.
7 (ii) THE CHILD DEMONSTRATES A GRADE 3 READING LEVEL THROUGH
8 PERFORMANCE ON AN ALTERNATIVE STANDARDIZED READING ASSESSMENT
9 APPROVED BY THE SUPERINTENDENT OF PUBLIC INSTRUCTION.
10 (iii) THE CHILD DEMONSTRATES A GRADE 3 READING LEVEL THROUGH A
11 PUPIL PORTFOLIO, AS EVIDENCED BY DEMONSTRATING MASTERY OF ALL GRADE
12 3 STATE ENGLISH LANGUAGE ARTS STANDARDS THROUGH MULTIPLE WORK
13 SAMPLES.


In other words--typically a student could be held back based on just his or her performance on a state test. 

14 (C) SUBJECT TO SUBSECTION (12), IF A PUPIL IS NOT ENROLLED IN
15 GRADE 4 DUE TO THE OPERATION OF THIS SUBSECTION AND THE PUPIL HAS
16 DEMONSTRATED PROFICIENCY IN MATHEMATICS, SCIENCE, WRITING, OR
17 SOCIAL STUDIES AS DETERMINED BY THE GRADE 3 STATE ASSESSMENT IN THE
18 APPLICABLE SUBJECT AREA OR BY THE PUPIL'S GRADE 3 READING TEACHER,
19 THE BOARD OF THE SCHOOL DISTRICT OR BOARD OF DIRECTORS OF THE
20 PUBLIC SCHOOL ACADEMY SHALL ENSURE THAT THE PUPIL IS PROVIDED WITH
21 INSTRUCTION COMMENSURATE WITH THE PUPIL'S ACHIEVEMENT LEVEL IN THAT
22 SPECIFIC SUBJECT AREA. THIS INSTRUCTION MAY BE GIVEN IN A GRADE 4
23 CLASSROOM SETTING.


In other words, a student might be "moved up" to Grade 4 for math and science and social studies, and then pulled out for reading intervention, but not actually called a "4th grader" unless his or her reading progressed.

24 (6) FOR PUPILS WHO ARE NOT ADVANCED TO GRADE 4 OR CHILDREN WHO
25 ARE NOT ENROLLED IN GRADE 4 DUE TO THE OPERATION OF SUBSECTION (5),
26 THE SCHOOL DISTRICT OR PUBLIC SCHOOL ACADEMY SHALL PROVIDE A
27 READING INTERVENTION PROGRAM THAT IS INTENDED TO CORRECT THE 
1 PUPIL'S SPECIFIC READING DEFICIENCY, AS IDENTIFIED BY A VALID AND
2 RELIABLE ASSESSMENT, AND ADDRESS ANY BARRIERS TO READING. THIS
3 PROGRAM SHALL INCLUDE EFFECTIVE INSTRUCTIONAL STRATEGIES NECESSARY
4 TO ASSIST THE PUPIL IN BECOMING A SUCCESSFUL READER, AND ALL OF THE
5 FOLLOWING FEATURES, AS APPROPRIATE FOR THE NEEDS OF THE INDIVIDUAL
6 PUPIL:
7 (A) A REDUCED PUPIL-TEACHER RATIO OR 1-TO-1 READING
8 INTERVENTION WITH A VOLUNTEER.
9 (B) ASSIGNING TO THE PUPIL A HIGHLY EFFECTIVE TEACHER OF
10 READING AS DETERMINED BY THE TEACHER EVALUATION SYSTEM UNDER
11 SECTION 1249, THE HIGHEST EVALUATED TEACHER IN THE SCHOOL AS
12 DETERMINED BY THAT SYSTEM, OR A READING SPECIALIST.
13 (C) READING PROGRAMS THAT ARE RESEARCH-BASED AND HAVE PROVEN
14 RESULTS IN ACCELERATING PUPIL READING ACHIEVEMENT WITHIN THE SAME
15 SCHOOL YEAR.
16 (D) READING INSTRUCTION AND INTERVENTION FOR THE MAJORITY OF
17 PUPIL CONTACT TIME EACH DAY THAT INCORPORATES OPPORTUNITIES TO
18 MASTER THE GRADE 4 STATE STANDARDS IN OTHER CORE ACADEMIC AREAS.
19 (E) DAILY TARGETED SMALL GROUP OR 1-TO-1 READING INTERVENTION
20 THAT IS BASED ON PUPIL NEEDS, DETERMINED BY ASSESSMENT DATA, AND ON
21 DIAGNOSED BARRIERS TO READING AND THAT INCLUDES EXPLICIT AND
22 SYSTEMATIC INSTRUCTION WITH MORE DETAILED AND VARIED EXPLANATIONS,
23 MORE EXTENSIVE OPPORTUNITIES FOR GUIDED PRACTICE, AND MORE
24 OPPORTUNITIES FOR ERROR CORRECTION AND FEEDBACK.
25 (F) ADMINISTRATION OF ONGOING PROGRESS MONITORING ASSESSMENTS
26 TO FREQUENTLY MONITOR PUPIL PROGRESS.
27 (G) SUPPLEMENTAL RESEARCH-BASED READING INTERVENTION DELIVERED 
1 BY A TEACHER OR TUTOR WITH SPECIALIZED READING TRAINING THAT IS
2 PROVIDED BEFORE SCHOOL, AFTER SCHOOL, DURING REGULAR SCHOOL HOURS
3 BUT OUTSIDE OF REGULAR ENGLISH LANGUAGE ARTS CLASSROOM TIME, OR ANY
4 COMBINATION OF THESE.
5 (H) PROVIDES PARENTS AND LEGAL GUARDIANS WITH A "READ AT HOME"
6 PLAN OUTLINED IN A PARENTAL CONTRACT, INCLUDING PARTICIPATION IN
7 PARENT AND GUARDIAN TRAINING WORKSHOPS AND REGULAR PARENT-GUIDED OR
8 GUARDIAN-GUIDED HOME READING.


Yes, that would mean the teacher assessed as "highly effective" based in large part on test score evaluations. And who is going to pay for the reading interventions? 

[Side note, but totally relevant: The ACLU of Michigan had brought a lawsuit forward based on Highland Park's failure to teach kids to read, and the Supreme Court of Michigan just declined to hear it. People, it's all about funding, and poverty... Go to the end of this piece to read an excerpt of the ACLU statement, or follow the link.]

9 (7) IF THE SUPERINTENDENT OF THE PUPIL'S SCHOOL DISTRICT OR
10 CHIEF ADMINISTRATOR OF THE PUPIL'S PUBLIC SCHOOL ACADEMY GRANTS A
11 GOOD CAUSE EXEMPTION FROM THE REQUIREMENTS OF SUBSECTION (5)(A) FOR
12 A PUPIL, THEN A PUPIL MAY BE ADVANCED TO GRADE 4 WITHOUT MEETING
13 THE REQUIREMENTS OF SUBSECTION (5)(A). A GOOD CAUSE EXEMPTION MAY
14 BE GRANTED ONLY ACCORDING TO THE PROCEDURES UNDER SUBSECTION (9)
15 AND ONLY FOR 1 OF THE FOLLOWING:
16 (A) THE PUPIL IS A STUDENT WITH AN INDIVIDUALIZED EDUCATION
17 PROGRAM WHOSE INDIVIDUALIZED EDUCATION PROGRAM TEAM DETERMINES THAT
18 THE PUPIL IS INELIGIBLE TO TAKE THE STANDARD GRADE 3 STATE
19 ASSESSMENT, OR THE MI-ACCESS ASSESSMENT OR ANY SIMILAR ALTERNATIVE
20 STATE ASSESSMENT, ACCORDING TO HIS OR HER INDIVIDUALIZED EDUCATION
21 PROGRAM.
22 (B) THE PUPIL IS A LIMITED ENGLISH PROFICIENT STUDENT WHO HAS
23 HAD LESS THAN 2 YEARS OF INSTRUCTION IN AN ENGLISH LANGUAGE LEARNER
24 PROGRAM.
25 (C) THE PUPIL HAS RECEIVED INTENSIVE READING INTERVENTION FOR
26 2 OR MORE YEARS BUT STILL DEMONSTRATES A DEFICIENCY IN READING AND
27 WAS PREVIOUSLY RETAINED IN KINDERGARTEN, GRADE 1, GRADE 2, OR GRADE 
1 3.


For crying out loud! This implies that you could have 10 and 11 year olds in with your 8 year olds. Think that makes any sense developmentally? 

It's also worth noting that dyslexia organizations are upset this bill was developed without them. Reading disabilities are often not diagnosed until third or fourth grade.

Here's the full bill


***********************************************************

Supreme Court Refuses to Hear ACLU of Michigan lawsuit

The ACLU had brought forward a case filed on behalf of eight public-school students in Highland Park who contend that the district has failed to meet its obligation to ensure basic literacy skills among children in the district.


By car, it's a little over an hour to drive from Highland Park to Lansing,
but clearly it's a world away. Screenshot from Google Maps.
As the ACLU writes, "Today the state Supreme Court refused to hear a case that ruled against children whose schools have failed to teach them to read.   While the trial court decided that The appellate court said that the state has no enforceable duty to ensure that schoolchildren actually learn fundamental skills such as reading – but rather is obligated only to establish and finance a public education system, regardless of the quality of that system. Waving off decades of historic judicial precedent, the majority opinion contended that “judges are not equipped to decide educational policy"... 

Dissenting from the majority opinion, Judge Douglas Shapiro accused the Court of Appeals of “abandonment of our essential judicial roles, that of enforcement of the rule of law even where the defendants are governmental entities, and of protecting the rights of all who live within Michigan’s borders, particularly those, like children, who do not have a voice in the political process. 

ALSO (my summary): The Supreme Court ACKNOWLEDGED an abysmal failure of the system, but by refusing to hear the case essentially said, "It's not our problem."

 *************************************************************** 

Connect...the....Dots 

Guess what? In Highland Park, in the lawsuit, a majority of kids failed the state assessment for proficiency in reading. The district had no money. Has no money. Is under emergency management. Can you imagine having all those kids held back, for one, two, or three years?

The state is ABDICATING its responsibility to help kids in poverty-stricken districts, especially, and no amount of "third grade reading bills" that require expensive interventions but don't provide any money for them is going to solve that problem.

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Tuesday, September 15, 2015

Pedestrian Safety Report Is Out--You Can Make A Difference

The past two days, Jews around the world marked the start of the Jewish New Year, or Rosh Hashanah. In case you're wondering what that has to do with schools, or pedestrian safety, let me tell you.

A year ago last night (counting by the Jewish calendar*), on the second night of Rosh Hashanah, a little girl named Anna Hendren Schwalb was hit by a car in Ann Arbor, and she unfortunately did not survive. In Anna's memory, last year I wrote about how pedestrian deaths--of children--are more common than you would think.

Ann Arbor averaged 55 pedestrian crashes per year for the five-year period 2010-2014; this was a 22% increase over the average of 45 pedestrian crashes for the previous five-year period 2005-2009. In addition, using those same two periods, the total number of incapacitating injuries resulting from pedestrian crashes increased 100% (22 to 44), and the total number of fatalities increased from 2 to 6. . . And while Ann Arbor crashes involving pedestrians represent only 16% of all crashes in the City of Ann Arbor, pedestrians account for one-third (1/3) of the fatalities and almost one-quarter (1/4) of all serious injuries. --From the City of Ann Arbor Pedestrian Safety & Access Task Force Report, p. 3

The fact is, when it comes to car-pedestrian, or car-bike accidents, it's not exactly a fair match-up.**

Anyway--I was already interested in pedestrian safety, but Anna's death made me pay attention to the city's Pedestrian Safety and Access Task Force. And last night, exactly a year after Anna was hit by the car, the task force presented their findings to city council at a working session.

And yes, I think that this is definitely a school issue. Many kids do walk or bike to school; and many don't, because their parents don't feel that where they would need to walk would be safe. Many kids walk to school on roads without sidewalks; cross roads without crosswalks; leave their houses before it is light, or return home when it's already dark.

Cover page of the Pedestrian Safety & Access Task Force.
You can find the report online here.
The Task Force identifies "Seven Symptoms" in their report--one specifically calls out children walking or biking to school, but I think the others all relate to schools as well:

1. Motorists passing other Vehicles that are stopped for Pedestrians in a Crosswalk. 
2. Motorists failing to stop for Pedestrians at Midblock Crosswalks. 
3. Motorists failing to stop for Pedestrians at School Crosswalks. Marked school crosswalks are not immune to symptoms 1 and 2. 
4. Motorists failing to yield to Pedestrians when Turning at Intersections. 
5. Inconsistent Signing, Marking and Signaling of Crosswalks. 
6. Snow and Ice Accumulation on Sidewalks and Crosswalks Inhibiting Pedestrian Travel. 
7. Motorists Speeding in Residential Neighborhoods.

There are a lot of recommendations. I am not going to summarize them here. I'm just going to say--you should read the report.

Beyond reading, though, what can you do?

1. Support the proposals in the task force report--some of them take money, some of them take time, some of them take awareness. Remember, support can be beautiful.

2. "If you see something, say something." If you see something that seems unsafe for pedestrians or bicyclists, speak up! The right "authority" to notify might be the schools, or city council, or township government, or the county road commission. Recently, I put in a request through my city council representative to have the Newport/Red Oak flashing yellow light become flashing red around the times that school starts and school ends. I don't know whether that will happen, but I realized--it doesn't hurt to ask.

3. Slow down. Yes, I'm talking to myself here, too. In fact, one of the recommendations is to work toward speed limits of 25 miles per hour or less city wide. As the report notes, "any residential street where the 85 percentile speed is greater than 25 mph or a school zone where the 85 percentile speed is greater than 25 mph during school hours should be evaluated for geometric, signal timing and roadside improvements that have been shown to reduce the speed of motor vehicles."

And why are we doing this? To make this place safer--for kids, and for adults, for pedestrians, for bicyclists, and for drivers.


*The Jewish calendar is lunar-solar, so it doesn't match up exactly with the secular calendar. The events I'm talking about took place a few weeks later in 2014.

**And I was reminded of this last month, when my husband was in a car-bike accident. He was the one on the bike. Luckily, he's fine (just a few scratches), thank you for asking. The bike was quite damaged. The car? unscathed. Whatever numbers of accidents they have compiled, I'm pretty sure that it's an undercount. For example, my husband and the car driver did not immediately file a police report (or exchange numbers! that was a mistake!)--my husband filed it several days later. How many accidents never get reported, or counted?

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Thursday, September 10, 2015

Lieutenant Governor Brian Calley a Champion for Special Education

Last year, Lieutenant Governor Brian Calley held a statewide "listening tour" around the needs of families with
kids in special education.

Today, he made this presentation (short, easy to read) to a very interested Michigan Board of Education.

http://www.michigan.gov/documents/snyder/CalleyPresentationToStateBoardofEducation_Sept82015_499324_7.pdf
Lt. Governor Brian Calley


Calley's key points:

1) Develop a more inclusive and transparent rulemaking process

Michigan needs to develop a better system for informing and engaging with consumers of special education services before and during the rulemaking process. 

2) Improve access to, and the scope and quality of, services

Many parents reported that there is an expectation that children fit into the school’s structure, rather than the school providing what the child needs. Schools should have services that are better tailored to the specific needs of the child. Individual Education Plans (IEPs) should indeed be individualized. 
3) End the practices of restraint and seclusion

Using restraint and seclusion in schools is far more common than many people believe. Years ago, the state Board of Education established a policy significantly limiting the use of these practices to instances involving imminent danger to a child or their peers. This policy, however, does not carry the force of law and is ultimately voluntary.
Michigan Radio did a nice piece on this part of Calley's report.

4) Create a better dispute resolution process

Too many IEP disputes result in lawsuits and drawn-out confrontations. When a parent believes their child is not receiving the public education they are entitled to, in the least restrictive environment, there should be a better option than litigation. 
5) Support parents more with resources and options

Families need to understand what their rights are and how the IEP process works. Many described being overwhelmed and confused and even feeling "run over" as they went through what is supposed to be a collaborative process to help their child.


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Tuesday, September 8, 2015

How Was Day One?

For Rufus Moffat, a child in one of my favorite series of books (The Moffats! The Moffat Museum! The Middle Moffat! Rufus M.!), the first day of kindergarten brings a major challenge! Read the books! [The story of Rufus's first day of kindergarten is in The Moffats. I think my favorite book in the series is The Moffat Museum.]



So how was school for you today?

For my family, well--we only have one child still in the K-12 school system, and he's a veteran! (He's a junior in high school now.) So it was not really all that exciting.

That is in contrast to the past two years, where we had Youth For Understanding exchange students. It turns out that for exchange students, the first day of school is extremely exciting. They have no idea what to expect, they know very few people in town... so the calm in our house last night was a little...deflating after the experience of the past two years. [By the way--both years, our experience with YFU exchange students was excellent, and I am happy to talk to you about it if you are interested.]

If you're a teacher, if you're a parent, if you're a student....

What went well on Day 1? What needs improvement?

Were you welcoming students this morning at one of the Ypsilanti Community Schools? Was your child taking an AAATA bus or an AAPS (Durham) bus? Was your child switching schools? Are you a teacher in a school that is new to you?

Post your comments below!




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