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‘Education Reform’ Category

COMMITMENT BEFORE $$$ OR ###S

August 21, 2014 by Tunya

[Posted to Society for Quality Education blog of 2014 08 21]

Commitment & Training Come FIRST Before $$$ & ###s

You know what’s happening in BC? Teacher strike threatens to last all Fall. Teacher union wants more funding ($$$) and more teachers (###).

Government has a website for parents What To Do — www.bcparentinfo.ca Have the kids take Food Safe, First Aid courses, get some credentials. Download free textbooks. Etc. In my essay to the parent group, which had an emergency meeting this weekend, I suggested a few points:

*** With the government making 3 important concrete overtures to parents — $40 day for under 13yr olds, the parent website, and the Minister of Ed on public TV saying he wants to get parents involved — I warned that this could be lip service UNLESS parents presented some conditions — parent rights, real special needs requirements met, and a COMMITMENT TO READING.

*** Re: special needs —1) audit where current SN $ is going; 2) specifically trained SN teachers (Is there training available?); 3) regular teachers need to have skills/tools to help identify SN and work with parents to get proper services.

*** Re: Reading. I said the education establishment has to stop seeing phonics as an ABOMINATION and use it as part of the tool kit to teach reading to early learners.

*** Re: Poor reading and “pipeline to prison” connection, I said that the usual refrain of “correlation does not mean causation” is FALSE in this instance and that this connection does hold — a large percent of prisoners can’t read and were NOT taught to read.

*** Please see this Letter to Editor relating to the strike, then read comments. It’s amazing that educators still see Self Esteem must precede Reading. Amazing, that someone suggests a whole host of gimmicks, including a “reading ring” ! Will all these homeless people and prisoners be given a “reading ring” instead of being taught in the first instance with direct instruction? Why seek technology instead of avoiding human teaching as evidence proves it works?   How can we still, in 2014, accept the WILLFUL STUBBORNNESS of the trade to refuse to teach reading?

http://www.langleytimes.com/opinion/letters/271862291.html

People and politicians need to really weigh the preventative costs against the resulting negligence burdens — economic and human that result from crippling the young by our unaccountable education systems. There is probably 1 to 10 ratio of prevention vs negligence costs. Any economists help figure? And remember, psychic costs and human suffering cannot be measured in $s.

That’s why I’m really hoping this BC teacher strike really starts asking these important questions. These questions are popping up, and there is real NERVOUSNESS that parents, as a THIRD FORCE, may FINALLY bring some common sense to the field of education.

Category Education Reform, GOOD NEWS, Parent Tribal Memory | Tags: | No Comments
Don’t Polarize Parents During Labor Strife

August 15, 2014 by Tunya

[ TWO sides bargain in secret during contract negotiations — teacher union and employer (the government). Public opinion seems to be a big part of the "bargaining", thus both sides COURT parents, especially, to take sides. Increasingly in this turmoil of Teacher Strike/Gov Lockout 2014 parents usually come out 50/50 split, whether for or against the $40 per diem payout to parents if the strike continues into Sept, or for or against either party in the dispute. But Surprise FOLKS ! — We are see more and more parents now saying they are taking sides FOR THEIR KIDS and want a solution, often tossing out an exclamation — "POX ON BOTH YOUR HOUSES!" Below are two comments I posted on the Parent Group site.]

To BCCPAC before their Summit (16 Aug) to discuss teacher strike (https://www.facebook.com/YOURBCCPAC in Posts to Page)

WITHHOLDING REPORT CARDS IS ILLEGAL Aug 13'14

If a doctor withheld medical information from a patient and the patient died the doctor could be sued for wrongful death.

What happens when the school system, because of teacher job action, causes Progress Report Cards to be withheld? This happened twice in the last two disputes. The first time the teacher union asked the LRB (Labor Relations Board) — not a court, but a legal entity nonetheless — to be excused from Report Card writing. Most were withheld. But in some dubious wisdom, some were sent home BLANK.

The School Act says the parents are to receive these Report Cards 3 times in a school year. What purpose do they serve?

One — By legally sending the RCs to parents, this very act validates the fact that it is the parents who are ultimately responsible, and they are to be kept informed of progress or not.

Two — Parents are to use that information in their ongoing planning for that child — keep him in that school, find another school, advocate for more services, home educate, get tutoring, etc. — precisely to be on top of the child’s educational development and to step in when intervention is called for.

The above essay talks about the “disabling” of parent rights through the courts. I’m adding that withholding Progress Report Cards from parents via LRB decisions further disables parent rights and actually serves to “deskill” parents from their duty to their children.

Here is another issue BCCPAC should examine — the illegal withholding of Progress Report Cards

DON'T POLARIZE INTO CAMPS Aug 15

I have seen where both the BCCPAC President (Nicole) and VP (John) are trying to establish a strong position for the group, quite outside of the camps of the two bargaining parties. Nicole has said on CKNW that a survey was taken. She said, “People complain that BCCPAC sits on the fence, but our members are so divided, that’s where we are right now . . . but we are trying to get off that fence to create a position of our own, and to be out there loud and proud.” John said on Facebook that he’s not interested in fences, but a separate pasture for parents.

The calling of an emergency Summit meeting of provincial representative parents bodes well for the future of a Parent Voice in education in BC. Finally! For too long parents have been taken for granted by the system. And, with the parents speaking out, this means parents are themselves now more assertive.

The Finance Ministry $40 payout to parents also bodes well for the acknowledgement that it is parents — ultimately — who are responsible for their children’s education — that money from the taxpayer-dedicated Education Account should follow the child. This payout will happen if the teacher strike continues.

The Summit is a great opportunity for parents to focus on what would help them, as individuals, and as a collective, to promote parent rights and student rights in education. For example, I would hope a strong statement could be made about the withholding of Report Cards during the last two job actions. This is illegal, in my opinion, and should never, ever, be a bargaining chip in negotiations.

Also, shouldn't BCCPAC want to see some accountability for present special needs money — does it really reach the child with specially trained teachers? Is a forensic audit of that money called for?

Furthermore, the discussion of alternatives and choices is long overdue in this province. In this 21st Century so much is known and available that a veritable paradise of diverse and effective approaches can be obtained for each and every student in BC. Go, parents, go!

Category Education Reform, Obstacles, Parent Tribal Memory | Tags: | No Comments
Breakout opportunity — $40 day for parents

August 6, 2014 by Tunya

BREAKOUT TIME FOR BC EDUCATION

Parents cannot stand idly by while their children’s education development languishes. In their wisdom parents probably had already made plans for their children’s registration in a public school come Sept. All that remained was to get supplies and legally sign them in.

Mike de Jong, Minister of Finance, announced, that if the teacher strike prevents regular public school attendance come this Fall, the government would fund parents at the rate of $40 a day to “utilize that money to acquire tutoring for their children, they can use the money to explore other educational opportunities as they see fit and for some parents, it’ll be basic daycare.”

That was not just a ploy to get collective bargaining back on track. There are some very sound public policy and governance principles supporting this move. There is every reason, without much restrictions, why we can’t break out and do some creative problem-solving here, knowing that good principles are at work.

1 Financial – This is a Finance Matter, not an Education Matter. Taxpayers provide dollars for education to happen. Who better than Finance to distribute the money to qualified clients and provide accountability for the money?

2 Money – Follows The Child – It is actually parental responsibility in the first instance to see that their child is educated and the parent will be held responsible for proper use of that money.

3 Devolution In Practice – Why should a central government operate a near-monopoly service when those closest to the action can best administer and manage?

4 Citizens As Self-Determining, Self-Sufficient – Even as public monies are used for the purpose of a well-educated public, the aggregate effect of assorted independent efforts are just as likely, economically, to produce as good results as something organized from afar. This leads to self-reliance rather than dependency on the state.

5 Diversity, Not One-Size-Fits-All – Parents can choose from choices already available (tutoring, independent schools, on-line service, etc.) or help in developing new schools, free schools, or other learning networks. Customizing as necessary for special needs of the student can be encouraged.

6 Innovation – There is a great stimulus for innovation and entrepreneurship once money is freed up. The government and public at large should be very pleased when modernization and experimentation is initiated at the grassroots level rather than by bureaucrats top-down.

7 Political Principle Of People Having A Voice In Decisions That Affect Them Is Put Into Practice – Parents should be genuinely included in decision-making about their children and their prudent use of the $40 day will likely meet the trust placed on them. The book by Seymour Sarason — Parental Involvement and the Political Principle — goes so far as to propose abolishing the existing governance system that deters parents. Pasi Salhberg, a leading international speaker on behalf of the Finnish Model of Education says that in a group of 10 discussing education policies only one should be a teacher, and that parents should be involved.
http://eltorofulbright.blogspot.com/2013/05/my-interview-with-pasi-sahlberg.html

The distribution to parents of pre-teens of the education dollar at the rate of $40 day, in the aggregate, would likely produce exemplary results at least equal to the present centralized program.

Category Education Reform, GOOD NEWS, Parent Tribal Memory | Tags: | No Comments
READING — — WHEN WILL IT BE PRIORITY # 1

August 3, 2014 by Tunya

Correlation Equals Causation In Illiteracy-Prison Equation

Doesn’t matter how much evidence LD advocacy groups present to governments and school systems about the connections, they are ignored. They refuse to act on the ONE factor that will drastically reduce prison populations, prison recidivism, homelessness, university remedial courses in the basics for incoming students, etc. — READING ABILITY.

There must be SOME reason teachers and ed systems REFUSE TO COMMIT to teaching reading to ALL students.

Is it because it’s not politically “progressive” to teach reading by direct instruction rather than guessing? Is it because the English language is hard, with many exceptions to easy rules? What is it?

I have a dozen books before me on — NOT “Literacy” but ILLITERACY. There are more out there. Maybe someone knows why this resistance.

Here is another take on the school-to prison pipeline. This is in the US, but applicable here.

Should State Funding Go to School Books or Orange Jumpsuits? http://dailysignal.com/2014/08/02/state-funding-go-school-books-orange-jumpsuits/

Though this does not point to illiteracy but to poor education in the story, a reader does point to more research on the topic. J E Stone from Education Consumers Clearinghouse says: “Take a look at our cost of our schooling failure calculator: http://www.education-consumers.org/Calc/ It sums the cost of not just prison (included in Public Safety), but welfare, healthcare, and future education costs.”

This calculator determines the cost of Third Grade Reading Failure by state. Students who can’t read by the end of third grade pay an enormous price but so do taxpayers.

For every student who fails to master reading, the public is saddled with what amounts to a hidden annual surtax imposed at the local, state, and federal levels – one that cumulates with each succeeding class of students.

Even with such persuasive accurate instruments: Why is there no concentrated action on Reading?

In the Health field if there was this epidemic the correlation-causation equation would urgently trigger action. What will it take?

Category Book Reviews, Education Reform, Parent Tribal Memory | Tags: | No Comments
Parent Rights & Their Children’s Education

July 21, 2014 by Tunya

PARENT RIGHTS AND THEIR CHILDREN’S EDUCATION

The Right to

1. Choice

2. Information

3. Be Heard & Consulted

4. Special Assistance

5. Involvement

6. Safeguards

7. Appeal

The rights compiled here are those that generally apply in most democratic countries. They have been gathered from sources in Canada, United States, England, and Australia. Some of these rights are self-evident, some are inscribed in law. Others are simply standards which parents have grown to expect when good educational practice is followed.

1. THE RIGHT TO CHOICE

"Parents have a prior right to choose the kind of education that shall be given to their

children." (Universal Declaration of Human Rights, 1948)

This means, that while parents have a duty to see that their children are educated to a reasonable level of self- sufficiency and citizenship, they can choose how this is to be accomplished: public, private or church schools, tutoring, correspondence courses, home study, or other styles. If a style other than a public school is chosen and the parents are challenged, the onus is generally on the state to demonstrate that the child is not being educated at a level equal to his peers in a public school. The mandate of the public schools is to make available to all children in the community an education which is free, appropriate and equal. Parents have a right to choose and expect at least that minimum for their child.

2. THE RIGHT TO INFORMATION

In order for parents to make a proper choice, they need adequate information. They need to know enough details about schools so that when they do register their child into a particular school, they are in effect, giving "informed consent" for the child to be there. Equally important, they need ongoing information as the child progresses through the school programs so that they can maintain confidence and support for the school, or withdraw the child if things prove unsatisfactory. If theirs is a public school, parents need information for one other reason–to help them provide informed opinions to the school and to participate in school decision-making. Specifically, parents have the right:

a) to obtain sufficient details about schools to enable them to make informed choices about schools
b) to receive specific, understandable information about their child’s progress; strengths and weaknesses
c) to see all student records and files on their child, to expect that the information therein is confidential and respects the privacy of parents and student, and to request that inaccuracies and damaging information be removed d) to obtain information about any program in which their child is engaged, the rationale for the program, the evaluation methods used, and the credentials and job description of those implementing the program
e) to visit and observe any programs involving their child
f) to easy access to those working with their child (teachers, principal, specialists)
g) to receive information about school services–including alternatives in the system, procedures, rules, and to be informed about changes
h) to see that the public school board is operated as an open public business, that is, that the public has a right to see all policies, budgets, minutes, and official reports, and to see that decisions are made at public meetings.

3. THE RIGHT TO BE HEARD & CONSULTED

As advocates for their children, parents have a responsibility to inform public schools about their expectations concerning their children’s education. And this means that if the public system is to be responsive, parents must be accorded the right and the opportunity to be heard. They have a right to be heard by the teacher, by the total school staff (for example, on such items as philosophy, goals and programs), by the local school board and the higher educational authorities. Parents, as individuals and in parent groups, have a right to be heard when policies are being formulated, when planning is undertaken, when budgets are being prepared, and when evaluation is being conducted. They have a right to present briefs, make statements, and try to influence decision-making about schools their children attend.

4. THE RIGHT TO SPECIAL ASSISTANCE

Parents have the right to expect special services for children with handicaps, limitations, disabilities or exceptional talents. Parents also have the right in these instances to expect special assistance for themselves so that they can understand the situation and be enabled to continue helping their child. Parents whose children have been taken into care by the state (e.g., foster care, correctional institution) also have a right to expect special services to help their children continue their education, and for themselves so that they can maintain a helping contact as much as possible or desirable.

5. THE RIGHT TO INVOLVEMENT

Parents, as co-educators and guides of their child’s total education, have a right to be involved in that part of the child’s day spent in school. Particularly, it is important to know that parents have the right:
a) to understand the principles, aims and programs of formal education so that they can support, enrich and provide home follow-through to school programs. At times, parents have also found it necessary to have this basic understanding in order to provide external remediation or tutoring.
b) to have their child excused from programs or prescribed reading which offends the values of the home, when specifically requested
c) to consultation before fundamental changes are made which affect the parents, the child, or the total school climate
d) to participate in evaluation procedures affecting their child’s programs, and in formulation of policy, goals and shape of education
e) to be involved in the event their child is to be suspended from school. The student has the right to "due process" and parents and student are part of the affected parties to be heard before judgment or action is taken and before the student is suspended for just cause.

6. THE RIGHT TO SAFEGUARDS

Parents have the right to expect that a school system has certain standards that govern good practice. Specifically, parents have the right:
a) to expect safeguards which protect their children from physical, intellectual and emotional negligence or abuse; b) to receive assurance that their school does not allow unauthorized invasions of their child’s privacy or property (e.g., questionnaires which pry into family life, searches of lockers)

c) to expect that parental permission is required before psychological, psychiatric, or medical assessment and/or treatment of the child are undertaken;
d) to expect strict supervision over new programs, innovations and experiments, and that parents have special rights in these instances:

i) to receive a written description of the program, rationale, goals and supporting references; ii) to grant or refuse permission for their child’s attendance
iii) to receive satisfaction that the program is run by qualified, well-prepared personnel
iv) to be involved in the ongoing evaluation.

7. THE RIGHT TO APPEAL

Parents have the right to appeal decisions which they consider unsatisfactory and to report behavior which they consider might be incompatible with good educational practice. Parents should be informed of their lines of appeal, which generally start with the teacher, then proceed up through to the principal, the school board, to the government ministry in charge. Parents have a right to receive, on request, a written explanation which responds to their appeal, and which they might require in pursuing their grievance further up the ladder. Matters of law can be referred to a court for judgment, and the normal civil remedies exist when it is considered damages should be claimed.

Parent Role, Rights and Responsibilities in the Education of Their Children

With respect to educational rights, parents have a two-fold duty: to know and exercise their own rights, and to know and enforce their children’s rights. As users of the educational system, and as advocates for their children, parents are duty-bound to act well and wisely to see that the system works to the advantage of their children and the community’s children. If the rights here described are challenged by school officials, they have a right to ask why rights parents enjoy in other jurisdictions are denied them, And they have a right to receive an explanation.

Interwoven with rights are responsibilities and some of these have been mentioned earlier. Besides all that parents have to do to provide the kind of home life and support for good education to happen, they also have to do their part in building a co-operative relationship with educational authorities. Parents need that relationship to ensure that policies and programs are developed as close "to home" as possible – close to the important parent-child- teacher relationship. The rights enumerated here should provide the confidence and background to help build that co-operative framework.

REMEMBER: It has always been, except in totalitarian states, the duty of parents to educate their children.

England: It shall be the duty of the parent of every child of compulsory school age to cause him to receive efficient full-time education suitable to his age, ability, and aptitude, either by regular attendance at school or otherwise. (Education Act, 1944)
United States: The first School Laws in America (1642) underlie the system to this day: “Universal education of youth is essential to the well-being of the State. The obligation to furnish this education rests primarily upon the parents.”

Canada: “The responsibility is placed by law upon the parents or guardian to educate their children.” (You and the Law, 1973)
The UN Universal Declaration of Human Rights (1948) supports this parental duty.

The public schools do have a statutory duty to provide a free education to all students whose parents choose to register them. However, it is made clear in all school law that parents are to be kept informed of the progress of the child. This information must be accurate and understandable to the parents so that they in turn can exercise their duty by supporting, augmenting, intervening or withdrawing from that school. Public schools serve a two-fold purpose: to assist parents in meeting their parental obligation in the education of their children and to serve the broader public interest in seeing that citizens are educated to a certain standard.

[Compiled in 1977 by Education Advisory, an independent research and advisory service in BC about effective parent participation in education. A grant from the Secretary of State (Ottawa) for a 3-yr period ($4800 – ’75-’78) enabled research and codification of the above Rights. Established to model a consumer advisory service in education EA produced newsletters, workshops, materials for parent advisory councils and research projects. This Rights Statement endures beyond that period and it was hoped that it would become a published part of the schools’ literature reaching parents. It was seen as essential parent knowledge for parents to be effective in their schools and on behalf of their children’s advocacy. This was identified early in the project as a priority by parents.]

Category Education Reform, Parent Tribal Memory | Tags: | 1 Comment

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‘Education Reform’ Category

COMMITMENT BEFORE $$$ OR ###S

Don’t Polarize Parents During Labor Strife

Breakout opportunity — $40 day for parents

READING — — WHEN WILL IT BE PRIORITY # 1

Parent Rights & Their Children’s Education