- Alliance for A Better Community - Gates Foundation Supported
- Community Coalition -see United Way LA
- Educators for Excellence - Gates Foundation Supported
- Families In Schools - see United Way LA
- Inner City Struggle - see United Way LA
- Los Angeles Urban League - see United Way LA
- Office of Mayor Antonio Villaraigosa - He Gone
- TeachPlus - Gates Foundation Supported
- United Way of Greater Los Angeles - Gates Foundation Supported
Monday, October 28, 2013
Who's got more CLASS than me?
Saturday, September 14, 2013
U d’serve TangZ 10” uPad
You might be frustrated with the iPads, but my outrage started when
I heard Los Angeles voted for bond money to be spent on reducing over crowded
schools. I was stuck in a face palm for a year.
The whole point of overcrowded schools is to drive families away from
Los Angeles and alleviate congestion on the freeways. And it worked for LAUSD, and Los Angeles in
general. We finally started enjoying a decline in families and their resource
sapping kids. Then voter approved bond
money began to build schools.
At first I thought they were going to build more monoliths as
quickly and cheaply as they could. I
though LAUSD would send a message to the families of Los Angeles; “We don’t
want you, but we don’t want a fine from the health department, so hear is a
little more space”
LAUSD didn’t build monoliths; they hired real architects and
designers. LAUSD built modern looking
schools with all sorts of goodies in areas with poor people; poor people that
clog my freeways.
And now LAUSD is giving students iPads.
This needs to stop. What kind
of message is LAUSD sending?
notYet LAUSD is taking over
the iPad4allz to buy the TangZ 10” uPad. It can be had for $99 at most major drug
stores. The TangZ can run apps? No one will steal the TangZ 10” uPad. Like
the monoliths of before, the TangZ will check the box of state auditors while
helping to keep traffic congestion down.
If we want to keep our freeways clear, we need to bring back the
monoliths. We need to tell kids they are
worth the TangZ 10” uPad. With clear
freeways we will have cleaner air and that is good for the kids.
Monday, April 8, 2013
Scorned Women and Dr. Deasy
I love the rash of new shows about women who's important lover, friend, family member was killed and now there is a whole series of intrigue and espionage to fill countless weeknights of TV time. See Rev8nge, Red Widow, Deception, y mas. Dr. Deasy is like one of these sympathetic characters who just happens to be compelled to avenge countless misdeeds, a task only he alone can do. Except instead of murders, Dr Deasy must avenge the democratic process and punish those that did not follow his desire. Here is another great example.
http://www.citywatchla.com/lead-stories-hidden/4743-westside-parents-teachers-facing-deasy-s-revenge
Now back to my Hulu to finish this episode of Rev8nge.
http://www.citywatchla.com/lead-stories-hidden/4743-westside-parents-teachers-facing-deasy-s-revenge
Now back to my Hulu to finish this episode of Rev8nge.
Monday, February 4, 2013
Refomormer, You're Fired!
I just looked up and noticed its 2013 which means that a vast
majority of ®eformers have earned tenure as ®eformers while achieving various
levels of effectiveness.
Think of your favourite ®eformer, what their goal was when they started,
did they reach their goal? Is your
favourite ®eformer still fighting for their cause after 2 or 3 years of proving
they were ineffective at creating the change they said they would? Did they get
fired or get tenure?
Considering the
disproportionate funding in favour of ®eformers vs the others, they cannot cite a lack of funds. Has your favourite ®eformer backed down a little bit in their
rhetoric and tried to temper expectations like a corporation before a bad
earnings report? Have you ever
heard of a ®eformer being fired for poor performance? notyetLAUSD proposes a 4 year tenure track for
®eformers working inside and outside LAUSD. If you can’t make the changes you want, move over and let
someone else try. Fired!
In other news:
Green Dot charter just announced they are going to reconstitute
themselves at Locke High School in an effort to show the use of self-immolation
and, an undying faith in reincarnation of the self, is needed to create meaningful
change at high need public schools.
A lame donkey compromise:
Can we just get over tenure talks and LIFO, move tenure to 4-6 years
with no more than two school transfers and 3 consecutive years at the site
where tenure is given? Can we all
agree that it sucks when a great young teacher is laid off and a crappy old one
is kept, but over the past 4 years of laying off less experienced teachers and
concentrating its number of experienced teachers, LAUSD was able to boost API
at a far faster rate than other districts. (I know most of the boost over the past few years has been
due to increases in the use of the CMA, but I’d like to live in a fantasy world
where having more students in classes with long-term committed teachers might
have had an effect too). I’m not
opposed to the district going back using incentives at hard to staff schools to
prevent the need for a Reed settlement.
Wednesday, December 19, 2012
The First Taste is Always Free
In the last post we teased a new package for teachers to buy a Nate
Silver to look at their data and prove they are an awesome teacher. For $250, if we can't find a single
shred of data anywhere in your history that proves you to be modestly competent,
we will provide some sure fire assessments. Here is your first taste.
“It's
a Long Way To The Top”
Step 1. Take any
assessment that is multiple choice
Step 2. Give a pre-unit
assessment
Step 3. During the unit
of instruction, play AC/DC.
Especially “It's a Long Way To The Top,” which is
featured in the kid friendly movie School of Rock
Step 4. Everyday during the unit, when your
students ask “what is that?” Just tell them the name of the band.
Step 5. Post assessment. Rearrange the answer choices to be
A.C.D.C. repeated.
Step 6. Watch those scores rise. You are an awesome teacher. (btw if this doesn't work, go teach PE)
Step 7. Want more awesome advice like this. Get in touch with us about how you can
send us $250 from your paycheck just once so you can keep a few more of
those sweet sweet pay stubbies from the quarter billion dollar LAUSD payroll system.
Wednesday, December 5, 2012
Yes on the UTLA/LAUSD appendage
---jump right to the bottom for how notyet LAUSD is going to make
millions off this new contract---
Teachers suck. Okay,
not all teachers. Not even
most. Maybe a few teachers
suck. Somewhere in some part of
this world a teacher sucks at their profession.
VAM sucks. CST
sucks. All standardized tests
suck. Data analysis of tests
suck. There is no value in
tests. Okay maybe a smidge of
value. Some where there is one
piece of data that possesses the slightest hint of value.
With that profound insight, may I give my ringing endorsement for
the recent appendage to the UTLA/LAUSD contract.
1. It doesn’t matter how you vote. UTLA and LAUSD agreed to this, and
should UTLA members vote “no,” the judge will probably revert to this plan.
2. The wording of the contract allows a
teacher to bring their own data to the table. You have to be a sucky teacher to not find a single piece of
data to show some sort of growth.
The terminology is so broad; it would take a special teacher not to find
a piece of data to explain doing a good job on something at some point in time.
The caveat
1. The school administrator can use just
about any data they want to as well.
2. There is no change to they way conflicts
are resolved, so the problems with arbitrating (if it ever happens) with the
existing contract will add a new dimension of complexity.
The money grab
No one has the time to do data analysis at a school site. Thanks to notyet LAUSD’s partnership
with our sponsors they will do all the data analysis for us. Sponsors get to pick the data they care about and then notyet LAUSD, as
the administrative branch, gets to tell our administrators down at the school site
to use the data we tell them to.
We charge teachers $250 to look at their data and find something
useful. notyet
LAUSD will go through your data and find something that makes you look
competent. If we can’t find data, we’ll show you how to create a few foolproof
tests and administration techniques to ensure your students scores grow.
Monday, September 24, 2012
The 3rd or 4th rule of ®eform
It goes without saying that the first rule of ®eform is “Don’t talk
about poverty.”
The second rule of ®eform is “Don’t talk about poverty”. Either number 3 or 4 is “Don’t talk
about population changes.” I
don’t mean the fact that students change from year to year. I mean changes in who is tested because of s district level policy change, same kids, same teachers, new policy.
I could be referring to LAUSD’s increased use of the CMA for
students with special needs instead of the actual CST, and how this policy
change is accounting for a good chunk of LAUSD’s “growth” over the past few
years. But I’m not, because LAUSD
doesn’t talk about changing the population that takes the CST.
I am talking about a recent set of post from LAUSD’s LA School Report that actually talks about LAUSD changing who is getting tested and its negative impact on percentages, not the benefit of the policy to students. The first post “Why HS Math Scores Are Low(er),” gave 3 generic reasons for a perceived drop in HS Algebra scores. The second post must have been a rookie
mistake for Hillel Aaron. The
second post “More on Math Scores” makes the case that LAUSD has been
doing a good job placing students into the correct math class so there are
fewer competent students repeating a class.
If you’re confused at this point, I’m not criticizing LAUSD for
putting students in the correct class.
LAUSD is openly talking about the role of a specific policy change that
is affecting percentages used for evaluation. Algebra passing rates are on of the percentages used when
LAUSD labels a school “failing” and bullies it with PSC. Policies about who takes what class
have very real consequences on the statistics LAUSD is measuring itself
on. District policy that changes
who takes what test affect percentages.
LAUSD and ®eformers do not like to talk about year over year changes
in what type of students are taking a test. For market based solutions to work, you need to compare apples
to apples. Even value added
measurements can only tolerate a finite amount of change in the year over year
testing samples before the results become meaningless. LAUSD routinely makes large scale changes to how it tests, yet remains oblivious to the affect on evaluation of schools. There is a good reason rule 3 or 4 from the ed-®eform
playbook is “Don’t talk about population changes,” even moderate population
changes undermine “market place solutions.”
Bonus Point 1: What does
changing the population mean in the current climate.
As LAUSD moves toward the idea of small learning communities and
“Expanded School Based Management” you might think that the school’s results
are all its own. You might think
student outcomes are tightly aligned to just the teacher or school. Most ®eforms require you to focus on
just the teacher or just the school leader. When LAUSD is making policies that will change who is
assessed, how does the district and school claim credit/ blame for the outcomes
of the school.
Bonus Point 2: LA School Report is LAUSD's propaganda
blog – they really did just run a “get to know you” piece for a someone aligned
to Deasy who might be running for a Board seat but hasn’t yet declared.