Good news on English learners and support for dual language coming out of Chicago study

Important work on the English learning front from a study in the Chicago Public Schools:

“Our students are capable, they have the potential. They’re little sponges and they’re able to do it,” David said.
CPS officials said the study findings show the benefits of the district’s bilingual supports and programming. Macias said Jackson has championed the expansion of bilingual education initiatives. Since 2015, more than 5,500 CPS students have graduated with a nationally recognized designation that they’re proficient in English and another language, according to CPS.

And a way forward:

CPS since 2016 has more than doubled the number of schools that, like Sandoval, has a dual language program, according the district. Students in these programs learn core subjects in both their native languages and English, an immersive approach educators say helps them with literacy, fluency and cultural understanding. Now 41 schools offer dual language programs or are on the path to having one, Jackson said, noting this year CPS allocated $12 million for supports for bilingual education.

Two upcoming events of interest (both online and one in Worcester)

Two things that MASC is involved in this week that are open to the public that might well be of interest:

On Tuesday at 4 at Worcester State, the Multistate Assocation of Bilingual Education has a panel discussion on implementing dual language education; I've seen the agenda, and they're really covering the bases in terms of who will be there. 

You can register here; if you're interested but can't make it to Worcester, you can participate online here. 

Marianna Islam of the Schott Foundation on Wednesday at 4 is moderating a webinar by Colin Jones of MassBudget and me (with my MASC finance hat on) called "School Funding: What Every Parent Needs to Know." The Twitter hashtag for this is #GrassrootsEd.

Worcester School Committee meets Thursday

Sorry for being late posting this; if there is one thing to pay attention to, it is the job description of the Chief Diversity Officer being on the agenda for approval, which I already wrote something about.

The agenda is here.
The report of the Superintendent is on the South High student design club, as covered in the T&G earlier this week.
There are resignations, recognitions, and such.
Of passing interest is a prior year payment of over $18,000 to Leicester for what looks like a division of services to a student on an IEP. Is someone at some point going to ask why we have so many prior year payments now? This didn't used to be nearly as much of a thing.
There is motion to send a letter opposing the change in charter reimbursement proposed by the Governor and passed by the House that would only reimburse charter tuition increases that are due to enrollment being high that any of the prior five years.
As covered by the T&G, there is a proposed change in due process for students.
There is a request for approval for a donation of $685.00 to the Worcester Public Schools’ Transition Program.
There are requests from Miss Biancheria for reports on summer facilities work, on the BRACE program, and this--

Request that the Administration provide a summary of the funding proposed in the City’s Budget for the Worcester Public Schools and indicate the way in which this funding, if approved, can enhance programs in the Worcester Public Schools.

--which...isn't that the budget?

There is a plan to recognize students who will graduate with the Seal of Biliteracy.
And there is an item to set the budget hearings.

Worcester meetings this week

Crucial reminder: tomorrow at 7 pm, the Finance and Operations subcommittee has a public hearing on the FY20 Worcester Public Schools budget (4th floor, Durkin Administration Building).

This usually includes an update on the state budget, and, as the House Ways and Means budget came out since the last time the Worcester School Committee met, there is something to look forward to. In fact, it looks as though the T&G got the report ahead of time. There are LOTS of things to say about the budget--and remember, everything costs money!--so go and be heard!


The Worcester School Committee meets Thursday at 7 pm in public session. Along with recognitions and thanks, it appears Superintendent Binienda will not be doing a report which speaks of how the goals of the district and her own performance goals are being met, but instead will be having a sort of speed dating show and tell by principals.

There is a single page response to the request for updates on health education under the new marijuana law.
There is a report on AEDs.

There is a response to a request for graduation rates, disaggregated by different categories. The administration, along with a note, has chosen to include this information in the form of a spreadsheet. I thought we might find it more useful in the form of a graph, and I added all the years available online:

All data from DESE, as submitted by WPS; I've gone back as far as DESE has data online. 

 And because that bunches up at the end, I'm going to do something I usually rail against and rescale that to just the part changing (note the axis starts at 40%):

And yes, that multi-race non-Hispanic line dives for 2016 in the data reported to DESE.

Note what happens to most of the lines from 2014 on.

It is also important to note--and troubling to note that not included in the report is the information--that four year graduation rate is among the contents of the new accountability system:

In 2018, the Worcester Public Schools did not meet the targets for four year graduation in the categories of all students, high needs students, economically disadvantaged students, English learner and former English learner students, students with disabilities, and black students. The district made no change in the graduation rate of Latino students. Only in white and multirace non-Hispanic students did the district exceed its targets.
This is the sort of information that would be relevant to have included in a report of the superintendent to the School Committee. Better that the superintendent call attention to it than DESE does.

Apparently, the week of March 24 was Public Schools Week.

Most of Mr. Comparetto's items from the last meeting were held. There are now responses from administration on the mentorship request (in which they talk about early childhood ed programs and the Worcester Future Teachers program, neither of which is the sort of program Mr. Comparetto is speaking of like iMentor or  Classroom Champions; perhaps this is actually the response to another item?); the Farm to School program; an internship management program (which again doesn't appear to be responding to the query); and an update on the strategic plan (just that it is coming in July).

Mr. O'Connell suggests the use of a "see something say something" app, which will go nicely with the cell phone ban.
Mr. Monfredo is requesting an "action plan" for children to read on grade level, plus a "quality primary summer school reading program."
He'd also like a presentation on vaping.

There are a whole lot of donations coming in for votes of acceptance:

• $22,008.00 to the Worcester Public Schools Athletics Department from the Office of District Attorney Joseph D. Early, Jr. to assist with Freshman Basketball Teams to involve youth in programs that help to prevent crime, gang activity and substance abuse. 
• $2,303.00 to South High Community School from Andy’s Attic to assist with the purchase of Chromebooks 
• $28.50 to Tatnuck Magnet School from Yankee Candle 
• $225.00 to Tatnuck Magnet School from Sports Alive 
• $500.00 to Tatnuck Magnet School from I.U.O.E. Local No.4 
•  $2,354.00 to Tatnuck Magnet School from various donors through fundraising efforts 
• $10.00 to Lake View School from Ruben Ardon 
• $1,000 to New Citizens Center Secondary from Herlihy Insurance 
• $9.070.19 to South High Community School from the “Class of 1963 Scholarship in Memory of Robert Aucoin” 
• $450.00 to the Worcester Public Schools Transition Program for assistance with research from Boston University 
• $75.00 to Lisa Wolfe and family from the South High Community School Black Student Union

There's also a prior year payment of $7,103.53 to the City of Springfield (I'm going to guess special education?).

The administration is proposing language for the handbook for next year for the Seal of Biliteracy (which is great, but let's get some vetting of this proposal!).

Mr. Comparetto and Mr. Foley are asking for an update from the Sex ed task force.

Mayor Petty is requesting:

Request that the Superintendent produce the last 10 number of years of suspension and discipline data for review by the public and School Committee and a full review of data collection, storage and dissemination procedures to develop best practices for transparency.

Dang! That's a strong statement in the form of a motion.
In line with his public statement prior to vacation, Mayor Petty is also requesting (I'm going to post the full items here; note how the co-sponsorship changes):

• gb #9-161 – Mayor Petty/Mr. Comparetto/Mr. Foley/Miss McCullough/Mr. Monfredo/Mr. O’Connell (April 9, 2019) 
  Request that the Superintendent provide estimated budgeting needed for a Chief Diversity /Equal Opportunity Officer and her organizational plan for implementation.
  
• gb #9-162 – Mayor Petty/Miss Biancheria/Mr. Comparetto/Mr. Foley/Miss McCullough/Mr. Monfredo/Mr. O’Connell (April 9, 2019) 
  Request that the Superintendent report on district processes and compliance with MGL c222 and make any necessary proposals for changes in policy and procedure.
  
• gb #9-163 – Mayor Petty/Miss Biancheria/Mr. Comparetto/Mr. Foley/Miss McCullough (April 9, 2019) 
  Request that the Superintendent reengage with Worcester State University in order to refresh and update the 2014 report, “Suspensions in Worcester: A Continuing Conversation.”
  
• gb #9-164 – Mayor Petty/Mr. Comparetto/Mr. Foley/Miss McCullough/Mr. Monfredo/Mr. O’Connell (April 9, 2019) 
  Request that the Superintendent inform the School Committee on her plan and timeline for professional development and training on cultural differences, unconscious bias and diversity.
  
• gb #9-165 – Mayor Petty/Miss Biancheria/Mr. Comparetto/Mr. Foley/Miss McCullough/Mr. Monfredo/Mr. O’Connell (April 9, 2019) 
  Request that the Superintendent report to the School Committee on her plans to introduce trauma informed care into our schools as well as budgeting requirements for Fiscal Year 2020.
  
• gb #9-166 – Mayor Petty/Miss Biancheria/ Mr. Comparetto/Mr. Foley/Miss McCullough/Mr. Monfredo/Mr. O’Connell (April 9, 2019) 
  Request that the Superintendent report on school funding of community nonprofits such as African Community Education, the Latino Education Institute and the South East Asian Coalition.

There is an executive session for contract negotations with the superintendent. 

The district's role in creating and expanding dual language programming: MABE Conference

I'm attending--as a parent!--the Multi-state Association of Bilingual Educators conference in Rhode Island today. This morning's session I'm attending is on the district's role in creating and sustaining dual language programming, being put on by Framingham Public Schools.

Worcester School Committee meets Thursday, March 7

I know it's confusing, as they just met last week; February does that!
The agenda is here.
There are the usual array of resignations, appointments, and thanks.

The report on the superintendent is on technology (and can we talk about how hard it is to read a scan of a PowerPoint sideways?). Page 21 gets to access, with 2:1 access (planned? I think?) in K-2, 1:1 on carts in 3-6 and in general in 7-12, but the key point there is "funding to be identified." This ties in explicitly with the motion last week to re-examine the cell phone policy; note that with the big push towards technology use in the classrooms but the dearth of actual technology, students are using smartphones in the classroom and for homework. The district absolutely should not be making this push towards use without supplying devices and then punishing students for using the devices they have. Also, it's a relief to see student information staying in house; that gets shockingly expensive quickly, and WPS being able to staff and adapt is a district strength.
I'm a little puzzled by this appearing now, though, as it was one of the goals on which the superintendent was evaluated back in November.

The other item of note is the response of the administration on Advanced Placement courses, and I don't just say this as a parent who has a couple hundred dollars in checks to the high schools here on the desk next to me. While it lists the courses and reports the costs, it doesn't mention two things that are of central import in understanding this in Worcester: the first is how few other options there are at the high schools when it comes to what might otherwise be "honors" or "advanced" courses. Once you get to junior year (and I say this as a parent of kids in two high schools), your options get very, very limited beyond AP (and most students are urged into AP's in any case). The other key part of the contract that has not been mentioned in the backup is this:

The exams--the part that costs money--are not optional; this is a required cost for a course, and the cost of the exams--and the vast majority of the exams, despite the mention, are not covered by grants--is borne by students, in a district in which most of our kids are poor.

There is a response to an item on contractor wages for school construction projects.
There is a request for approval for new courses (these usually go to subcommittee for consideration):

• Acting Character Study Magnet
• Introduction to Networking
• Advanced Acting I Magnet
• Language and Literature Through the Arts
• Advanced Acting II Magnet
• Machine Operations
• Advanced Technical Theater
• Media Arts III
• African American Literature
• Media Arts IV
• American Literature
• Meteorology
• CNA and Health Care Skills
• Musical Theater for Performance Majors
• Comparative Mythology
• Neuropathophysiology and Film
• Construction Techniques and Specifications Course Application
• News and Media Literacy OCPL
• Computer Science Discoveries (For Middle School)
• Personal Financial Literacy OCPL
• Directing I Magnet
• Playwriting Magnet
• Directing II Magnet
• SAT Math Preparation
• Economics
• Shakespeare- Tragedies and Comedies
• Ensemble I Magnet
• Technical Theater II & Design II Magnet
• Ensemble II Magnet
• Theater Lab Acting
• History of Theater Magnet
• Theater Lab technical Theater
• Integrated Dance
• Urban Agriculture and Food Systems
• Introduction to Acting Magnet
• US Government and Politics
• Contemporary World Religions

...which is a lot? Remember that just because it exists, doesn't mean it is offered. 

There is a request that the committee vote to accept:

• a $150K English Learners pathways grant which appears to be for professional development for "bilingual education," if I have waded through the edu-lingo correctly. No word on the link with current programs, including the dual language one.
• a $7540 planning grant for implementation of the updated history and social studies standards 

Mr. O'Connell would like Worcester to participate in Massachusetts State Advanced Placement and International Baccalaureate Diploma Program (APIB) Fee Subsidy Program  (which...doesn't seem to exist? I can't find this anywhere.).

There is an executive session posted for two grievances, collective bargaining with IAs, bus monitors, plumbers/steamfitters, and tradesmen, and contract negotiations with the superintendent. 

Commissioner Riley takes questions

...who jokes that for the next three hours "we're going to review the rules and regulations of the department"

first question: Baker has pledged no new taxes; how are you going to pay for it?
Riley: last year, the state found a billion dollars in revenue they hadn't expected
"the economy is booming; if it keeps up, we'll have funding to apportion for education"
"the Governor is not a guy, as a Republican, who is in favor of new taxes, but I live in Boston, and I see the cranes going up all the time"
"if this continues, I have to advocate to advocate for funding to go towards education"

Q: what role does global education play in your thoughts?
Riley: when you look at the LOOK Act, the seal of biliteracy
"I think you're starting to see the realities of a more global perspective"
"I think MCAS has done a decent job...I welcomed the advent of that testing, but it only takes us so far"
" there are other skills...harder to assess"
on seal: trying to ensure that we have kids who are truly bilingual
Q: any openness to other "seals"?
Riley: like the Boy Scouts? Let me think on that for awhile
moving from class to class in 45 minutes "and it can be soul numbing"
"we're losing a generation of boys"

Q: "I know we're in a fist fight over Chapter 70..." what about early childhood?
not seeing this Governor raising taxes
"not always about the money, sometimes about how you use the money

Q: love what I hear about MCAS not bringing us all the way; anything new on collaboratives and vo-techs?
Riley: "playing nicely together in the sandbox"
"more kids get into the school"
working with the vocational school on kids that maybe were at risk "and we figured out the money"
versus this continued civil war

Q: assessment on civics education?
Riley: what could an alternative assessment look like that isn't necessarily a bubble test?
committee put together on that
"we've asked people to think outside the box on what an alternative assessment could look like"
testing taking too much time: have to figure how to take less
"adaptive testing"
"now there are item bank issues and other things we need to work on"
Note from group: unevenness in funding on technology
Riley (defers to Mary Bourque of Chelsea on where the funding came from...not the state)
Bourque notes ACCESS tests as well, and that students who are ELL take longer on MCAS tests

Q: teachers of color; MTEL doesn't show any indication of how good a teacher will be
Riley: I know some state people who would disagree with that
Q: pipeline of potential future teachers?
Riley: 40% of our students are children of color, only 7% of teachers are
(26% of adults are)
Lawrence did it by training paras; went after kids who had graduated from Lawrence High
morgage assistance for those working
"we have to have incentive programs for them"
"have to change the perception of teaching in this country"
MTEL: persistence rate issue
those of color who don't pass the test the first time are less likely to take the test again
"we're going to go look at that right now"
"working to recruit this spring"

Q: accountability on attendance
Riley: doing a survey on this accountability system
was in process when he came in
"one of the things I hear about is students with real medical issues"
"We're going to be looking at that"

Q: LOOK bill; unfunded mandate
Riley: more options
"just because you have the freedom, doesn't mean districts will necessarily take that freedom" and not all programs are good for kids

October Board of Ed: LOOK act

update on where we are now, after Board updated regulations in June
new process for starting new programs

And the LOOK Act implementation; regs were updated in June #MAEdu pic.twitter.com/hxlwHTptZO

— Tracy O'Connell Novick (@TracyNovick) October 30, 2018

will provide support for districts around what research says; webinar, training
ongoing technical assistance
quick reference guides and forms
bilingual education endorsement for teachers

Oh, jeez. WE CAN’T FIND THESE TEACHERS ALREADY!!! #MAEdu pic.twitter.com/LdgxAVwg9q

— Tracy O'Connell Novick (@TracyNovick) October 30, 2018

core content teachers who teach English learners in a language other than English must obtain the new endorsement
one year waiver allowed by Commissioner
grandfather clause for those with three previous years in a bilingual setting
transitional bilingual education and transitional bilingual learner endorsement are equivalent
guidelines for higher ed programs just sent out with rolling approvals
guidelines for MTEL

Seal of biliteracy: high level of proficiency in English and a second language beginning with class of 2019
two tiers: seal and seal with distinction: in order to get it:
English: all graduation requirements AND ELA competency OR proficiency determination
Second language: minimum of "intermediate high" on ACTFL (American Council on Teaching of Foreign Language) which is a 4 on an AP or several other assessments OR alternative method by Department

guidance around Parent Advisory Councils: proposed regs (603 CMR 14.09)

SEI endorsement for career vocational technical educators

West: do the two tests authentically assess the same thing (ELA MCAS doesn't test the same things that the foreign language tests do; are we testing literacy or something further); and are the standards the same?
McKenna: not adding another test; are there other ways to show this?

June Board of Education: ELE proposed regs

backup is here
Moriarty says he has an issue for the proposed seal of biliteracy
Peske:
public comment received April to May: 130 comments
vocational educators is one set
four sets having to do with LOOK Act
"quite enthusiastic about these regulations" further work with language learners in our state
expands SEI endorsement to vocational ed teachers and evaluators and supervisors of such teachers
postponing proposed SEI endorsements to July 2021
working group to assess ability of including SEI in pathway to voke licensures
SEI endorsement courses for Feb 2019 and fall 2019

process for new SEI or alternative English learner program by districts
English learner parent advisory councils required
bilingual education endorsement covers all bilingual programs with English learners
on seal of biliteracy: English through means other than MCAS
multiple opportunities to demonstrate English proficiency
align with higher ed standards on earning credits for foreign language
on additional level of distinction in guidance

Riley: "I feel like unlike history...this is much more truncated"
"time to reflect, to put something in the field and see how it goes...give ourselves some time to tweak"
suggestion that we go forward and look at the data and see where we are
Peyser: we need to get out in the field, get to implementing, and see how it goes
Sagan: we do have a law and we need to get out in the field and start implementing

Moriarty: proposes moving all by seal of biliteracy
concern about standards set in seal of biliteracy
he clearly has an issue with it but he isn't saying what
Moriarty: I don't know that there's a way of making changes on the floor
Sagan: Commissioner has said putting it out there and making working changes
Moriarty: so bothered by "the low standard that that sets" that I am inclined to vote against it

McKenna: can we talk about the whole thing first?
"we've been living with this English only mandate for fifteen years and have been struggling with it"
"and I think it has a lot to do with the achievement gap"
a little concerned about the regulation, but "I put my trust in the Commissioner"
"Sheltered English programs are what got us into trouble in the first place...but I leave this to you[Riley] to fix"
"now that we have this mandate, let's have some urgency around it"
"there's some real difference between being a bilingual educator and an English learner teacher"'
you can speak both but that doesn't mean you can teach bilingual education
I really think pedagogical methods means a lot
"this should point out to us that our fastest growing population is our Latino teachers in our Gateway cities"
"short not only EL teachers, but also special ed, guidance who are bilingual who can assess these kids"
"they're not around"
"I think we need to jump in here...I think if we do this well over the next couple of years...I think we'll see real movement in the achievement gap"
"thrilled to see this happening, leaving it to Jeff to make it right"

Riley: "let's see what works and what doesn't" as we move forward
"I do appreciate your point about language"

McKenna: have had thousands and thousands of teachers and before we have thousands more take it
"we should at least survey them"
"it deserves being looked at before others take it"

Fernandez: in support of taking a wait and see approach given the trucated nature of process
"would urge some time spent on setting a vision...what is our North Star?"
what we want for our English Language learners and all children in this state
do we want to become a multi-lingual state?
what are the goals we're setting there and what are we doing to get there

Peyser: Sheltered English not being outlawed
ensure that the alternative programs are researched based, quality programs
"trying to actually move the needle on achievement and academic improvement"

Sagan: not that I don't share (Moriarty)'s concern, but we have to implement the legislation
message to department is "this is very complicated" and expect them to come back to us

roll call on separating, which fails

McKenna: can I ask what your issue is?
Moriarty: concerned with MCAS 10th grade
"how many students who have passed 10th grade MCAS for proficiency"
higher ed students who have to go into remediation
BUT THIS IS WHY WE CHANGED THE MCAS!!
wants to be "somewhat parsimonious about giving them out"
what about speakers of other languages?
"if you're not reaching those standards...God forbid you had to take remedial English in community college" after you got a seal of biliteracy "what are we doing"
value of dual literacy in employement sector
Riley: what is appropriate standard to use "and I don't know that we know that yet"
would recommend that we approve this and adjust as necessary

regulations approved 8-1, Moriarty opposed

March Board of Ed: LOOK Act regulation

Backup is here
Vote is to go out to public comment, but this is first look at it so there is a presentation
two sets of changes: one required by LOOK, the other on English learners in vocational program
"best meet the needs of their English learner students"
support to districts on new programs
teachers and admin to develop knowledge and skills needed for support
promotion of biliteracy

Four reg changes on EL:

• English learner programs: new SEI or alternative program; specifies process
• English learner advisory council: specific actions the school district is required to bring to them; participation in school and district improvement plans 
• bilingual education endorsement: outlines requirements to meet it; required by core content teachers in a bilingual program 
• state seal of biliteracy: criteria districts need to follow to award seal

timelines for implementation: new programs due by January 1, 2019; Parent Advisory councils next school year; endorsed educators annually; state seal of biliteracy anticipated next school year

greater alignment between vocational educators and the rest of educators

pilot programs run out of Greater Lowell Tech and Worcester Tech

rolling requirement on vocational teachers serving English learners needing Sheltered English Immersion endorsement

Doherty asking about funding of getting teachers through SEI endorsement
Wulfson: "right now we're focused on getting money in the '19 budget and then we'll see where we are"
Fernandez: what does going out for public comment mean? this is really complicated information for families to understand "especially for those this affects and impacts"
purpose of State Seal of Biliteracy?
Wulfson: to encourage districts to offer programs that allow students to come out of high school knowing two or more languages
Peyser: to recognize also the home language of English learners
McKenna notes tight timeline
Sagan: this won't come up as a surprise; people are expecting it
McKenna: getting to the right people
Moriarty: just to preview thoughts and concerns...
Sagan calls the question: carries for public comment
Moriarty "want to make sure it's not just stamp a box"
looking at how that process is going to happen locally
Peske: early conversations around evaluation of biliteracy

ADJOURNED 

Commissioner finalists: Angélica Infante-Green

We have three finalists for Commissioner of education

Jeffrey C. Riley, superintendent/receiver of the Lawrence Public Schools
Angélica Infante-Green, deputy commissioner, Office of Instructional Support P-12 in New York State Education Department
Penny Schwinn, chief deputy commissioner of academics at the Texas Education Agency

Next up, Angélica Infante-Green, who is on Twitter, though she hasn't tweeted since November.

Board of Ed for December: LOOK Act

we're starting here with some data that I'll attempt to plug in later...learning that Worcester has the highest percentage of ELL students in the state...
majority of students who are ELL are first language Spanish speakers
vast majority of those students are enrolled in Sheltered English Immersion programs (over 90%)

Here’s what happens when you virtually outlaw other options. #MAEdu pic.twitter.com/DdHJLnc39c

— Tracy O'Connell Novick (@TracyNovick) December 19, 2017

Why we need an ELL Director in Worcester ASAP

Over the weekend, the news broke that Bertha Elena Rojas, the Worcester Public Schools ELL Director, is leaving the district at the end of the month. Here's what we were told of the process next:

Ms. Binienda said her administration would start a search soon to replace Bertha Elena Rojas, who has been Worcester’s Manager of English Learners since 2013.  

The superintendent said that search would include both internal and external candidates. She wasn’t sure as of this past week whether there would be an interim or permanent appointment to the post for the remainder of the year.

As Scott notes in the article, Worcester has one of the highest percentages of ELL students in the state; it's 34.2% on the district profile. That isn't the full story, though; you need to look at another number; check out the number just above English Language Learners:

Unlike a lot of other demographic information that's reported about students, ELL classification isn't static: a student who comes in as an English language learner is only an ELL student for so many years. They eventually test out.

Worcester's student population is MORE THAN HALF first language not English students; many, many of those students were ELL students but have moved out of that classification now. The English Language learner population is constantly changing, not just as a population, but as individual kids. Managing that process successfully is crucial to just about everything else that those students do. This is also something that has gotten the Worcester Public Schools into trouble in the past. 

With the new LOOK law, Worcester also has a chance to look beyond its current work in multiple languages. 

It can only do that with strong, thoughtful, experienced leadership in this position AND SOON.

The Board of Ed meets for December next week

Didn't they just meet? They're early for December due to the holidays.
You can find the agenda here.
After the round of opening remarks, the first report is one from the Springfield Empowerment Zone. I do want to flag here, by the way, that the Zone has now been incorporated into the regular circulation of monthly reports from the receivership districts, 'though Springfield is not a receivership district. The description here, as elsewhere, continues to tap dance past the whole "hey, we took away the local democratic governance model" by sprinkling the words LOCAL AUTONOMY all over it.

In any case...

There will be an update on the Commissioner's search. As a reminder, the deadline to apply is this Friday (December 15); the screening committee meets December 18. They will then do some interviews, meet again in early January to vote to forward finalists to the full Board, who will interview those finalists on January 17 and 18. The Board is expected to vote on January 23, at their regular January meeting. EDITING to add a link to this Ed Week article on state commissioner salaries; our previous commissioner did make less money than a number of our superintendents.

Did you know there's an Accountability and Assistance Advisory Council?

The School and District Accountability and Assistance Advisory Council (AAAC) advises on matters pertaining to the development and implementation of the Commonwealth's School and District Accountability and Assistance system.

Me, either. They're reporting out next week on their work this year. Two things that they weighed in on that I found interesting: they suggested that the state "categorize districts and schools using meaningful descriptors instead of numbers" and they also raised two concerns related to classifying districts as Level 3 due to non-participation in testing.

And speaking of accountability, there is an update on the state's accountability system. Key sentence:

The enactment of ESSA in 2015 and our state's transition to a Next-Generation MCAS assessment have given us the opportunity to rethink the design of our accountability system.

There is as yet no backup (maybe they're going for a big unveiling?), but the highlights the memo does let us know about are as follows:

• The inclusion of additional accountability indicators, which will provide information about school performance and student opportunities beyond test scores; 
• A focus on raising the performance of each school's lowest performing students in addition to the performance of the school as a whole; 
• and The discontinuation of accountability and assistance levels (Levels 1 to 5), which will be replaced with accountability categories that better define the progress that schools are making and the type of support or assistance they may receive from the Department.

So, a big deal (and why I keep complaining on Twitter about people focusing on the level system: WE WON'T HAVE THE SAME SYSTEM ANYMORE.); here's hoping I can keep up with the presentation in the liveblog! 

The Board is voting on the increase in tuition for virtual schools, bringing them out of the school choice amount and into something closer to the foundation budget amount.

And, as promised, the Board is getting an update on the LOOK bill and ELL students in general.

You may also be interested in the Board's letter about FY19, a report on grants, and an update on Commissioner's actions on charter schools.

California may reverse their ban on bilingual education

Among the 18 ballot measures up for a vote in California this year is one that would reverse the statewide ban on bilingual education:

Bilingual education, particularly for primary school children, has become increasingly popular among native English speakers over the past decade, said Wood. That's primarily because studies have shown that a multilingual brain is nimbler and better able to deal with ambiguities and resolve conflicts. Some research shows multilingual people are even able to resist Alzheimer’s disease and other forms of dementia longer. 

Currently, California is one of four states -- the others are Arizona, Massachusetts and New Hampshire -- with laws constraining the use of bilingual education programs, according to the U.S. Department of Education.

Right, Massachusetts.

Oy. What chances, then, does MA have to bring it back? In California, the Battle Over Bilingual Education Is Back https://t.co/xE7AmPpEKO

— Marcela E. Garcia (@marcela_elisa) October 13, 2016

This last legislative session, as I posted, there was a bill that made it out of committee that would have done just that. A new legislative session means, of course, that we have to start over again in January.
Add it to the list!

Reversing our monolingualism in Massachusetts?

Remember how California may be reversing their state requirements around teaching English language learners? Massachusetts may do the same, as the bill is out of committee!

The proposal is making its way through the legislature. If it is enacted, parents would be able to advise on current ELL offerings and on the planning and developing of new programs through to-be-established English learner parent advisory councils for each relevant district. 

Additionally, the bill would require greater tracking of EL students to evaluate how effective programs for them are. The LOOK bill also calls for measures to promote multilingualism as an asset, not a problem. It would establish a State Seal of Biliteracy, awarded to high school graduates on their diplomas or transcripts if they have “attained a high level of proficiency in speaking, reading, writing and listening in one or more languages in addition to English.” 

The LOOK bill was filed in both the House and the Senate. It passed unanimously in the Joint Committee on Education last week and moved to the committee on Senate and House Ways and Means.

I'll keep an eye on it!

California may reverse their monolingual bill...and they're going to need teachers

Excellent article from the Hechinger Report on California's effort to reverse the ridiculous Unz law that ended bilingual education, except in particular cases.
This does mean, though, that California is going to need more dual language teachers, of which there already is a shortage.
Both, incidentally, are true of Massachusetts, as well: we are WAY overdue on reversing our parallel law, and we already have such a shortage. We need to step it up in getting the kind of education and support dual language teachers need.

Worcester preschool and kindergarten registration now open!

If you have someone in your house who will be five by December 31, 2015, they can be registered for kindergarten now at the Parent Information Center (508-799-3194) at 768 Main Street. Please bring proof of the child's date of birth, proof of the child's immunization and test for lead, and proof of residency (a utility bill will do it). Kindergarten in Worcester is full day. Visitors to kindergartens are welcome:

• South Quadrant - Week of February 3, 2014
• North Quardrant - Week of February 10, 2014
• Doherty Quadrant - Week of February 10, 2014
• Burncoat Quadrant - Week of February 27, 2014

(if you don't know what quadrant you're in, the list is here) 

Remember that Worcester has school choice on a space available basis. We run magnet programs (in particular) at Jacob Hiatt and Worcester Arts, and a bilingual (Spanish/English) program at Roosevelt and Chandler Magnet. I'd recommend visiting!

WPS is also now accepting applications for preschool at the Parent Information Center for children who will be four by December 31, 2015. Preschool is half-day and is offered at: 

• Belmont Street Community School
• Canterbury Magnet Computer-Based School
• Chandler Magnet School
• City View Discovery School
• Clark Street Developmental Learning School
• Columbus Park Preparatory Academy
• Elm Park Community School
• Francis J. McGrath Elementary School
• Gates Lane School of International Studies
• Goddard School of Science & Technology
• Grafton Street School
• Jacob Hiatt Magnet School
• Lincoln Street School
• Norrback Avenue School
• Quinsigamond School
• Roosevelt School
• South High Community School
• Vernon Hill School
• West Tatnuck School
• Woodland Academy
• Worcester Arts Magnet School
• Worcester Technical High School

Generally, visitors to preschool are welcome; just call the school to set it up.

two way bilingual programs

O'Connell wants us to consider them in French and in Mandarin Chinese...
except...the notion of the bilingual program works because some children already speak the language other than English (which is the point I just made)

What's up next for the innovation schools?

I've been asked a few times today what happens next with the innovation schools.
For all of them, there is a scramble of work to be done prior to the next school year: curriculum changes, staff development, and so forth.
Goddard Scholars will not be recruiting a sixth grade class this spring--that doesn't happen for another year--but Chandler Magnet will be recruiting students (K and 1) for their bilingual program. There is an information night May 19 at the school at 5:30.
I believe there are other parent information nights being scheduled; I will post them as I have them.
And best wishes to you all!