Super weird to me that the update includes this "look this curriculum is everywhere"
student-led civics projects
Oddly, this presentation is from iCivics, not from DESE staff or school district people, or...this is kind of weird;
"goal of schooling is produced informed engaged citizens"
"health of our constitutional democracy requires sustained commitment"
now speaking about the We Declare! challenge
Here's the Boston Green Academy winning video
As I noted earlier this week, this agenda has the end-of-year group of reports today: one on civics, because 250th anniversary of the Declaration; the end of year Student Advisory Report; probably some talk about the statewide graduation report, which had its own meeting last night; the Mitchell Chester award; plus they have regulations to update.
There's a pre-meeting rally happening in the courtyard outside about immigration, 'though there has not been a lot directed to the Board on that (and the Governor issued guidance on this topic last month)
As a reminder: the Board has a special meeting tonight (Monday) at 5 PM virtually, specifically on the recently released graduation report.
They have their regular June meeting tomorrow at 9 AM (yes, both agendas are a single page) in Everett. That agenda includes the end of the school year things--the Mitchell Chester award, the end of year report from the student rep from the State Student Advisory Council--along with some end of year informational reports (off agenda) including both the chronically underperforming schools report, and the non-operating school districts report (my personal favorite Massachusetts education trivia question!).
There is also a report on civics education (you might remember this was a request of the chair at the last meeting) and a report on the operating conditions of Pioneer Valley Chinese Immersion Charter School, who the Commissioner is recommending being released from their current conditions but:
While I recommend that the Board remove the current conditions, concerns remain about the board’s governance practices, such as an Open Meeting Law violation and other deficiencies in complying with the Open Meeting Law; inconsistent implementation of the board’s review and approval processes; and, based on review of board and committee meeting minutes and observations of board meetings, indications that board trainings have not led to improved governance practices or a clearer understanding of the role and responsibilities of the governing body.
This is pretty interesting, as (as you would see if you searched their history on this blog), PVCICS has had what I'd call a storied history when it comes to their relationship with the state that charters them. Among other interchanges, they're the only example I remember of Paul Sagan, when he was chair, being utterly exasperated by something publicly, when they applied over the head of the Commissioner for an expansion that had been refused by the Commissioner. I would say that they have a culture of going their own way, so to speak. Speaking so directly to their governance is interesting.
There are also two rounds of regulations up for vote: special education (which is aligning regulations with state and federal law) and interpretation and translation. I did a brief thread on my own comment on the proposed regs yesterday on Bluesky, but I do recommend reading the public comment summary overall.
I won't be on for tonight's meeting, but I'll be posting tomorrow from Everett.
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| Do they read all the comments? Yes! There's mine. |
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| Bluesky post from Governor Healey's account says "Government should embrace new technology --safely and securely--to make life easier for our families and businesses" |
Analyze the beneficial and harmful effects of computing innovations (e.g., social networking, delivery of news and other public media, intercultural communication).
It would behoove the Governor and her administration to do so before continuing to thrust this unwanted change upon us.
In the second case, high school and middle school students in Massachusetts have been organizing walkouts to protest against ICE. This analysis, research, organization, and action is directly reflective of the state's required civics project in both middle and high school, for which you can find the reference guide below.
Most notably, the overall requirement is:
Students complete the real work of engaged, informed participants in a democracy by identifying issues and advocating for change in their communities.
And:
They move beyond the walls of the classroom and exercise their voice.
The thing about education: it isn't, in the end, supposed to be theoretical. Either we mean it, or we don't.
There is ALWAYS AI coverage!
"Take a second and think about it. Would you rather really grow from an experience of actually doing some work and critically thinking about the things you're writing or talking about, or just taking nothing away from it and just use a robot?"
Civic institutions—the rule of law, universities, and a free press—are the backbone of democratic life. They are the mechanisms through which complex societies encourage cooperation and stability, while also adapting to changing circumstances. The real superpower of institutions is their ability to evolve and adapt within a hierarchy of authority and a framework for roles and rules while maintaining legitimacy in the knowledge produced and the actions taken. Purpose-driven institutions built around transparency, cooperation, and accountability empower individuals to take intellectual risks and challenge the status quo. This happens through the machinations of interpersonal relationships within those institutions, which broaden perspectives and strengthen shared commitment to civic goals.
Unfortunately, the affordances of AI systems extinguish these institutional features at every turn. In this essay, we make one simple point: AI systems are built to function in ways that degrade and are likely to destroy our crucial civic institutions. The affordances of AI systems have the effect of eroding expertise, short-circuiting decision-making, and isolating people from each other. These systems are anathema to the kind of evolution, transparency, cooperation, and accountability that give vital institutions their purpose and sustainability. In short, current AI systems are a death sentence for civic institutions, and we should treat them as such.As education is foundational to these civic systems everywhere, but particularly in a democracy, we should take this quite seriously before inviting AI in.
Johnston: what outcomes are envisioned as a result?
"Our vision is that as a result of their public education in Massachusetts, students will attain academic knowledge and skills, understand and value self and others, and engage with the world"
It's budget season, which means I am all over the state, so I'll do catch up on these as I can; I wasn't at this one and I can't make the next two, either, so they'll be coming later. Do note that the Committee meets this Thursday; the report of the Superintendent is on special education.
The March 21 agenda is here; the video of the meeting is here. The report of the superintendent on future ready pathways is here.
Note that prior to the public session, there was an executive session on two worker compensation issues and negotiations with the Mass Nurses Association.
The consent agenda was passed.
The Burncoat High School spirit team was recognized.
Erin Hashimoto-Martell, Associate Commissioner of Instructional Support,
Katherine Tarca, Director of Literacy and Humanities
Reuben Henriques, History and Social Science Content Support Lead
Dave Buchanan, Massachusetts Civic Learning Coalition
The Board of Ed meets today at 9 am. The agenda is here. The livestream will be here.
I don't like their new room arrangement.
Earlier today, Governor Healey signed the FY24 state budget, which means, at long last, we have a state budget (more than a month into the new fiscal year).
She did exercise her veto power on a few accounts that involve K-12 education, as follows:
we're coming in late with someone complaining about Newton High not being opening full time and a parent from Andover complaining about schools not being open full time and in person
suspend bus guidance (or suspend requirement bussing requirement), six feet requirement for lunch, and desks facing front
claims it will not increase contagion
"refer to the neighboring states, Rhode Island and New Hampshire"
Pat McQuillan, Boston College professor, Lynch School
speaking on behalf of other professors of history and social studies
"hoping to give you an easy thing here"
suggests using civics project as a replacement for the MCAS exam
"there are notable funding gaps across the state"
Sends most needy students to the most underfunded schools, least able to meet their needs
"takes what you've already done and starts to move forward with it"
help multilingual learners
"has real world relevance and is an opportunity to empower learners"
"I think you've got this thing knocked if you take a look at yourself"
Chair Craven: welcome to the new year
understand the angst as a parent of four children: a preschooler going in person, a son with special ed needs going four days a week (the other day "a disaster"), and two going remote
"talked to a lot of you on what we can actually do"
"each community in its own data and it's also unique in its ability to bargain with its teachers"
one thing we agree "is that the achievement gap is not going to be improved by this crisis"
"I think that the work of this year"
"can't let the work" that was being done slip
"we have a big year ahead, and again, it's going to be important that we keep going"
Commissioner with housekeeping items
STEM grants
early literacy grant
people have asked about the 21st century grant dollars: DESE applying for a waiver around how they can be used: could be used for pods
ESSER: equitable services issue from DeVos; challenged in court and won; DoE will not appeal; will have guidance going forward
MCAS: Fed has signaled not allowing a waiver for any testing, do anticipate administering
likely will be pushing back date of make-up test usually in fall to January
Hills: not difficult to predict a torrent of advocacy for cancellation in the spring
"last spring was different; we had a pandemic out of the blue"
"I think it would be horrible, terrible policy if were not going to have MCAS whatever the situation is"
"one way or another, I'd like to think that DESE will develop contingency plans" to hold the MCAS whatever the situation
"I don't know how we do our jobs" if we don't give the MCAS
would not announce any hold harmless in advance
Keep Board appraised of planning as it goes
Secretary praises DESE and Commissioner for "continuing to drive"
"not losing sight of longer term issues"
Thank educators for doing work that is being done
doing while also juggling personal challenges that we are all balancing as a result of the pandemic
"I also want to thank those superintendents and school committees who have responded to the data in their local communities to work as hard as they can to maximize in-person learning."
and goes on about how the state data says this is many places, etc etc
looooong thanks to Governor
argues that the "resources are there"
time to "step up and get smarter about the work we are doing"
"make sure we're doing everything we can for our children"
essential that we not give up on our students
and I need to get off to talk to college students now
Peyser also notes that Moriarty has been reappointed to a second term
The Board also nominated and elected James Morton as vice chair of the Board
They have the three pillars of the framework as the following image pic.twitter.com/7ztO5Evmr3— Tracy O'Connell Novick (@TracyNovick) May 21, 2019
In the midst of debates over what students should learn in civics and how to deliver those lessons, civics education advocates risk missing the larger context: Compulsory K-12 schooling itself makes up the most intensive interaction the average American will have with a civic institution—far outpacing the time spent filling in a ballot, sitting in a jury box, or waiting in line at the DMV...
All but absent from the growing civics education conversation is the recognition that everyday interactions in schools also inform students' civic development, and that often those interactions tell a totally different story about individuals' rights from the government textbooks used in class.
to review the way that regional school districts are funded and to recommend a framework that better accounts for differences between the towns that make up these districts and how the funding is distributed
