To read this week

•  Don't miss the Wall Street Journal's coverage of the crazy world of high school sports in Florida, which lifted bans on student transfers. Education figures nowhere in that at all. (That's a gift link.)
  
  

• I love a good "isn't this neat?" story, and that UMass Med brought in Worcester high school students for a science fair in which the high school students were the judges is very fun! 

• NPR had a piece this morning on a team of three teenaged boys in the "World Series of Birding" which was a nice look at teenaged enthusiasm in a wonderful way.

• A growing number of school districts are opening parking lots for families who are unhoused to stay in.
  Best summary? 
  

  “Parking lots are a terrible option, but there are options that are worse,” said Jennifer Erb-Downward, director of housing stability programs and policy initiatives for Poverty Solutions, a University of Michigan project to promote economic mobility.

These are on the way to South Station in Boston. Aren't they nice?

Yay, SCIENCE!

 Artemis II is off to the moon!

October Board of Ed: update on STEM initiatives

update on STEM
"trying to extend that STEM Week feeling!" Erin Hashimoto-Martell, Associate Commissioner

Board of Ed for April: educational vision including Milken award

 on the award here
boost educator morale, affirm their work and impact, sharing best practices
Jillian Levreault, Southbridge Middle School
Levreault: had an unconventional start to teaching career
"I didn't have a great school experience myself"
need and want to make a difference "to be the teacher I wish I had"
try to bring authenticity and honesty
"teaching is more than just learning content"
build self-confidence so they can and want to access content
OpenSciEd "very inquiry based"
can change their minds based on new evidence
high expectations to take academic risks
prepare ahead of classrooms
administrators who also hold themselves to high standards
"will my students have an advantage in the world because I am their teacher" is what she asks herself each day
Tutwiler notes that tomorrow is Villar's last day as Southbridge receiver as he moves to be superintendent in Connecticut
Villar thanks Secretary, says seven years have "been difficult, but the most rewarding time of my career"
break for photos and...still a break...

October Board of Elementary and Secondary Education meeting: opening comments

 The agenda is here; livestream is here

My notes from last night are here

and the meeting has started, but there is no sound on the broadcast...

May Board of Ed: Educational Vision

 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"

Liveblog of January Board of Ed: MCAS Science

Rouhanifard: vote of acquiescence 
sad day, devaluing science

Peyser: don't want to send a signal that the sciences don't matter
need for high quality assessments

Moriarty: who we can't hear because his mic isn't on

Riley: updating lower grade science assessment

West: make the motion "despite the lack of enthusiasm"

passes

December Board of Ed laterblog

 Due to the Board changing their meeting to a Friday (they meet on Tuesday) fairly short notice (and this after they cancelled their November meeting at the last minute), I didn't get a chance to watch the meeting live. Here's a blog of meeting as watched afterwards. The agenda is here.

June Board of Ed: Kaleidoscope Collective

 and there's an intro here

Komal Bhasin
Michelle Ryan
Sam Ribnick (innovative assessment)

deep engagement with standard in school

now there's an alarm going off? I think? or a siren?

"but what about MCAS?"
state eco system that supports deeper learning
state assessment that embodies deeper learning
relevant, real-world, interactive
mastery, identity, creativity
building knowledge, producing authentic work, developing 21st century skills
tasks with a deep sense of relevance and purpose can foster deep engagement
interactive and foster development of interpersonal skills are important in developing global citizens
"take a deep look at representation in the classroom"
relevance of grade level standard
problems to solve in groups
task adjustment protocol; equity pause: places where tasks may need scaffolds)
focus on facilitation
teach and then reflect on student work

innovative science assessment: was a 9th grade teacher with the MCAS science assessment at the end of the year
"we got to March" and added time and resources to ensure that students would pass
what does the assessment look like at the end of the year?
"building on so much of what we know works well about the MCAS" but making big changes in three areas:
simulations allow students interact with real science work
storyline in a purposeful context that is culturally responsive
diverse characters doing science 
and there's a chart here with a timeline that I don't know that I can represent quickly in words
2023-24 is prepping for statewide use, though; pilot this year was proof of concept
settings students can change as they conduct word
all characters but particularly adults in positions of expertise and positions of power are diverse
storyline told through what looks like a graphic novel format
now there's a video with little swimming fish that simulating a science experiment
Peyser asks about open response questions: draw on science process in the context of that meaningful storyline
teachers on assessment design committee; teachers helped shape these tasks
goal is to listen to those who are most impacted by this: students on how testing impacts their instructional environment and teachers so not just having opinion but listening 
supporting tryouts in classrooms even before pilot
student comments in the survey: interactive, hands-on, simulations, didn't seem as stressful; felt they could show their knowledge
was some concern over open response
teacher: "you can't memorize your way through this one"
will allow to move away from MCAS prep; "students can do so much more"

bimonthly convenings of Kaleidoscope: intro a strategy, study implementation and impact, engage stakeholders, iterate on strategy introduced
found effective and useful
"to produce and calibrate a suite of tools" including "the deeper learning continuum"
teachers "as savvy consumers" of materials
embed in equity: DEI can't live in a separate PD session, but needs to be embedded
educators "want a pathway not a blueprint"
"initiative coherence is more important than 'initiative collective'"

Kaleidoscope: continued evaluation, future cohorts, scalability; larger pilot and new innovative tasks and moving forward on innovative assessment; webinar July 12 at noon bit.ly/innovativescience21
plan for innovative science assessment is 2025

Hills: size of districts? other tests becoming innovative?
Bhasin: school conditions rather and district: small and medium
Ribnick: not yet piloting on high schools
Riley: introductory overview; they'll come back with findings

West: I didn't understand his first comment; something about introducing variation in student
less ineffective test prep if we transitioned to this type of assessment
why do you think that? would there be fewer standards covered?
really? 
Ribnick: tasks that have a series of related questions related to same scenario
I missed part of his answer
Peyser: balance in number of standards
cost of these sorts of assessments when you come back

Lombos: other states implementing?
Bhasin: not a lot of collaboration with other states at this point

More coming on this 

January Board of Ed: opening comments

 The agenda is here; the video will be here.

updating as we go

coming in late as the initial broadcast had no sound...missed several rounds of public testimony...and again...and now?

public testimony on ACCESS testimony: 
requesting suspension of ACCESS and MCAS
"why are we worrying about a test when our children are struggling with isolation"
"poor allocation of our resources"
"I really have no sensible answer" for why you're doing this now
only widening gaps, measuring who has had access to the internet
"we ask was it worth it"
"you keep asking us to make it worth, but is it worth it?"
find a different way to make it work without high stakes testing

regional vocational schools admission
Cabral: superintendent of Taunton
our responsibility to advocate for our students and our families
advocate for our children
speaks of his own family history, parents directing to access to education
admission denies some students access to vocational schools
once denied admission, they have little chance to transfer later
"many at risk students lose interest in education, because the curriculum does not seem to have" real world application
urge those with a voice in authority to create systemic changes
"should not be a one-time opportunity or a decision made by a 13 year old in 8th grade"
should not forget those new to our country
create greater opportunity for students to access opportunities and to gain them if they were denied access
"leaves comprehensive schools at the mercy of regional vocational schools"
quotes student in Taunton High in their drafting program: hoping internship with lead to full time employment

NAACP: Juan Cofield
education has been a central concern of NAACP "almost from its inception"
"in support of a change in admission policy of the voke schools" for equal access of these schools to students in the Commonwealth
students of color represent a significantly smaller number of students enrolled
"dramatic underrepresentation" of students of color in regional voke schools
"there must be an open enrollment policy for voke schools"
Constitution of the Commonwealth; 14th amendment on equal access
"should be a function of capacity" rather than the chance of the students getting in 
"currently exclusionary admission policy practice is just simply illegal and it discrimates against protected classes...it is blatant race-based discrimination"
should require a lottery system for admission for 21-22 school year

Kevin Murray, Mass Advocates for Children
sound went out again
evolution of admission for programs
"has turned these schools into another form of selective admission schools"
Commissioner has attempted to encourage voluntary changes, with no results so far
and he's speaking of some proposed changes but I don't know what those are or what group he's talking about


teacher licensure proposal
speaker: have been a substitute, general curriculum MTEL is all that stands before her
Has taken the MTEL over 20 times and have spent over $1000 on books and prep material
have been to public schools with teachers who never took the exam
"make a necessary change in public education"
lack of diversity in teaching

Chair Katherine Craven: thank Board for participation in anti-racism training
will follow up with second round in spring
Amanda Fernández on teacher diversity: except she can't hear the meeting
committee met last month and will continue to meet quarterly
Updates on current work
new potential areas of work; financial support for college students, other opportunities
Matt Hills being added to the Commissioner's review committee
Evidence-based policymaking; adopted with Board of Higher Ed
West: at Feb. 1 meeting with discuss progress on student longitudual data system

Secretary Peyser: who I think is talking about finance but is fading in and out
"vast majority of" federal resources still available "has not been drawn down"
"suggests our schools and districts are going to be going into FY22 in pretty good shape"
references Globe article on reading: incumbent on schools to provide interventions
"the early years are critical for building reading skills"
"very hard to recover" if students don't build reading skills early

Riley: announcement of guidance counselor award
dyslexia guidance
STEM Advanced Placement access opportunity

October Board of Ed: strengthening instructional materials

Riley: I've seen a lot of variation in what curriculum are being used and some aren't aligned with state standards
CURATE assesses degree of alignment
Ron Noble: teacher access to high quality instructional materials
began as teachers who needed to source their own materials
spoke with educators about the best role of the department
"they and we are compelled by the emerging research" that curricular materials matters
need support with professional development
ensuring that all students have access to high quality materials
CURATE: "cut through the noise" in the marketplace in ELA, math, and, "to a lesser extent" science
quality and useablity of materials
in some cases, there isn't much to consider
"dearth of high quality science materials"
use Ed Reports as an initial line
then further review conducted "by Massachusetts teacher leaders"
review process is on a card that the Board has but isn't in the presentation
test quality and organization; classroom tasks and instruction; usability; impact on learning
standards alignment, classroom application, overall rating
if they qualify for an overall meets expectations qualifies for a statewide contract
give publisher a chance to response
quotes by teachers
overview of subratings for productes reviewed
I am finding this SUPER hard to follow...I'm going to remind you that School Committees adopt curriculum
there was also a question there that I missed
West: no one documents what curricula are in use
have made usch progress in tracking student learning but don't track what may matter in student learner
"curriculum heat maps" to track what is being used where and make that data available
Fernández: curriculum design by teachers that are in use and being used now: how is that captured in your process?
Noble: CURATE doesn't address that as built
'we are doing other things to try to capture home-grown curriculum"
14 districts meeting with researchers from Johns Hopkins in places where they rely on teacher home-grown materials; way to start the conversation
Riley: think teachers should have to start with purchased curriculum
then "sharing teacher created tasks"
I don't think I agree with that
use additional resources wisely
OpenSciEd science: need for additional materials
through guiding design of open-source curriculum K-12
in year 2 of piloting middle school materials
one unit per grade level publicly released
2 units piloted each year before being released
professional learning resources being released alongside
Boston teacher: "the students are doing the heavy lifting here"
student: "it was more student guided than teacher guided"
student: "opens a door to what we need to study about"
Peske: What are we trying to get done: if schools and districts have the information they need and professional learning then experiences and outcomes will improve
"this board has had decades of work in building the standards...and the assessments"
haven't done a lot of work around the assessment of those standards
were asked "to send a signal about quality"

Mills: do you expect all districts in the state in users of this or participants in this? Or which districts do you think will or won't use it?
Science: storyline instructional model is not unique to OpenSciEd
"my hope is that every student is getting to learn science through this instructional model" by student questioning and engagement
a way to get it quickly into classrooms
Noble: at least want every district to go to the site and use it
want districts that self-build to use rubrics to review their own produced curriculum
hoping cost isn't an object
Stewart: raises for me some issues around integration with other efforts
mentions site council and school committee efforts
Peske: an effort to ensure that all of the students in our state have access to high quality materials
"all of this work is districts choosing to use the resources provided"
"we did this work because the field said to us 'we need help here'"
and it would feel like a spot here to note that among the end users should be school committees...and again, not mentioend

AHA! Riley "as they begin to make some of these decisions at the school committees..." using this as a resource
Rouhanifard: how many districts are using ELA and math curriculua that meet expectations?
Quite low
have information from only about a third of districts
"have a lot of work to do"

Fernández: adaptability of curriculua
A; "think it will be more of a question as they start to develop into the high school"
because it is open source will be easier to adapt over time
West: history, social studies area
imagine there's a need to support districts and educators
develop curriculum from scratch in 8th grade
effort going on like OpenSciEd
Peske:agreed, more parallel
"very specific to Massachusetts"
in process of building out a project plan "to build our own curriculum"
interviewed with districts
"emphasized need for upper elementary grades"
guidance in response to law that requires completion of civics tasks

The Board of Education meets Tuesday

Back at what I understand to be the revamped meeting space on the first floor in Malden (wonder if they moved the electrical outlets), the Board of Ed has their regular meeting on Tuesday. The agenda is here.

They're opening with the usual round of comments: from the public, the Chair, the Secretary, and the Commissioner.

They then will be hearing a report on two initiatives: 

• Curriculum Ratings by Teachers (CURATE) 
• Middle School Science Curriculum Development (Open Sci Ed)

Is anyone else weirded out by the state running curricular initiatives? There's been a pretty clear line on the state doing standards and curriculum being left to districts to decide; the state doing these rating systems and going around districts makes me uneasy.

There's a discussion on setting the new MCAS standard for high school graduation (that's "competency determination), and if that's of interest, do read the backup. It says in part:

In order to provide adequate notice to students about the graduation requirement for their class, and to take the time to fully consider all the factors involved, I will engage and consult with stakeholders and the public before presenting my recommendations to the Board in the spring of 2020. It is critical that we gather information from representatives across the education, business, and community sectors as we decide how we will define a new competency determination and how it will be implemented. 

As part of the engagement process, I plan to convene an advisory committee—composed of classroom teachers, educational administrators, policymakers, representatives from higher education, and other stakeholders—to assist me in making my recommendation to you. The committee will consider key questions such as the following: 

What do students need to be prepared for beyond high school?

What can student performance on the assessments tell us about their ability to be successful in the future?

How can we best support all students, including English learners and students with disabilities, in acquiring and demonstrating the skills and knowledge needed to graduate from high school?

I'd note as an opening: the key stakeholder group doesn't clearly include school committees (unless they're looped in as policy makers), and definitely doesn't include parents or, er, students.

There's an update on what the Department is doing for district support in dyslexia. 
There will be an update on the school finance bill (no backup).
There will be an FY21 budget discussion.

There are also available, though not on the agenda for discussion: a report on grants, a report on the chronically underperforming schools, the schedule for charter authorization for this year, and a note about audits and reviews by the state (that none overlap).

That's all Tuesday morning at 8:30, and yes, I'll be there.

February Board of Ed: science MCAS competency

Stapol: science is the final test to transition
interim standard for first two classes to take the test
removal of types of tests, not removing tests
motion carries

The Board of Ed meets Tuesday for February

The agenda is posted here.
As it is February, the agenda is heavy on charter school attention, with a discussion and vote on new charter schools (note that the proposal for Lawrence was withdrawn last week amid an uproar over letters of support that were faked), a recommendation that Excel Academy expand by 56 seats, an update and vote on Paulo Freire Social Justice Charter (which, as it doesn't as yet have a backup, would appear not to bode well, given last month's discussion of their missing documents), and an update on the Alma del Mar deal with New Bedford. (I'll add links to the above once there is anything.)
There is an item to discuss and send to public comment the updated arts standards, so get ready if that is of interest.
As discussed in prior meetings, there is an item to discuss and vote an amendment to the state competency determination (the graduation standard) on the science MCAS for the graduating classes of 2023 and 2024. Also, if you're going to comment: comment on the issue!
There is also an update on the Governor's FY20 budget proposal and his school funding bill.

December Board of Ed: Teacher Leadership

The backup on this is here.
Riley: focused this year on teaching
bringing up panels...

Center for Instructional Support talking about three initiatives: revising the arts curriculum, STEM ambassadors, and curriculum ratings

Why are we not teaching earth science?

The MCAS? I'm not as sure.

First, do read, if you didn't hear, this excellent three part series from WGBH on teaching climate change in Cape Cod schools. The first one (which is what the link goes to) does mention:

Last year was the first year the Trustees ran a climate change specific program, on erosion, for second graders. This is the first year they’re expanding into middle school. They’re able to do that in part because climate change is now officially in the state science standards in Massachusetts, as of 2016

So far, okay. But this line in the third part of the series made me perk up my ears:

One of the main reasons public schools are less likely to teach earth science than chemistry, biology, or physics, is that earth science is not tested on the MCAS, the state standardized test.

Okay, this is not false: there is no earth science MCAS. This sentence gives the impression, however, that chemistry, biology, and physics ALL are required for high school testing, which isn't the case. There are four MCAS science tests--biology, chemistry, physics, and technology/engineering--and students have to pass one. The vast majority take and pass bio, which is why the state has been tossing around the idea of eliminating some of the other tests (you might remember that this came up at the last Board of Ed meeting).
If a student, then, takes three years of science in high school (as most colleges are seeking) or even fills all four, that's two or three years of science that are NOT whatever science is being assessed on MCAS for the student to fill.
The schools may still be choosing not to teach earth science.  It is already the case that not all science is assessed on the high school MCAS, though, so it is tough to make the case that this is why.
(this falls under my general philosophy of making sure you're yelling at the right people)

November Board of Ed non-liveblog

Coming to you remotely and later from the livestream found here; the agenda is here
I had not previously noted that you can watch what we in Worcester call "the bullpen" (where the admininstrators sit) on the livestream
McKenna remotely participating; several people missing/late

Riley: notes joint meeting on early college process
health frameworks review now underway; meeting over next six months for recommendations on revised frameworks, which haven't been updated in twenty years; hope is for public comment this summer
informational memo on civics bill to Board...update on implementation coming
notes story on Helen Y. Davis charter school in Globe, that school was put on probation before his time (Sagan notes board had put on probation) and that they will be back before Board early next year

public comment: Robert Sandborn, representing Cape Cod Regional Tech and MAVA
opposing phasing out of engineering test for science MCAS
"seems counter-intuitive" given emphasis and direction of study
he has a section here of history of their opposition 
schools that choose to revamp their science departments to emphasize technology and engineering "took a leap of faith encouraged by the department"
speaks of last month's STEM week work (that includes engineering)
districts will have revamp for next year's class of ninth graders
Sagan: one of the questions we'll have to grapple with is you can't have a test for everything; what are your alternatives if this test goes away?
Sandborn: we have a limited amount of staff...we'll have to revamp...we'll have restaff or retrain
Sagan: why couldn't they couldn't teach what they are already doing and test biology?
Sandborn: I'd have to add staff...to prepare for biology MCAS
Peyser: technology engineering is all ninth graders?
Sandborn: started with ninth and tenth graders, have now shifted to ninth graders

...now CCRT testimony (still from Sandborn), Barnstable approved for Ch.74 program
only became aware there was an application for that because he heard from a state senator
 falling enrollment rates, 9-12 charter school, hyper-competitive environment
"incentivizing a comprehensive high school" to have
Barnstable "will apply for every program I don't have"
"alternative universe to Fall River" where Barnstable superintendent Mayo-Brown did this before
"I do not have a waiting list"
this is really interesting...a regional vo-tech fighting a municipal district's vocational program (that the vo-tech doesn't have)
"nothing more than a blatant attempt to keep students in the Barnstable district"
Cape Cod calls for a more nuanced decision making program
says other districts will follow "deregionalization"
"may want to address the access issue...may want to mandate students visit our school"
"if you don't want to help, please do no more harm"

The next public comment is going on about the dangers of wifi again, which has no basis in scientific fact, so you can see here and the links above for the science on that...

Budget item:
Bell and Wulfson up on this
Craven (who chairs the budget committee)
Commissioner and Craven were talking about Ch. 70
updates as we go through process "certainly January" once budget comes out
recommendations today to Secretary Peyser, priorities we'd like to see for the budget
"feel we have a pretty good package here"
"items the Board has consistently stood up for like ELL...STEM learning initiative...next generation assessment piece and the civics education"
"more targeted assistance might be deserving of discussion and how that goes into the Chapter 70 piece"
Bell: memo from the budget committee was done with a lot of effort from staff
Wulfson to provide an overview of where we're going on the foundation budget
"there's been a lot of interest in the field and moving forward even more rapidly than we have in the past couple of years on the recommendations of the 2015 Foundation Budget Review Commission"
"the Legislature's conference committee on this last summer did a lot of great work, but time ran out"
"we're thinking about where they left off, and reviewing that work, and having a lot of internal discussions with a goal to presenting a number of ideas for the governor to consider with his House 1 budget proposal"
"there's interrelationships with other big education aid accounts..."
focus on the need for significant new education dollars targeted for those districts where the education gap is greatest urgency
many are same district where dollars are limited
when you talk Ch. 70 aid and other education aid, large proportion of state aid
"very much in conversations with executive office of administration and finance" on how they fit in larger budget
Craven: feel a special responsibility for Holyoke district as a receivership district
"if we change one thing for one district, it has a ripple effect"
"we discovered about 30 districts in the same situation in net school spending"
WE DISCOVERED?!?!?!
Wulfson: the districts that we're most concerned about, most challenged student population, supported by municipalities that are barely funding them at the net school spending requirements
great many districts that have been able to spend well above requirement, so question of how much additional aid they should get is part of discussion
also smaller rural districts where declining enrollment creates a very different situation, foundation budget doesn't solve issue
"every group of school districts has a different set of needs"
"we understand the Board's imperative that closing the achievement gap has to be the first and foremost goal if we're going to be talking about literally hundreds of millions of dollars in new education aid over the next decade"
"make sure that investment pays off in student performance in closing the achievement gap"
Bell: more focused and more surgical in targeted assistance
additional targeted assistance as part of supplemental budget
another source of funding to address that
Craven: city of Lawrence had seen a big influx of money from the cityside prior to receivership
(someone want to bring the receipts on that one, please? because here's what the state reporting says: from -5.4 to 0.8 net school spending the year the state took over)
...it's sort of that same situation..."as those clear out, there are going to be others following quickly behind" I have no idea what she's referring to here: receivership districts? districts underfunding NSS?
Sagan asks Riley "as someone who has been on both sides of this"
Riley: very clear from FBRC that funding system is broken
"obviously saw that during my time in Lawrence"
"they were put back on an even plain" (true; they got UP to NSS under receivership)
average district is 20% over...many cities barely at minimum (note that it's more like 29% now)
Legislature need to fix issue
"group of struggling districts, often with our most needy kids, not getting the funds they need"
Moriarty: this is structural, there's no quick fix
"that 20% gap...I think is exactly what was looked at in the original education reform"
"just to get a relative equivalent education"
"kind of back to 1993 in the fiscal situation at this time"
Sagan: want to make sure we're not underdoing what we need to do (refers question to Peyser)
Peyser: not just about the funding "it's how the funding is being used"
"as much as there has been attention paid to the formula itself...we need to also be thinking about how those funds are being used in a strategic way...districts are given resources to...I don't want to say guarantee success...investing in those things...as opposed to thinking this just about a funding thing"
Sagan: Department stands ready to use those tools
Stewart: budget committee briefly discussed sending a letter in response to the Foundation Budget Review Commission's recommendations
bring forward a draft at the next meeting, as the Governor is bringing forward House 1
Sagan: think we could entertain that
Craven: the targeted assistance..."anything that adds money to everyone isn't" as useful
Sagan: we know money isn't correlated always
Craven: the Department since 1993 has been in the position of not having those tools, since the bargain was the increased dollars came with the ed reform oversight
"now it's for something new...the Board may benefit from the knowledge the Department has built up in expertise for districts" (this is appalling...this is money OWED under the CURRENT system)
Peyser: certainly in your advice to me in your role
Sagan: if there's anyone else you feel should get it, since you've got the message
Board approves memo

soliciting public comment on high school science competency
final vote will be in February
Wulfson: not asking Board to make decision on anything other than soliciting public comment
same interim passing standard as in ELA and math in MCAS switch
"get that process going so students who will be the first to take this test" can be prepared for it
remove from regulation what specific science tests will constituent the determination
Commissioner has indicated that he is not yet ready to make a recommendation on removing other (non-biology) MCAS science options
computer science gaining popularity
would like Board to be able to have flexibility to respond to changes without extensive timeline of changing regulation
West: striking through names of tests throughout; is "technology and engineering" included in "science" which is what will remain?
Wulfson: always has been considered one of the science competencies
Approved to send out for public comment

and that's it! 'though I have THOUGHTS on much of this...

September Board of Ed: MCAS competency certification

backup memo is here
Wulfson intro's, praising the assessment group for all the juggling they've done
Stapel: update on MCAS and on competency determination
two years of next generation testing in grades 3-8 in English and math
this spring (2019) is first tests in grade 10
adding science as well in spring of 2020
participation rate (has a chart) "really happy to see that" rate over 99%
89% of students grades 3-8 tested on a computer
continued phase-in of computer-based testing: grades 3-8 in all three subjects; grade 10 in ELA and math; high school science in 2020
official embargoed data to districts on 25th
planned official release is Sept 27th
parent guardian reports get to superintendents on the 28th
Sagan asks if they only get their own results or get everyone's "so if they leaked it, it would only be their own results" which clearly takes many aback
been two decades since we've set a bar for high school
plan is to vote in winter of 2019-20 for standard beginning with class of 2023
"they will be entering high school next fall" so want to make that decision while they are still in their ninth grade year
advisory committee in summer/fall 2019 to inform that decision

West: hope competency determination could be informed by where kids end up
(aka after graduation)


On Science: (this is Katie Bowler) some of same considerations
which science tests are/have been taken: 75.8% in biology, 20% in physics, 3.3% in tech/engineering, 0.6% in chem
"definitely the sequence"
"the chemistry is usually a grade 10 or 11 tests...typically have already taken a biology test"
Tech/engineering "has just not increased"
Peyser: chemistry test-takers have already taken bio? Yes, most have already taken another
number is first time test takers: transfers or others missed, usually taking chem and others
Peyser: what would we expect those students to do?
bio or introductory physics still offered
Sagan: just following this: "we're not creating a cul de sac of failure for kids"
Peyser: is there a way of students to meet the competency determination that is sufficiently aligned and sufficiently rigorous by taking another test?
would like to keep that on the table
Wulfson: portfolio review is successful for most students
adding a mid-year physics assessment, so students entering will not have to wait until the end of the year
Peyser: computer science added "I think the next question people are asking is 'what's our assessment strategy?'"
interest in the exception to the rules; and what message is being set to the room
Morton: having portfolio reviews is going to be important
need to be figuring out how we're going to introduce kids to STEM earlier in life
ensure we aren't creating an unintended consequence
Wulfson (to question) engineering: "the built world rather than the natural world"
Matthews: when tests are phased out, I wonder if it's more cost effective if students would be expected to take tests outside of schools and would that be covered
Wulfson: this is being driven by budgetary considerations
"is it a good use of our limited resources" to provide a test for only a few students
"we certainly can't expect students to pay for something that's required"
ESSA requirement that we "give all students the same test"
argument to date is all are under the MCAS umbrella; same intention
McKenna asks about how hard it is to recruit good biology and physics teachers to high poverty schools
Riley: always in high demand

continuing to investigate ways to reduce the testing time
and turn around time on results; working to make that closer and closer "so while those students are still in that classroom, the teacher can have results"
lots of opportunities around computer-adaptive testing

Worcester school meetings this week

The Worcester City Council passed the Worcester Public Schools' budget this past week, so now to allocate it!

(If you're reading this from elsewhere and are saying, "But this is backwards," yes, it is. School Committees pass their budget and submit to their appropriating authorities. I've got nothing on this one.)
Much like the City Council, the School Committee meets early to work on budget. This Thursday, the Committee meets at 4 pm in budget session, is scheduled to move to executive session at 6, then comes back for their regular meeting at 7 pm. On June 21, they will do the same, returning to budget after their regular session if they haven't finished the accounts before the regular meeting.

The full budget is posted here; it's the line item budget that they'll be deliberating. Note that they do not move through the accounts in the order in the book; I'll try to get the order the administration is suggesting.

I will endeavor to be there, because frankly, we're not getting nearly enough budget coverage in this city.

At the regular 7 pm meeting, there are recognitions and congratulations. The report of the superintendent is on science and engineering programs. There's a two page list and a scan of copy of the presentation posted.

The Finance and Operations Committee is reporting back on two things. They held the budget hearing; note that this was also the meeting at which it was pointed out that the legal item being questioned by Mr. O'Connell was the result of a cut...made by the School Committee. My liveblog of that hearing is here; notes on the video and my comments are here.They also met this past week with the City Council Education Committee, and no, they didn't just talk about merging elementary schools. The important motion (which unfortunately doesn't look like it made the Council agenda this week and thus may be of limited utility) came from the City Council who moved to contact the Legislature supporting the Senate's number on the budgetary allocations which is a $3.3M improvment for Worcester.

And speaking of that $3.3M, yes, I did poke fun last week at the ways in which the Senate's increase was being proposed for allocation at the City Council hearing, but here is what will be the proposed allocation of those funds were they passed :

mea culpa, Mr. Allen

Note that those allocations do not as yet exist, because the state budget is still in conference committee. 

However, there is money coming in that IS being appropriated, though it's happening during the budget: the first alloment of the state funding for students from Puerto Rico and the U.S. Virgin Islands is in. For you finance geeks, note that it can be spent without further action from the appropriating authorities (it doesn't have to go through City Council) and the district has until next June to spend it. As we already know, it's going into the FY19 budget.

And while we're on budget, let's note that the proposed move of $70,000 within the FY19 budget to fund middle school sports is also on this week's agenda.  This is coaches for two teams of three seasons at five middle schools. It's being done--and now we're back to buildings again!--by combining the environmental management position and the building projects oversight, and charging the projects oversight against the building projects (which thus doesn't come out of the operating budget).  And I haven't had a chance to note that Jim Bedard has taken this position, which is excellent news for the district.

There's the annual (flinch) request by administration that they be given authority to move money to close the fiscal year.

Ms. McCullough has asked that the administration review and revise the dress code (glory be, because that's overdue; this should go to subcommittee, though, as that's under Committee purview).

Miss Biancheria wants to know who is on administrative leave.

Mr. Comparetto is asking for a report on suspensions and suggesting a committee to reduce them.

Miss Biancheria is asking for the city report on combining departments; note that the City Manager said last week that this isn't back yet.

The Committee is being asked to approve a $10,000 grant from UNUM for wellness programs at Sullivan Middle and a $17,000 grant from the SHINE initiative for mental health activities (it sounds like a peer model).

The Committee is also being asked to approve the following donations:
- $275.00 from Hanioti Licensee Inc/Dairy Queen to Belmont Street School
- $266.16 from BW Shrewsbury Operations LLC/Buffalo Wild Wings to Tatnuck Magnet School
- $2,666.00 from the United Way to Burncoat Preparatory School
- $200.00 from Clark University to University Park Campus School to help fund a field trip
- $1,333.00 from the United Way to Worcester Technical High School
- $500.00 Incentive Prize from WEDF to the Academic Center for Transition (ACT)
- $490.00 from the various donors to the Special Education Transition Program
- $500.00 from the Eos Foundation to each of the following schools for their commitment to support universal free, after the bell, breakfast in the classroom (BIC) as a powerful tool to fight childhood hunger and boost academic achievement:
Belmont Street Community School
Canterbury Street Magnet Computer-Based School
Chandler Elementary Community School
Clark Street Developmental Learning School
Goddard School of Science and Technology
Lincoln Street School
Francis J. McGrath Elementary School
Rice Square School
Union Hill School
Wawecus Road School
- $4,215.09 from the Worcester Historical Museum/Pow! Wow! Worcester to the WPS Visual Arts Department
- $100.00 from Marjorie & David Cohen to South High Community School’s Food Pantry

Finally, and interestingly, the Committee is being asked to approve job descriptions for a Blended Learning and Digital Media instructional coach, a Child Study Supervisor, a Turnaround Coach, a Pathways Specialist, a Director of Innovation Pathways, a Licensed Practical Nurse, a Certified Nursing Assistant,  a Clinical Care Coordinator, a Coordinator of Night Life, and a Director of Human Resources. That is mostly about bringing the clinical care services in house; what's different is the School Committee approving the job descriptions. New job descriptions are often approved by school committees elsewhere (you're allocating money with those positions, after all), but I haven't seen it very often in Worcester.


The Committee does have a scheduled executive session at 6 for collective bargaining strategy for negotiations with tradesmen, plumbers and steamfitters, parent liaisons, and tutors.

I will update this if I learn more. 

Milken Award presentation at the Board of Ed: Dan Adler

Adler says he'll miss Riley's snow days tweets
appreciates that the Milken is not a lifetime achievement award, believes his students have not yet seen his best work yet
"obligation to serve all children of the Commonwealth...and we can do better"
excited about the changes in accountability, changes in ELL, and in teacher development
"identity of the singing science teacher"
singing with gestures is "total physical response" as a learning technique
"I'd rather have recognition for serving our language learners" rather than singing in science
teacher leadership brings out the best in staff
encourage districts in developing and evaluating endorsement programs in EL programs
parents advisory for EL programs; "could we have a similar program for teachers?"
calls for continued and increased involvement of teachers
Riley: professional learning communities and sharing best practices
"teaching can often be an isolating profession"
allow time for teachers to work together and learn from each other

McKenna: keeping students still in the classroom is such an old fashioned view
"we need to listen and involve teachers more"
speaks of the support needed for teachers who are coming into the classroom

Moriarty: contrasting Pekarcik's entry with Adler's; asks how much that has to do with the turnaround
Adler: perspective on time
develop new interventions, pilot them, and share with staff and students
Riley: teacher leader cabinet
"Many schools have this set up" in Lawrence; teacher leadership teams at the school level
"enlistment" rather than compliance
"getting people involved" is the best way to bring about change
peer observations and peer evaluation

in response to Q from Fernandez: school places a huge emphasis on family engagement
"we push really hard every quarter to have 100% of our families come in for conferences; if they don't come in, we come find them"
call ten families every week is a requirement
"it is a huge priority...and it is something we're even thinking about doing more of next year"

Trimarchi: you use the word 'scholars' to describe your students; what difference does that make?
Adler: the role the students have in their own education
"when I say 'scholar,' I'm empowering them to decide...I think of their role in empowering their education"
and their ambitions and how far they can go