SCUSD Observer

Sacramento, California

One more year on facilities use

One of our community members reports a small but important change to the Sac Charter facilities use agreement passed last night at the school board meeting.

The agreement was amended to expand the district’s intent regarding future use of the St. Hope/Sacramento Charter High School campus from just the co-location of other educational programs on the site to PURSUING OTHER USES FOR THE SITE BEGINNING NEXT YEAR INCLUDING BUT NOT LIMITED TO CO-LOCATION.

This is potentially key because it opens everything up: co-location of other educational programs (which many observers feel is the politically-expedient yet ultimately unworkable path), but also relocating programs to more appropriately-sized campuses.

Board president Bell and VP Kennedy both spoke of the need and commitment to fully engage and include the community living within the boundaries of the old Sacramento High School as essential to making any sound decision as to the use of the campus going forward (next year).

Last night the entire board voted to put everything on the table. Whether the board keeps the Superintendent’s feet to the fire is so critical here as is how the entire community responds…will they insist on true engagement and asserting their voices and interests?

Up to this point and for the past seven years, the bulk of the work has been shouldered by a small group of determined and vigilant parents who never gave up on the notion that the comprehensive high school campus at 34th street belongs to Sacramento City Unified and not St. Hope.

Thank you to Lori Jablonski

Advertisements

State disqualifies SCUSD for school improvement grant

The CDE (California Department of Education) turned down Sacramento City Unified School District’s $22M application for a School Improvement Grant (SIG). This grant money was to be used to fund initiatives to reform the Superintendent’s Priority Schools in the district, including Oak Ridge Elementary, which had been identified as “persistently underperforming” by the state of California. Joining Sacramento in being turned down were Stockton Unified, and Los Angeles Unified School Districts which had applied for $75M and $12.8M respectively.

Article from Stockton Record

Written by alicemercer

August 3, 2010 at 10:31 pm

The hinge the door swings on in education is the teacher

Commentary by Robert Bartron
Candidate for District 6 representative to the SCUSD School Board

TEACHERS ARE THE KEY TO SUCCESS

The United States Marine Corps is known worldwide as a superior and ultra-effective force for good. When right must be defended or those in need must be quickly helped or a tough fight is thrown on us, our first reply is, “Send in the Marines!”

The Marine Corps is different from the other services because it has never been and never will be built around the newest weapon systems or high-tech gadgetry. The Marines have always been built around the Marine on the ground. All equipment, air power, armor, organization and supplies all have only one rationale for their existence. They exist to support the Marine carrying the rifle. Give a Marine a bayonet and a pistol and we expect him to win wars. We expect this because they are Marines. The Corps has always been successful because everything in it is there to support the grunt on the ground.

The Marine Corps organizational attitude is a good model for education. Everything in education should be built around the needs of the teachers. Teachers are the only persons in the education establishment that are in the classroom working with individual students. All supplies, equipment, technology, administrators, staff, bureaucrats, policies and programs should have only one rationale for their existence. They are there to support the one person in the whole system who does the job of daily defeating ignorance and inspiring success—the teacher. Give full support to teachers and students learn more and succeed. Weak support for what teachers need yields weakly prepared students. The hinge the door swings on in education is the teacher. Let me repeat that important concept: education should not be student focused; it should be teacher focused. Give the teacher support and basic tools and they can change the world. Deny the teacher the tools he/she needs and burden them with duties and bureaucracy not directly related to teaching and we will continue to lose the war against ignorance.

There are three connected words that are used in successful organizational models, whether it is in business or the military or education: Responsibilities, Authority, and Accountability. A person is given responsibilities to meet; plus the authority to meet those responsibilities; and then he/she is held accountable to properly use that authority to meet the responsibilities. Currently we give teachers great responsibilities, but then we undermine their authority to meet these. We also fail to understand how to properly hold teachers accountable for their performance. (Notice I said their performance and not the students’ achievements. Please see my discussion below about techniques on how to hold teachers accountable.) The purpose of the school board, superintendent and the school principal is to approach every situation with the understanding that they must support the teacher—to include the teacher’s authority. Of course, it is also the School Board’s, superintendent’s and school principal’s job to hold teachers accountable to use the authority correctly and consequently meet their responsibilities.

To restate the above paragraph in blunt terms: the Board, Superintendent, and principal should always support the teacher when students, parents or politicians are on the other side of an issue. Of course, if the teacher is wrong, then the teacher must be held accountable. But the automatic first attitude should always be to back-up the teacher. Only if investigation reveals the teacher is in the wrong should the attitude switch to correction or, if need be, just and quick punishment for the teacher. In too many instances, administrators are intimidated by the threat of lawsuits and/or bad publicity and first assume the teacher is guilty until proven innocent. This is no way to fulfill the primary responsibility to support the teachers.

In summary, center education on supporting effective teachers in daily classroom teaching and great student success will be achieved. The teacher is there to teach and everything and everyone else in education is there to support the teacher meet this mission.

Written by scusdobserver

July 31, 2010 at 7:33 am

Money not meetings

As many of you in Sacramento and California have already seen at Capitol Watch, California has still not released $71 million in education technology funding they received through stimulus money from the federal government LAST YEAR!

The legislature has finally authorized, and the CA Dept of Ed has started the process of getting out, half of that money which will be distributed based (which is called “formula money”) on Title One levels at each district.

The half that is still in budget limbo has to be spent on a competitive grant program. The CDE has already sent out an RFP for this program, had districts (like SCUSD) submit grant proposals, and the CDE graded them. When they went to the Legislature to get budget authority to send out the funds, they were denied. The Legislature would like to start a WHOLE new grant program based on longitudinal data systems. There is NO way that money will be spent within the ARRA deadlines if they do this.

The matter is now with the Budget Conferees, and given our current budget situation, will sit there until other more weighty matters are settled.

WHAT CAN YOU DO! If you are a teacher, parent, or otherwise living in SCUSD, Elk Grove USD, or San Juan USD please contact State Senator Darrell Steinberg‘s office at (916) 651-4006 and ask them to remove these funds from the regular budget process, and authorize the CDE to disburse them based on the grant RFP program that was put out last summer and is already in place. All of the districts I named have already applied for grants under that process, and we don’t want to do it again.

Written by alicemercer

July 29, 2010 at 2:01 pm

Posted in Budget, Title 1

No prisoners redux

Written by scusdobserver

July 23, 2010 at 2:26 pm

Posted in Budget

Tagged with

Take no prisoners, er…teachers

By Leo Bennett-Cauchon

Let’s pledge that children come first at Sac City Unified.
Let’s promise to put a child’s best interest at the heart of every decision we make.
Let’s stand up together.
What would happen?

Dear Board Members:

For your consideration tonight and this coming school year I would like to offer an alternative vision from my home town. I have many nieces and nephews in San Diego so I continue to follow education where I began public school teaching. This was during the Alan Bersin era of top down change.

This era is featured by Diane Ravitch in her recent book which I hope you are pondering. Here are some excerpts from an interview with her on SDUSD’s experience with the pilot project of the change model that SCUSD is adopting in many ways, even if it is dressed in a gentler style.

Why San Diego? What is it about the battles here that proved important for you in illustrating a larger point about school reform?
San Diego was a very important district in the current reform narrative because it was the first big district to apply the top-down approach. The leadership knew exactly what teachers should be doing, and they required compliance. Its “take-no-prisoners” approach was subsequently copied by Joel Klein in New York City and Michelle Rhee in Washington, D.C.

Conflict is a sign of failed leadership in education. When one is running a prison system, it is important to have a tough, top-down style, because you can’t take chances. But in education, the leadership must rely on the teachers to do the daily work. If the leadership does not win their willing, even enthusiastic, support, then the reforms will stall. Teachers are educated adults; they have experience with students. They don’t like to be treated like children. They need to feel respected.

There are plenty of problems in San Diego but I do think that the board majority there (which also operates with a policy governance model) can provide examples that are worth your consideration.

Below is an excerpt from the March annual State of the District speech by the board president. I urge you to consider placing the vision of community-driven change ahead of chief-driven change:

“The competing vision for reform comes from what I would characterize as the community model. This vision sees change as fundamentally coming from those closest to kids – teachers, parents, principals, support staff at the school such as paraeducators, counselors, librarians and office staff, community volunteers and even students themselves. The community model puts its faith in strong relationships built between people within a school community, striving for what University of Chicago professors Anthony Bryk and Barbara Schneider term ‘Trust in Schools.’ ” (SDUSD President)

Closing schools = turnaround?

In September, Secretary of Education Arne Duncan and the Obama administration are set to announce the “winner” states that will receive Race to the Top funding, an ongoing competitive grants program that hands out money to states that can prove they’re sufficiently committed to education reform.

To recap, Race to the Top funding is incumbent on four “turnaround” models — all of which we’re seeing in the political machinations taking place in our own school district. They are:

  • Turnaround model: Replace the principal and rehire no more than 50% of the staff, and grant the principal sufficient operational flexibility (including in staffing, calendars/time and budgeting) to fully implement a comprehensive approach to substantially improve student outcomes.
  • Restart model: Convert a school or close and reopen it under a charter school operator, a charter management organization, or an education management organization that has been selected through a rigorous review process.
  • School closure: Close a school and enroll the students who attended that school in other schools in the district that are higher achieving.
  • Transformation model: Implement each of the following strategies: (1) replace the principal and take steps to increase teacher and school leader effectiveness; (2) institute comprehensive instructional reforms; (3) increase learning time and create community-oriented schools; and (4) provide operational flexibility and sustained support.

In the Washington Post today, writer Valerie Strauss shares a letter from parent activist, Rita Solnet:

Secretary Duncan, you have an opportunity to be the hero this country needs. You have the ability to stop these initiatives and regroup. Gain input from all levels of ’stakeholders’ in the process, gain endorsement of a new plan–a plan in which all levels of stakeholders take pride in developing and launching. Congresswoman Judy Chu’s plan is a great first start. The DOE’s proposed four (4) turnaround models [for the worst schools in each state] will not work. Scrap them, start over. Closing public schools should not be an option.

Written by scusdobserver

July 19, 2010 at 7:38 am