Hoyt Chosen to Lead Community School Alliance

TREE co-founder Lyn Hoyt has been chosen to lead a new group focused on community schools.

From a press release:

The National Alliance to Reclaim Our Schools (AROS) announces a new state alliance coordinator advocating for community schools in Tennessee. Lyn Hoyt, co-founder of TREE (Tennesseans Reclaiming Educational Excellence) will lead Tennessee AROS to strengthen public school advocacy by recruiting alliance members that will support schools and districts committed to the creation of transformational community schools.

A community school is both a place and a set of partnerships between the school and other community resources. It is a “stakeholder model” created by the school and the community. Some of the student needs might include improved health with a donated dental visit, access to enrichment, tutoring or even access to food and clean clothes. Public and private partnerships shape these services.

“I will be advocating and educating about how a ‘transformational’ community school model works to help address academic and opportunity disparities. I will also help schools explore how a community school model might meet the needs of their children,” Hoyt said. “We are ready to work closely with organizations like the PTA, TREE, and TEA to shape an alliance that can partner with parents, teachers, and community members. We already have community school efforts going on in Tennessee and we want to support and grow those efforts.”

“I am excited to see Lyn bring her perspective as a Tennessee native, public school graduate, public school parent, and former PTO president to Tennessee AROS.,” says Inez Williams with the Tennessee PTA. “It all connects. Tennessee PTA believes strongly in the important role parents and community members play in student achievement. The community schools model provides an opportunity for all stakeholders in a community to truly be a part of their local schools’ success.”

Lyn also brings a perspective from her volunteer role as president of TREE: Tennesseans Reclaiming Educational Excellence, a grassroots band of parents, teachers and public school advocates committed to growing child-centered education.

“This opportunity with TennAROS really allows me to pursue a meaningful role in helping communities connect their good works, their non-profits, their churches, those who want to give their time and talent to help public schools thrive.”

For now, Hoyt will also continue her role with TREE.

The Alliance to Reclaim Our Schools (AROS) is an unprecedented alliance of parent, youth, community, and labor organizations that together represent over 7 million people nationwide. We are fighting to reclaim the promise of public education as our nation’s gateway to a strong democracy.

For more on education politics and policy in Tennessee, follow @TNEdReport


 

Polling: Tennesseans Oppose Vouchers

As I mentioned last week, the issue of school vouchers will again be a hot topic at the Tennessee General Assembly. Today, the Tennessee Education Association is out with polling suggesting Tennessee residents oppose vouchers.

Here’s the press release:

Tennesseans strongly reject private school vouchers, according to the largest and most comprehensive polling data on the subject. TEA extensively surveyed rural, urban and suburban voters in all three Grand Divisions of the state, with an oversample of highly-likely Republican primary voters. The polls were conducted May through October of 2016.

Of the 6,510 respondents, 59.5 percent rejected private school vouchers, 29 percent approved. The two-to-one negative opinion was consistent across geographic and demographic groups. The polling margin of error is +/- 4 percent.

“I’ve rarely seen such a strong negative opinion. It is clear Tennesseans do not like or want school vouchers,” said Jim Wrye, TEA Government Relations manager. “We are a conservative state that values our local traditions and institutions. Vouchers are a radical idea that attack and weaken the foundation of our communities — our public schools.”

During the 2016 primary and general elections, TEA conducted numerous polls in districts to help defend legislators from attacks by pro-voucher groups and determine where new attacks could happen. Polling was conducted by a respected Republican firm used by Tennessee GOP entities and candidates.

While TEA’s polling asked basic national and local “horse-race” questions and demographic information, the polling also asked a voucher question about using taxpayer funds for private school tuition. The simple and accurate question was asked in every poll commissioned by TEA and now provides the best voter opinion data on vouchers.

“It was important to keep the question simple, and to stay away from leading or flowery language seen in other polling and surveys,” said Wrye. “Vouchers use public school funding for private school tuition. It was important to ask voters in the most simple and accurate way whether they support such a thing. Overwhelmingly, they do not.”

Rejection of vouchers was remarkably consistent across the state. Rural voters tended to be more against vouchers (64.17 percent no, 24.54 percent yes; 2,995 voters) than urban and suburban (54.01 percent no, 34.43 percent yes; 3,536 voters). No area or legislative district saw vouchers receive more support than opposition.

“I strongly encourage any legislator to vote their district and listen to folks back home. There are a lot of special interest lobbyists and money floating around the capitol, pushing things that are not of Tennessee’s great traditions and values,” said Wrye. “No matter the special interest threats or demands, you can be sure voting with your folks back home is always good politics.”

When it comes to vouchers, it is not what voters want in any district.

For more on education politics and policy in Tennessee, follow @TNEdReport


 

2017 Education Issues Outlook

The 2017 session of the Tennessee General Assembly is underway and as always, education is a hot issue on the Hill. The bill filing deadline was yesterday and some familiar issues are back again. Namely, vouchers.

While the voucher fight may be the biggest education showdown this session, issues ranging from the scope of the state’s Achievement School District to a “Teacher Bill of Rights” and of course, funding, will also be debated.

Here’s a rundown of the big issues for this session:

Vouchers

Senator Brian Kelsey of Shelby County is pushing a voucher plan that is essentially a pilot program that would apply to Shelby County only. Voucher advocates have failed to gain passage of a plan with statewide application over the past four legislative sessions. The idea behind this plan seems to be to limit it to Shelby County in order to mitigate opposition from lawmakers who fear a voucher scheme may negatively impact school systems in their own districts.

In addition to Kelsey’s limited plan, Rep. Bill Dunn of Knoxville is back with the “traditional” voucher bill he’s run year after year. This plan has essentially the same requirements as Kelsey’s plan, but would be available to students across the state. It’s not clear which of these two plans has the best chance of passage. I suspect both will be set in motion, and as time wears on, one will emerge as most likely to be adopted. Voucher advocates are likely emboldened by the election of Donald Trump and the subsequent appointment of Betsy DeVos as Secretary of Education.

Of course, Tennessee already has one type of voucher. The legislature adopted an Individual Education Account voucher program designed for students with special needs back in 2015. That proposal goes into effect this year. Chalkbeat reported that only 130 families applied. That’s pretty low, considering some 20,000 students meet the eligibility requirements.

Achievement School District

Two years ago, I wrote about how the ASD’s mission creep was hampering any potential effectiveness it might have. Now, it seems that even the ASD’s leadership agrees that pulling back and refocusing is necessary. Grace Tatter of Chalkbeat reports:

Lawmakers are considering a bill that would stop the Achievement School District from starting new charter schools, rather than just overhauling existing schools that are struggling.

Rep. David Hawk of Greeneville filed the bill last week at the request of the State Department of Education. In addition to curbing new starts, the legislation proposes changing the rules so that the ASD no longer can take over struggling schools unilaterally. Instead, the state would give local districts time and resources to turn around their lowest-performing schools.

Tatter notes that the Tennessee Department of Education and the ASD’s leadership support the bill. This is likely welcome news for those who have raised concerns over the ASD’s performance and approach.

Teacher Bill of Rights

Senator Mark Green of Clarksville has introduced what he’s calling a “Teacher Bill of Rights.” The bill outlines what Green sees as some basic protections for teachers. If adopted, his proposal would have the effect of changing the way the state evaluates teachers. Among the rights enumerated in SB 14 is the right to “be evaluated by a professional with the same subject matter expertise,” and the right to “be evaluated based only on students a teacher has taught.”

While both of these may seem like common sense, they are not current practice in Tennessee’s public schools. Many teachers are evaluated by building leaders and others who lack subject matter expertise. Further, teachers who do not generate their own student growth scores (those who don’t teach in tested subjects) are evaluated in part on school-wide scores or other metrics of student performance — meaning they receive an evaluation score based in part on students they’ve never taught.

Green’s Teacher Bill of Rights will almost certainly face opposition from the Department of Education.

Funding

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Governor Bill Haslam is proposing spending over $200 million in new money on schools. Around $60 million of that is for BEP growth. $100 million will provide districts with funds for teacher compensation. And, there’s $22 million for English Language Learners as well as $15 million for Career and Technical Education.

These are all good things and important investments for our schools. In fact, the BEP Review Committee — the state body tasked with reviewing school funding and evaluating the formula’s effectiveness, identified teacher pay and funds for English Language Learners as top priorities.

Here’s the full list of priorities identified by the BEP Review Committee for this year:

1. Sustained commitment to teacher compensation

2. English Language Learner funding (to bring ratios closer to the level called for in the BEP Enhancement Act of 2016)

3. Funding the number of guidance counselors at a level closer to national best practices

4. Funding Response to Instruction and Intervention positions

5. Sustained technology funding

Haslam’s budget proposal makes an effort to address 1 and 2. However, there’s no additional money to improve the guidance counselor ratio, no funds for the unfunded mandate of RTI and no additional money for technology.

Oh, and then there’s the persistent under-funding of schools as a result of a BEP formula that no longer works. In fact, the Comptroller’s Office says we are under-funding schools by at least $400 million. Haslam’s budget does not address the funding ratios that create this inadequacy.

Then, of course, improving the ratios does nothing on its own to achieve a long-standing BEP Review Committee goal: Providing districts with teacher compensation that more closely matches the actual cost of hiring a teacher. The projected cost of this, according to the 2014 BEP Review Committee Report, is around $500 million.

The good news is we have the money available to begin addressing the ratio deficit. The General Assembly could redirect some of our state’s surplus dollars toward improving the BEP ratios and start eating into that $400 million deficit. Doing so would return money to the taxpayers by way of investment in their local schools. It would also help County Commissions avoid raising property taxes.

Stay tuned as the bills start moving next week and beyond. It’s expected this session could last into May, and education will be a flash point throughout over these next few months.

For more on education politics and policy in Tennessee, follow @TNEdReport


 

Corker Statement on DeVos

Despite an outpouring of opposition from parents, teachers, and others across the state, Senator Bob Corker has indicated he will support Betsy DeVos as Secretary of Education.

Here’s his statement:

“For decades, Betsy DeVos has passionately and effectively advocated for all children – regardless of gender, race or socioeconomic status – to have access to a quality education,” Corker said in a statement released by his office.

“She believes in empowering parents and has committed to working with states and local school districts. I have known Betsy for many years and am confident that she will do a great job as secretary of education.”

Corker’s statement comes as DeVos’s nomination appears to be in peril, with 50 Senators indicating that will vote against her.

More on DeVos

Tennessee PTA Opposes DeVos

Knox County parents, teachers speak out on DeVos

A Letter of Reservation

A Voucher Vulture at the DOE

For more on education politics and policy in Tennessee, follow @TNEdReport


 

Knox County Approves Resolution Opposing A-F School Grading System

The Knox County School Board tonight approved a resolution urging the state to overturn the A-F school grading system set to go into effect this year.

Knox County joins a growing resistance to the model being proposed by the Tennessee Department of Education.

Here’s the resolution the Knox County School Board adopted:

 

WHEREAS, the Knox County Board of Education is responsible for providing a local system of public education; and

WHEREAS, the State of Tennessee, by March 2016 legislative approval and signature of Governor Bill Haslam of House Bill 155 and Senate Bill 300, has directed the Tennessee Department of Education to develop a grading system for assigning letter grades A through F on the state report cards for Tennessee schools, implementation of which will begin with the 2017-18 school year; and

WHEREAS, after operating under federally-mandated No Child Left Behind guidelines, Tennessee received a waiver of NCLB standards and adopted Race To The Top guidelines, which were subsequently replaced by the new federally-mandated Every Student Succeeds Act in an effort to close achievement gaps for economically disadvantaged students; and

WHEREAS, a rating system utilizing A through F grades for schools, and districts creates a false impression about students, ignores the unique strengths of each school, and unfairly reduces each student’s worth to the school’s assigned grade; and

WHEREAS, at least 16 states have implemented a similar rating system utilizing A through F grades for schools and districts and, to date, there is no definitive research that suggests these ratings have improved student or school performance; and

WHEREAS, the 2016-17 school year is already set to be a transition year for the Tennessee Department of Education to seek input for developing an accountability system for federally mandated ESSA requirements, it is now additionally tasked with developing a letter grading system at the same time;

WHEREAS, we embrace meaningful accountability that informs students, parents, and teachers about the learning needs of each student and each school; and

NOW THEREFORE BE IT RESOLVED BY THE KNOX COUNTY BOARD OF EDUCATION AS FOLLOWS: The Knox County Board of Education hereby urges the Tennessee General Assembly to repeal legislation reducing schools to a single letter grade designation and, instead, in the best interest of students and schools, allow schools to publish multiple measures alongside any summative designation, as outlined in the Every Student Succeeds Act Final Regulations, which were not available at the time this legislation was passed. (ESSA, Final Regulations, pg. 101).

BE IT FURTHER RESOLVED, that this new system should reduce the use of high-stakes, standardized tests, encompass multiple assessments, reflect greater validity, and, more accurately reflect what students know and can do in terms of the rigorous standards.

 

For more on education politics and policy in Tennessee, follow @TNEdReport


 

 

Haslam To Fully Fund BEP

During the State of the State address on Monday, Governor Haslam announced that he is fully funding the Basic Education Program (BEP). Here’s what chalkbeat had to say:

In conjunction his seventh State of the State address, Haslam released a $37 billion proposed budget for 2017-18, including almost $230 million more for schools following a historic increase last year. Haslam said it’s one of the largest education funding increases in the state’s history and amounts to fully funding schools under the state’s funding formula known as the Basic Education Program.

Here’s what Haslam said during his address:

We’re fully funding the Basic Education Program including $22 million in additional dollars to help schools serve high need students and $15 million for career and technical education equipment. One hundred million dollars ($100 million) is included for teacher salaries, bringing the three year total since FY 16 to more than $300 million in new dollars for teacher salaries and more than $430 million in new dollars for salaries since 2011. Tennessee has shown it will not balance the budget on the backs of teachers and students. In fact, under the legislature and this administration, Tennessee has increased total K-12 spending by more than $1.3 billion.

It’s great the Governor Haslam is finally fully funding the BEP, which will allow for more resources going into the classrooms to help our students and teachers. For years, legislators, parents, bloggers, and local education officials have asked the Governor to fully fund the BEP. He finally listened.

Thanks for finally coming through, Governor Haslam.

Where do the funds go?

  • $100 million more for teacher salaries
  • $22 million more for English Language Learners
  • $15 million more for career technical education
  • $4.5 million more for the Read to be Ready initiative
  • $6 million (one time) for charter school facilities

I know many teachers will be extremely happy when they read the news. I know I am.  Now that it is fully funded, it’s time to make sure it’s fair.

For more on education politics and policy in Tennessee, follow @TNEdReport.


 

Tennessee PTA Opposes DeVos

The Tennessee PTA released a statement today expressing opposition to Betsy DeVos as Secretary of Education. The statement comes ahead of a scheduled Health, Education, Labor, and Pensions Committee (HELP) vote on DeVos’s confirmation.

Here is the statement:

Tennessee PTA is the oldest all-volunteer child advocacy association in Tennessee. As an association, Tennessee PTA annually presents legislative priorities, position statements, and resolutions identifying advocacy positions. Here are a few of our positions that are threatened by the nomination of Betsy DeVos as U.S. Secretary of Education:

·         Tennessee PTA supports public education – The foundation of our American society is to provide free public education so that every child may achieve their dreams. We need a strong leader in the U.S. Department of Education that has experience in the public school system and is aware of the concerns of parents, teachers, and students within the system.

Tennessee PTA Board of Managers does not feel Ms. DeVos has the needed awareness for public education. We support the availability of education for all children.

·         Tennessee PTA supports higher education as priority in the State – The ‘Drive for 55’ highlights the gap between high school and post-secondary education within the state. It was the use of federal funding that started the reforming of public education in Tennessee and the improvements in student access to information. Obtaining a higher education often requires an awareness of grants, scholarships, loans.

Tennessee PTA Board of Managers stresses the importance of post-secondary education to our students.  We do not feel Ms. DeVos has the needed preparation to take over higher education opportunities.

·         Tennessee PTA has long supported our exceptional children –  The Individual with Disabilities Act (IDEA) and 504 plans are well established federal laws that have assisted parents and schools to partner on educating exceptional children. Ms. DeVos’s response about IDEA and the lack of understanding of a federal law within disability education runs counter to Tennessee PTA’s long standing commitment in this area.

·         Tennessee PTA each year stands against vouchers – Parents should be empowered with real choices, if the integrity of public schools remains intact. We acknowledge charter schools as one avenue to school reform and support them when designed in accordance with the National PTA’s resolutions and position statements. We oppose diverting public funds to private and parochial schools through vouchers or similar efforts such as school choice.

Tennessee PTA Board of Managers believes that all schools receiving public funds should be held accountable to the same standards and requirements. We do not feel that Ms. DeVos shares these same beliefs.

Tennessee PTA Board of Managers opposes the confirmation of Betsy DeVos as Secretary of Education. Please take our concerns into consideration and make the best choice for the children of the United States and for their education.

For more on education politics and policy in Tennessee, follow @TNEdReport


 

Knox County to Consider Resolution on A-F School Report Card

The Knoxville News-Sentinel reports that the Knox County School Board will consider a resolution in opposition to the state’s proposed A-F school report card. The A-F grading system has come under fire from educators and district leaders across the state.

The newspaper reports that Knox County’s Interim Director of Schools, Buzz Thomas, sent a letter to Education Commissioner Candice McQueen outlining his concerns:

“Branding a school with a single grade, on the other hand, could be both misleading and demoralizing,” Thomas wrote. “I can only imagine how it’s going to play in the African-American community when we place an F on several of their beloved, neighborhood schools.

“Yes, we need to be accountable. But a failing grade here is really a failing grade of the community – not the school. High poverty and high crime ravage people, and the schools those people attend will reflect those community realities.”

A vote on the resolution, sponsored by Board Vice Chair Amber Rountree, is expected to come this week.

For more on education politics and policy in Tennessee, follow @TNEdReport


 

 

Edu Profs Speak Out Against DeVos

While Senator Lamar Alexander is focused on presenting alternative facts about why opposition to Education Secretary nominee Betsy DeVos is growing, a group of education professors is actually outlining reasons DeVos’s nomination should be rejected.

The group, called the Teacher Education Collective, published an article explaining why they oppose DeVos. The members of the group include Ilana Horn and Elizabeth Self of Vanderbilt.

Here’s some of what they said:

During the three-hour hearing, she refused to pledge to maintain public funding for public schools; evaded commitments to the educational rights of students with disabilities in schools receiving public funds; muddled the distinction between measures of student learning (which are commonly understood and very consequential in the lives of teachers and students); and casually overestimated by 800 percent the increase in student debt over the last eight years.

Because they believe she is unqualified, the professors felt a need to express clearly and directly their opposition:

We believe unequivocally that DeVos’s confirmation would further threaten the democratic ideals of public education, the future of the teaching profession, and the fundamental right of U.S. children to a free and fair education.

In light of this, we recognize the collective responsibility to register our dissent publicly, to call upon elected officials and demand that they oppose her appointment, and to encourage others to do so as well.

These individuals are educators who educate future educators. They train the teachers who take jobs in our nation’s schools. They are strong and certain in their view the Betsy DeVos is not the right choice to lead the US Department of Education.

For more on education politics and policy in Tennessee, follow @TNEdReport


 

#MakeEducationGreat

Hope Street Group Tennessee Teacher Fellow Amanda Arnold penned this letter to President Donald Trump. The letter was originally published on TNTeacherTalk.com

Dear Mr.  President:

As you begin this journey, please take to heart that education is critical to the success and future of this great nation. “Making America Great Again” is a goal rooted in the future, and that future lies within the students of this nation. Education is one of the most versatile and powerful tools that government possesses. History has relentlessly proven that nations can be built and destroyed by how a government educates its people. Appropriate and effective education empowers the people, but education without clearly defined purposes, ethics, and goals can destroy the same people. Please act upon a vision of education that recognizes the following:

  1. Education can break the cycle of poverty.
  2. Impoverished communities need equal access to quality education, resources, and opportunities.  
  3. Students deserve safe, clean, and well maintained schools. Many of our impoverished communities have schools in a state of crisis.  
  4. Educational policy should be a problem-solving model based on demonstrated needs and research based results.  
  5. Every student is capable of growth, but all students do not academically grow at the same pace.
  6. All students do not reach proficiency at the same rate. Some students need more than four years to achieve high school proficiency. Some students need more challenges within that four years. Schools should not be punished for meeting a student’s needs.
  7. College and career readiness has two parts. Students need career and technical training. Educational policy has abandoned training and educating students for blue collar jobs. Our country needs blue and white collar jobs.
  8. College is not appropriate for every student, but every student who has a desire and the academic ability to pursue that route should have equitable preparedness and the opportunity to do so.
  9. Equitable does not mean equal education. Different students have different needs.  Different school districts have different needs. Want to make them great? Meet their demonstrated needs.
  10. Parents want success for students. No parent wants to see his or her student struggle or fail. Strengthen the parents to empower the students.  
  11. Hold educators accountable, but give educators the proper support, resources, guidelines, and tools to meet the needs of the students.  

Education must prepare a  diverse group of talented, well-educated students. The nation needs electricians, business professionals, mechanics, blue and white collar workers. Diversity in talent and developing the skills to meet the needs of those talents can make students successful contributors to society. Successful contributors make a successful society.

Making any country great begins with expectations: the expectation that every student can be successful, the expectation that poverty does not have to be a cycle, the expectation that the right tools in the right hands can change lives. Greatness does not manifest itself the same in every person; it is unique—just like our students. If you want to make America great, make educational opportunity great.

Amanda has taught English at Dobyns­ Bennett High School for the past five years. In that time, Amanda has served as the English 9 Co­Taught Team Leader, English 10 Co­Taught Team Leader, Co­President of the Alpha Zeta Chapter of Alpha Delta Kappa International Honor Society for Women Educators and on the Tennessee Digital Learning Team. Throughout her career she has served as a school­-wide Title I coordinator, school-­level testing coordinator and 21st Century Community Learning Centers grant coordinator. She holds a Bachelors and Masters degree from East Tennessee State University. In 2010, she earned an Educational Specialist degree in Instruction and Curriculum Leadership from Lincoln Memorial University. She also serves as a Hope Street Group Tennessee Teacher Fellow, engaging her colleagues in providing classroom feedback to the Tennessee Department of Education on public education policy issues.

For more on education politics and policy in Tennessee, follow @TNEdReport