Common Core Champion on Fast Track to become CT’s next Commissioner of Education

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Sources at the State Capital report that Governor Dannel Malloy’s political appointees on the Connecticut State Board of Education will be directed to name Nathan D. Quesnel as Connecticut’s next Commissioner of Education.  The appointment would be pushed through as early as the next State Board of Education meeting on April 6, 2015 or at a special meeting for the purpose of rubber-stamping Malloy’s choice.

Quesnel, who became East Hartford’s School Superintendent in August 2012 and received his state 093 certification allowing him to to continue to serve as a superintendent of schools in the spring of 2013 has been one of the most outspoken proponents of Governor Malloy’s corporate education reform initiatives including the controversial Common Core and Common Core SBAC testing scheme.

Just last August, Superintendent Quesnel told the Middletown Patch news outlet that, “The East Hartford Public Schools are utilizing Alliance District funding [the extra state taxpayer funds his town was given] to support early literacy — particularly for getting needed materials for students in grades K-2…These resources provide Common Core aligned instruction that help students reach grade level by Grade 3.”

Common Core aligned instruction since no one ever learned to read before the corporate-funded Common Core came along…

Earlier in 2014, Malloy named Nathan Quesnel to be the co-chair of the Governor’s Common Core Task Force which was supposed to conduct an independent assessment of the state’s Common Core policies but was, in fact, nothing more than an effort to deflect criticism away from Malloy’s aggressive support for the Common Core and Common Core testing while his administration continue to rush forward with the implementation of the unfair, inappropriate and discriminatory Common Core Smarter Balanced Assessment Consortium SBAC testing scam.

The day after Malloy appointed Quesnel to head up his Common Core Task Force, the East Hartford Superintendent was supposed to speak at a special legislative hearing on March 12, 2104 in favor of the Governor’s policies and the Common Core.

However, recognizing that it would look bad if people knew that Malloy’s Task Force Chairman had already made up his mind on the Common Core issues, someone associated with the Governor intervened to try and hide Quesnel’s role.

Quesnel’s name was removed from the testimony he had written and the Chairman of the East Hartford Board of Education was given the task of reading it.

But alas for Malloy and his pro-Common Core supporters, someone had already uploaded the version of the testimony Quesnel was supposed to have given.

Even more interesting, the final official testimony that was submitted included a variety of changes that were made after Quesnel’s name was removed from the text.  Note that words underlined in red were added to the testimony and words in red and that have a line running through them were deleted from his testimony.

Who changed the testimony isn’t clear but a “close reading” of the testimony makes it extremely clear that Superintendent Quesnel was scheduled to testify and his testimony was nothing short of a cheerleading session for Malloy and his anti-public education, anti-teacher, anti-parent policies.

Instead of testifying that day, Quesnel dutifully chaired the Governor’s “independent” assessment of the Common Core, an assessment that – lo and behold – reported back that Governor Malloy and Education Commissioner Stefan Pryor were doing great and that there were no problems or barriers to be seen when it came to implementing the Common Core and its absurd testing system.

And now to complete the loop, Nathan Quesnel appears to be in line to become Malloy’s next Commissioner of Education where he can continue the ongoing effort to mislead Connecticut’s parents, students, teachers and the public about the inappropriate corporate education reform initiatives that are undermining public schools, restricting local control and denigrating teachers and the teaching profession.

Remember, when reading the testimony Nathan Quesnel was supposed to give, but didn’t, the words underlined in red were added to his testimony and the words in red that are lined through were removed.

TESTIMONY Committee Bill No. 5078

AN ACT IMPOSING A MORATORIUM ON THE IMPLEMENTATION OF THE COMMON CORE STATE STANDARDS

Good morning/afternoon Madame Chairperson, Mr. Chairman, Representative McCrory, Representative Bye, Rep. Ackert, Rep. Boucher and all members of the Education Committee here today afternoon Representatives thank you for the opportunity to testify on the matter before you. My name is  Jeffrey Currey and I am the Chairman for the East Hartford Board of Education. Nathan Quesnel and I am the Superintendent for East Hartford Public Schools.

I am here today to express our concern regarding Committee Bill No. 5078, an act imposing a moratorium on the implementation of the Common Core State Standards. I am here to represent both the district I serve and, the roughly 7200 students that attend our 16 schools in our schools, and my professional judgment as a leader of a large urban school district.

 I want to express my appreciation for your awareness and focus on the importance of the changes going on within the world of education. While it is not every day that a discussion of curriculum, instruction or pedagogy reaches the average Connecticut dinner table, I am appreciative of the interest that has lately been placed on the important work of growing Connecticut’s future.

 With this being said,  I have serious concerns regarding the direction that this bill, if approved, would take  regarding the progress in terms of the progress and change that  we have made in Connecticut and  in particularly, in  East Hartford Public Schools, specifically should this moratorium move forward.. I want to crystalize and make exceedingly clear that supporting this bill will result in education is taking a drastic step back from the growth we have seen over the recent years and a move towards an uncertainty and delay that will negatively impact the lives of the children that are currently in our school systems. While I fully recognize the enormity of the changes going on in education at this moment, and I fully hear the criticism of these changes,, I ask that you also be mindful of this he need for urgency when it comes to dealing with children,  and making sure that we are “doing right” by  Connecticut’s future.

Simply put, I ask you to remember that the Common Core State Standards are simply a national set of standards that were adopted by our great state in 2010.  Guided by these national standards, my district has fully embraced the notion that high expectations for students will result in high outcomes for students. Upon state adoption in 2010, East Hartford Public Schools began immediate work on translating these standards into the fabric of the documents that guide practice on a classroom level throughout the district— our curriculum. While often confused by media or those outside of education, the Common Core is not a curriculum or heavy handed “way to teach.”   The Common Core is not the driving source behind every confusing homework assignment or foundational mathematical quagmire that has gotten so much attention of late. Rather they serve as overarching guides to challenge educators to find consistency of expectation when we talk about delivering on our promise to the next generation of American citizens.  As we have moved forward with revising and writing curriculum that addresses the standards of the Common Core, we have found this process necessarily time and resource intensive— we have been required to retool, rethink and revise some of the very core processes that have been in place in education for a very long time. This has provided the critical insights, disturbances and uneasy conversations that real change always necessitates.

 Specifically in this work, we have East Hartford has focused on developing district expertise regarding the state standards and how our curriculum can become a document that breaks the adage of “if you continue to do what you’ve always done…you will continue to get what you have always gotten…” As I speak here today, I am humbled by the number of high quality teachers, principals, department heads and specialists behind me in my district who believe deeply in where we are going, but have not been able to give this belief voice for a variety of reasons. The moratorium that has been proposed to you today would be an incredible blow to the work that they have begun and fully intend to finish.

Before you heed or put too much stock in the voice of the critic of the Common Core or any of the changes sweeping our country in regards to education reform, I challenge you to carefully listen for their solution. When their solution voice is absent (as it often seems to be) or lacks the sense of urgency that is so necessary when it comes to dealing with the education of  our  children, I  ask  you  to  think  of  the  second  grader  who  will  only  have  second  grade  one  time. Unfortunately, as we are painfully aware, if we are unable to get this second grader the necessary interventions he or she needs, this second grader will continue to struggle in both school and life moving forward. With this picture in mind, are you really willing to argue that we should “slow down?” or stop all together.  When the voice of the critic tells you that the Common Core has taken the joy and imagination out of teaching, I ask you to visit the classrooms I see that are filled with enthusiastic teachers and happy, bright faced students. I ask you to see how our teachers have found creative and engaging ways to work towards critical thinking, higher standards, and yes, access to non-fiction materials. I ask you to take a look at the teachers I see on a daily basis who have been willing to embrace what works and who are able to be honest about what should be and can be done better.  While it certainly should be acknowledged that this work has placed a new level of stress and anxiety on our systems, I challenge you to find a single example of an improving change throughout history that has not had similar impact.  When you pause in the midst of this debate that has become painfully academic and increasingly political, start looking at the issues we face through the eyes of students and parents. This is not a political agenda item— this is the future of our children and our state.

Rather than a moratorium, I urge you as the leaders of our great state to rather take a critical look at implementation from the lens of how we could provide greater supports to districts to accomplish the work that has been started.

Rather than a moratorium, I urge you to find ways to make our work more efficient, our changes more coherent and our future successes even brighter. I urge you to continue as you have done over the past three years under the leadership of Governor Malloy, in the past  to support funding through both the Alliance Grant and other channels that have provided my district with a first—a “funded mandate.” I want to thank you for the resource support we have received from your work as legislatures and assure you that the money you have invested to date in this initiative is having early returns in my district. Moving in a different direction will undoubtedly initiate a catastrophic sense of confusion and doubt that will cause long and lasting damage as Connecticut seeks to remain competitive on a national and global scale.

I want to express my appreciation for your awareness and focus on the importance of the changes going on within the world of education. While it is not every day that a discussion of curriculum or instruction reaches the average Connecticut dinner table, I am appreciative of the interest that has lately been placed on the important work of growing Connecticut’s future.

I thank you for the opportunity to speak to you today and for your willingness to be a part of Connecticut’s solution.

Parents, Teachers and Taxpayers – Beware the Achievement First Inc. Money Grab in New Haven

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[This is the first in a series of articles about Achievement First Inc.’s proposed New Haven Elm City Imagine School]

Aka – The Charter School Industry’s step by step dismantling of public education in Connecticut.

This Wednesday, February 18, 2015, Governor Malloy will play his hand as to whether he will insert taxpayer funds into next year’s state budget in order to fund Steve Perry’s dream of opening a privately-owned, but publicly-funded charter school in Bridgeport.  An out-of-state company is also counting on Malloy to come through with the cash needed to expand their charter school chain into Stamford, Connecticut.

Both charter school applications were vehemently opposed by the Bridgeport and Stamford Boards of Education.

However, despite that opposition from the local officials responsible for education policy and despite the fact that Connecticut doesn’t even fund its existing public schools adequately and the fact that the State of Connecticut is facing a massive $1.4 billion projected budget deficit next year, Governor Malloy’s former Commissioner of Education, Stefan Pryor, and Malloy’s political appointees on the State Board of Education approved four new charter school proposals last spring.

Initial funding for two of the four applications was included in this year’s state budget, New Haven’s Booker T. Washington charter school and yet another charter school for Bridgeport.

Now the charter school industry is counting on Malloy to divert even more scarce public funds away from the state’s public schools so that Steve Perry can start pulling in a $2.5 million management fee from a charter school in Bridgeport and the out-of-state company can open up a revenue stream from a new charter school in Stamford.

While most public education advocates are focused on the Malloy administration’s ongoing attempt to privatize public education via policies at the state level, the politically connected Achievement First Inc. Charter School chain is using a completely different approach as it seeks to pull off a deal in New Haven that would shift existing funds away from New Haven’s public schools and into the coffers of the Achievement First operation.

Of course, Achievement First Inc. is the charter school chain founded by Stefan Pryor, Malloy’s former commissioner of education.

Achievement First Inc. is also the charter school chain that gets the lion’s share of the $100 million in public funds that are already diverted to charter schools in Connecticut.

Achievement First’s latest gambit is called the Elm City Imagine School.  Achievement First already owns and operates the following taxpayer-funded New Haven Charter Schools;

Amistad Academy Elementary School

Amistad Academy Middle School

Amistad Academy High School

Elm City College Preparatory Elementary School

Elm City College Preparatory Middle School

Achievement First Inc. also owns charter schools in Hartford, New Haven, New York City and Rhode Island.

With the New Haven proposal, Achievement First, Inc. is attempting to side-step the entire state charter school authorization process.  They are trying to use a mechanism whereby state and local taxpayer funds would be allocated by the New Haven Board of Education directly to Achievement First’s new “experimental school.”

The only hurdle that Achievement First Inc. needs to overcome is getting the approval of the New Haven Board of Education…and it appears that they are well on the way to do just that as early as their February 23, 2015 meeting.

The New Haven Board has scheduled a second and final public hearing on the proposal tomorrow, Tuesday 2/17 at 5:30, nicely timed to take place during school vacation.

The New Haven Board of Education is not democratically elected by the citizens of New Haven.  It is one of the only boards of education in Connecticut to be appointed by the mayor of the community.

In this case, the New Haven Board of Education is appointed by Mayor Toni Harp – who, thanks to an earlier sweetheart deal – happens to sit on the Achievement First Inc. Board of Directors for the Amistad Academy schools.

Another member of the New Haven Board of Education is Alex Johnston who is the former CEO of ConnCAN.  Johnston now, “develops and implements strategies for philanthropists on education reform advocacy and political initiatives.”

ConnCAN is the charter school advocacy group that is not only associated with Achievement First Inc. but it is the entity that led the record-breaking $6 million dollar lobbying campaign in support of Malloy’s 2012 Corporate Education Reform Initiative.

ConnCAN is also the charter school advocacy group that recently held a rally on the New Haven Green to “save kids trapped in local failing public schools.

And ConnCAN is the charter school advocacy group that was created by Jonathan Sackler, who is the multi-millionaire who played such a pivotal role in helping Stefan Pryor with the creation of Achievement First Inc.

Sackler now serves on the Board of Directors for Achievement First Inc.  and the Board of Directors for ConnCAN

Most recently, Sackler and his family were the largest contributors to Malloy’s re-election effort, pumping well over $100,000 into the various committees that paid for the Governor’s campaign activities.

Achievement First’s Elm City Imagine

Achievement First’s Elm City Imagine (designed to become a K-4 school) will be Achievement First Inc.’s initial foray into the “Greenfield” model. The model designed with the help of the inventor of the computer mouse.”

Achievement First Inc. is also using public funds to insert the “Greenfield Model” into its Elm City College Prep Middle School.

Among the many controversies associated with this new proposal is that Achievement First Inc. has successfully prevented the unionization of its schools and is now looking to use even more public funds to hire employees who would have no collective bargaining rights.

Achievement First Inc. is also notorious for relying on Teach For America recruits in an effort to promote the churning of staff to keep expenses down and limit the likelihood of unionization.

Alex Johnston, the former ConnCAN CEO who and member of the New Haven Board of Education is quoted as saying

“We need statewide policies that allow educational innovations like Teach for America or Dacia’s schools [The Achievement First Inc. Charter School chain] to spread far and wide.”

[Article Update at 3pm 2/16/15 – Johnston has announced the due to the conflict of interest he will not be voting on application, although it doesn’t change much considering the political dynamics surrounding the project.]

Of course, Achievement First Inc. also made national news when it was reported that their “zero-tolerance” discipline policies led to an extraordinary number of kindergartners being suspended.

Check back for the next installment of this series.

You can also read more about the Achievement First Inc. plan via the following New Haven Independent articles;

Teachers, Parents Organize Against Charter Deal

The School Of The Future Gets A Dry Run
Teachers Union Prez Pens “Imagine” Critique
Charter Plans Detailed; Parents Weigh In
Elm City Imagine Sparks Debate
NHPS, AF Team Up On Experimental School
Elm City Charter Eyed For Futuristic “Conversion”
City’s Charter Network Hires San Francisco Firm To Design The K-8 Public School Of The Future

 

Here we go again! Malloy Administration misleads mother on Common Core SBAC Test

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Governor Malloy and his administration are continuing to tell Connecticut parents that they do not have the right to opt their children out of the unfair, discriminatory and inappropriate Common Core Smarter Balanced Assessment Consortium (SBAC) Test that begins next month.

Even worse, local school districts are using that false information to intimidate Connecticut parents.

Parents — do not let them fool you – you can and should opt your children out of these destructive tests, a set of Common Core standardized exams that are rigged to ensure that up to 7 in 10 children fail.

When Christine Murphy, a resident of Bristol, Connecticut, informed her son’s school that he would not be taking the Common Core SBAC Tests, the assistant principal, on behalf of the superintendent, informed her that she did not have the right to opt her child out of the test.

[School Superintendents!  Stop harassing parents for opting their children out of the Common Core SBAC Test]

Christine, recognizing that this is still America, reached out to the NBC Trouble Shooters who did a news segment about her attempt to utilize her fundamental right to determine what is best for her child.

Interestingly rather than telling NBC news the truth, the whole truth and nothing be the truth, the spokesperson for Governor Malloy’s Department of Education and the paid lobbyist for one of Connecticut’s Corporate Education Reform Industry groups decided that they would intentionally mislead the mother, NBC news and the people of Connecticut into thinking the mom did not have the right to opt her child out of the Common Core SBAC Test.

Sadly, NBC news fell for the trick and failed to report the truth.

Governor Malloy’s State Department of Education issued a statement which read;

“These laws do not provide a provision for parents to ‘opt-out’ their children from taking state tests. These mandates have been in effect for many years and the State Department of Education, as well as all public schools, must comply.”

– Kelly Donnelly, Connecticut Department of Education

The Malloy administration’s response is at best disingenuous and should more appropriately be called blatantly deceitful considering the reality about parental rights in Connecticut when it comes to the Common Core SBAC Test.

The FACT is there is no federal or state law, regulation or policy that allows the government or local school district to punish parents or their children if the parent refuses to allow their child or children to participate in the Common Core SBAC testing scam.

Yes it is true that Governor Malloy and his administration have been telling parents that they do not have the right to opt their children out.  But those statements are false.

When Stefan Pryor, Governor Malloy’s Commissioner of Education, was finally brought before the General Assembly’s Education Committee on March 12, 2014 to address concerns surrounding the Common Core and Common Core SBAC testing system, Commissioner Pryor admitted that,

“On an individual level, I don’t believe that there’s any specific provision in law regarding consequences… To my knowledge there are no state provisions that are specific, or no federal provisions that are specific to an individual student.”

At the same public hearing, Allan B. Taylor, the Chairperson of the Connecticut State Board of Education stated,

 “There is no law that says they can’t. Certainly no state law that says they can’t. Therefore, residually, presumably they have that right … but that is the parent’s choice, the local district’s choice. The State Department of Education will not be reaching down and sanctioning parents.”

The state and local districts will not be punishing parents and their children because they have no legal right to take any action against parents for removing their children from the Common Core SBAC tests.

What the Connecticut General Statute §10-14n(e) does say is that,

“No public school may require achievement of a satisfactory score on a mastery examination, or any subsequent retest on a component of such examination as the sole criterion of promotion or graduation.” 

This means that towns cannot promote or graduate a student on the basis of their Common Core SBAC Test score and they certainly cannot hold back a student or refuse to allow them to graduate based on their Common Core SBAC Test score.

Unfortunately, NBC news failed to do its job.

Rather than push past the political spin coming from the Malloy administration, the reporter simply accepted the misleading statement issued by the Connecticut State Department of Education.

Connecticut citizens deserve better from their government and the media.

You can see the NBC segment by going to http://www.nbcconnecticut.com/troubleshooters/State-Prohibits-Parents-From-Opting-Kids-Out-of-Testing-291119901.html

School Superintendents!  Stop harassing parents for opting their children out of the Common Core SBAC Test

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With the Common Core Smarter Balanced Assessment Consortium (SBAC) Testing beginning in less than a month, more and more parents are informing their local school districts that they have decided that their children will not be taking the unfair, discriminatory and inappropriate Common Core SBAC tests this year.

Parents who understand the issues associated with the Common Core SBAC Testing Scam are opting their children out.

Despite repeated posts here at Wait, What? and the work of a number of state-wide efforts to inform state and local officials that they must respect a parent’s fundamental right to opt their children out of the Common Core SBAC Test, a significant number of local school superintendents, and their staff, continue to mislead parents, throw up barriers or harass parents into believing that they have lost their right to protect their children from an unfair test that is rigged to ensure that as many as 7 in 10 children fail.

So once again, let us be clear!

  • There is no federal or state law, regulation or policy that prohibits a parent or guardian from opting their children out of these inappropriate, unfair and discriminatory tests.
  • There is no federal or state law, regulation or policy that allows the government or local school districts to punish parents or their children if the parent refuses to allow their child or children to participate in the Common Core SBAC testing scam.

Not only is there no law, regulation or policy that prohibits parents from opting their children out of the Common Core SBAC test, but although the Malloy administration issued a memo last year instructing superintendents, principals and local school officials on how to mislead parents, when Governor Malloy’s Commissioner of Education was finally brought before the General Assembly’s Education Committee on March 12, 2014 to address concerns surrounding the Common Core and Common Core SBAC testing system, Commissioner Pryor admitted that,

“On an individual level, I don’t believe that there’s any specific provision in law regarding consequences… To my knowledge there are no state provisions that are specific, or no federal provisions that are specific to an individual student.”

The Chairman of the State Board of Education, Attorney Alan Taylor, agreed with the Commissioner and went even further stating that there was no legal action that the state or school district could take to punish a parent or child who opted out of the Common Core SBAC test.

While a law clarifying that parents have the opt their children out of the Common Core SBAC test might be helpful to school officials, and such legislation has been introduced into this year’s General Assembly, the underlying issue would remain the same….A parent’s right to opt their children out of the Common Core SBAC test cannot denied.

The latest inappropriate effort to mislead parents comes from Bristol Connecticut, where the Assistant Principal of Bristol High School was put into the unenviable position of trying to instruct Chris, a mother of a student at Bristol High School that she could not opt her child out of the Common Core SBAC Test.

Bristol High School’s Assistant Principal wrote;

“Connecticut State Statute mandates that all students take the Smarter Balanced Assessment…No provision has been made to “opt out” of these tests. Dr. Solek our superintendent has instructed that you will need to submit your request in writing outlining your specific reasons for not taking the test. She, in turn, will alert the CT State Department of Education.”

Yes, Connecticut does have a law that states that all students shall take Mastery Test in grades 3-8 and in 11th grade.  However, putting aside the fact that the Common Core SBAC test is hardly a true mastery test, state and local school officials know that, on average, about 3,000 Connecticut public school students have failed to take the Connecticut Mastery Test each and every year.

And the 30,000 students who have failed to take the Connecticut Master Test were not punished and could not have been punished by state or the local school district for failing to take the Mastery Test

State and local education officials also know that Connecticut State Statute 10-14n(e) states,

“No public school may require achievement of a satisfactory score on a mastery examination, or any subsequent retest on a component of such examination as the sole criterion of promotion or graduation.”

If public schools may not require satisfactory achievement on a mastery examination in order to move the child up a grade or graduate, then school districts certainly can’t require an unsatisfactory grade or no grade at all on the mastery test as a requirement to promote or graduate a student.

The notion that students must take the test or else has no basis in law or practice in the state of Connecticut and the abuse of students and their parents by state and local school officials has got to stop.

If Governor Malloy and his Commissioner of Education want to legally prevent parents from opting their children out of the destructive Common Core SBAC Test then they need to introduce legislation to that end and convince a majority of the members of the Connecticut General Assembly to pass a law that forbids parents from opting their children out and providing the state and local districts with a mechanism to punish parents or their children if the students do not take the unfair Common Core SBAC Test.

And while Governor Malloy ponders taking that step, the truth is that this is still America and the reality here in Connecticut is that THERE IS NO LAW that prevents parents from opting their children out of the Common Core SBAC test.

Enough is enough – state and local school officials must stop misleading and harassing parent about their fundamental rights.

If you are told by your school district that you can’t opt your child out of the Common Cores SBAC Test, please send that correspondence here to Wait, What? ([email protected]) so that we can warn other parents in that district.

Other Wait, What? Blog posts about this issue include;

Parents can (and should) consider opting their children out of the Common Core SBAC Tests

Question – Can my child graduate without taking the absurd Common Core SBAC Test?

How much will the absurd Common Core SBAC Test cost Connecticut taxpayers?

ALERT! Parents – the Common Core SBAC Test really is designed to fail your children

In addition, parents can get more information about opting their children out of the Common Core SBAC test via the following links;

United Opt-Out:  Connecticut Guide

Connecticut Against the Common Core – Opting out of Standardized Testing

Connecticut Against the Common Core – Facebook Page

Common Core CriticsConnecticut – Guide to Opting Out

How To Opt Out of Standardized Testing in Connecticut

 

In the news again – Steve Perry’s point man in Bridgeport – The Reverend Kenneth Moales Jr.

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The Reverend Kenneth Moales Jr. is running for the Connecticut State Senate in a special election to be held on February 24 2015.  Moales is one of three candidates seeking to fill the open seat in Bridgeport.

Not only is Reverend Kenneth Moales Jr. the notorious ally of Governor Dannel Malloy and Bridgeport Mayor Bill Finch, but Moales is the leading member of the “Governing Council” of Steve Perry’s proposed Harbor Prep Capital Charter School, the charter school that Malloy’s Commissioner of Education and political appointees on the State Board of Education jammed through despite the fact that there is no funding in the state budget for Perry’s growing aspirations to  open a “boutique” Charter School Management Company.

Kenneth Moales Jr. was also a leading force on the illegal State Oversight Board that was appointed by the Malloy administration when the State of Connecticut illegally took over the Bridgeport School System.

Following the Connecticut Supreme Court’s decision to restore the rule of law and the notion of democracy by returning Bridgeport’s Schools to an elected Board, Moales got onto the new elected Board of Education thanks to the help of Bridgeport Mayor Bill Finch.  [Moales had served as Finch’s campaign treasurer in his run for mayor].

As a member of the elected Board, including a stint has its chairman; Moales continued to serve as Education Reform Guru Paul Vallas’ biggest cheerleader.

Moales also used his time on the Board to garner a $1 million, no-competitive bid contact, to expand his family’s state-funded daycare centers – daycare centers that rent space from the very church that Moales owns and operates.

The list of three day care centers included one – the largest – that was housed in a building that never had a certificate of occupancy or even met fire code.

The very same church that owns Moales’ house, and at last check, his Cadillac Escalade and a couple of Mercedes Benz sedans…

The very same church that has been facing foreclosure proceedings for over a year…

And now it turns out that Moales hasn’t even being paying his property taxes to the City of Bridgeport going all the way back to 2007.

The latest chapter in this charade comes via a breaking story on the “Only in Bridgeport” Blog entitled, “Moales’ Day Care Facility Owes $10,000 in Back Taxes, Joins DeJesus For Arrearage Battle,”

As the Only in Bridgeport Blog reports,

The campaign of State Senate candidate Ken Moales says they welcome the support of political activists turned off by the $140,000 that Democratic-endorsed Richard DeJesus owes in personal property taxes on businesses, as well as his child support issues. Kingdom’s Little Ones Daycare for which Moales serves as chief executive officer owes $10,000 in personal property taxes going back to 2007, according to city tax records.

[…]

Moales, a member of the school board, has been a lightning rod in city politics in recent years, particularly when he served as head of the Board of Education. He served as Bill Finch’s campaign treasurer for Finch’s first two runs for mayor. But then tax and foreclosure issues about Moales surfaced. He no longer serves as Finch’s campaign treasurer as the mayor seeks a third four-year term this year.

City tax records show past-due personal property taxes for Kingdom’s Little Ones Daycare going back to 2007 and rising.

For more go to: http://onlyinbridgeport.com/wordpress/moales-day-care-facility-owes-10000-in-back-taxes-joins-dejesus-for-arrearage-battle/#more-68595

For lots, lots more on Moales and his inappropriate, often illegal antics, just search his name here on the Wait, What? Blog.

Parents can (and should) consider opting their children out of the Common Core SBAC Tests

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FACT #1:

Connecticut parents and guardians have the right to opt their children out of the Common Core Smarter Balanced Assessment Consortium (SBAC) Standardized Testing Program

FACT #2:

In addition to all myriad of problems associated with the Common Core Standards, including the concerns that some of those expectations are not developmentally appropriate, the Common Core SBAC Standardized Test is literally designed [rigged] to ensure that the vast majority of students are deemed “failures.”

Late last year, the Malloy administration joined with the other members of the Smarter Balanced Assessment Consortium (SBAC) and voted to define the “proficient levels” on the SBAC tests.  The “Cut Scores” were set at a level where about 38 to 44 percent of  elementary and middle school children will meet the so-called “proficiency mark” in English/Language Arts and only 32 -39 percent will reach that mark in Math.

At the same time, SBAC set the cut score for the 11th grade SBAC Common Core Test so that approximately 41 percent will show “proficiency” in English/Language Arts and 33 percent will do so in Math.

This means that the Common Core SBAC Test is designed in such a way as to deem as many as 6 in 10 – and potentially as many as 7 in 10 – children as failures.

The scoring system is nothing short of child abuse.  (For details read: Governor Malloy – Our children are not stupid, but your system is!)

FACT #3:   

While the overall waste of taxpayer money and student instructional time associated with the Common Core SBAC Testing disaster undermines the educational opportunities of every public school student, the testing scheme is particularly discriminatory against children who face English Language barriers, children who have special education needs and children who aren’t “excelling” at one to two grade levels ahead of their classmates.

FACT#4:

The only thing that will stop the Common Core and Common Core Testing scam from completely destroying our system of public education will be if our elected officials stand up and fight back against the Corporate Education Reform Industry.

For that to happen, parents need to opt their children out of the Common Core SBAC test and send a loud and powerful message to our elected officials that the time has come to put the word “PUBLIC” back in Public Education.

[More on the legislative effort and legislative heroes in an upcoming post]

Here are the other FACTS Connecticut’s school parents and guardians need to know;

According to Connecticut State law, all public schools must administer the Common Core Smarter Balanced Assessment Consortium (SBAC).  This year the Common Core SBAC test will be given to all students in Grades 3 through 8, and those in Grade 11.

However, there is no federal or state law that prohibits a parent or guardian from opting their children out of these inappropriate, unfair and discriminatory tests.

To repeat:  There is no federal or state law that prohibits a parent or guardian from opting their children out of these inappropriate, unfair and discriminatory tests AND there is no law that allows the government or local school districts to punish parents or their children if the parent refuses to allow their child or children to participate in the Common Core SBAC testing program.

Last year, a directive issued by Governor Dannel Malloy’s Commissioner of Education, Stefan Pryor, instructed local school superintendents and principals that Connecticut parents COULD NOT opt their children out of the Common Core SBAC tests and his memo even provided districts with step by step instructions on how to pressure parents into not utilizing their rights to opt their children out of the tests.

According to the CT Mirror, in an interview with John Dankosky, last spring, on WNPR’s public radio show, “Where We Live” Governor Malloy said that, “federal law restricts students from opting out of taking standardized tests, and if the state were to give students that option, it would put the state at risk of losing millions of federal dollars.”

Malloy’s statement was simply untrue.

When the Chairman of the State Board of Education and Commissioner Pryor were finally brought before the General Assembly’s Education Committee on March 12, 1014 to address concerns surrounding the Common Core and Common Core testing system, Commissioner Pryor admitted that,

On an individual level, I don’t believe that there’s any specific provision in law regarding consequences… To my knowledge there are no state provisions that are specific, or no federal provisions that are specific to an individual student.”

The Chairman of the State Board of Education agreed that there was no legal action that the state or school district could take to punish a parent or child who opted out of the Common Core SBAC test.

While a law clarifying that parents can opt their children out would be helpful, and has been introduced into this year’s General Assembly (more on that soon), a parent’s right to opt their children out cannot be denied.

However, in response to Commissioner Pryor’s directive to local school superintendents, the majority of local schools inappropriately informed parents (and teachers) that students could not opt out of the Common Core SBAC tests.

But regardless of the false information and rhetoric coming from the Malloy administration, parents not only have the fundamental right to opt their children out of the unfair testing program, they should strongly consider doing just that as a way to protect their children, Connecticut’s teachers and our state’s historic commitment to local control of public education.

Finally, after speaking with many local school superintendents and reviewing the correspondence that they sent out to teachers and parents last spring, it is clear that Malloy’s Department of Education also tried to scare local officials into believing that any widespread opt-out or  boycott of the Common Core SBAC test would jeopardize funding for the local school district.

Again, the state government used misinformation in their misplaced and ongoing attempt to mislead local superintendents.

The issue in question is called the “95% Rule”

According to President George W. Bush’s No Child Left Behind Act (NCLB), school districts are required to show, every year, that their tests scores are improving and that 95% of all students have taken the standardized tests.

But according the nationally-respected nonprofit, non-partisan, Fair Test organization,

 “No school or district anywhere in the country has ever been penalized for failing to test enough (95%) of its students.

Even more importantly, at least 41 states, including Connecticut, have been given federal waivers that supersede and preempt those provisions of the No Child Left Behind Act.

Instead, Connecticut has chosen to go with a system of categorizing schools based on test scores and a number of other criteria.  According to Connecticut law and regulations, Connecticut categorizes its schools as being (1) Turnaround Schools, (2) Review Schools, (3) Transition Schools, (4) Progressing Schools and (5) Excelling Schools.

Turnaround Schools are defined as the 5% of the lowest performing schools and are subject to state intervention, state takeover, and even a state determination to close them and hand them over to a private charter school company. (The disgraced policy of giving Jumoke Academy control of the Milner School in Hartford and the Dunbar School in Bridgeport)

The next category, according to the State Department of Education, are “Review Schools” and this is where the so-called “95% Rule” might come into play….but not the way the Malloy administration has explained.

Review Schools are, “All schools with [Standardized Test] participation rates less than 95 percent, four-year cohort graduation rates below 60 percent, three-year baseline School Performance Indexes (SPIs) below 64…”

There is no financial punishment for being a “Review School.” In fact, there might even be some financial benefit if the state was actually allocated its funds appropriately.  But even more importantly, a school with a graduation rate of 60% or more has successful proven that it is making progress and no state official would have the audacity to define a school as failing simply because its participate rate fell below 95%, but it was successfully meeting all the other criteria for being a “transitioning school” or “progressing school.”

If parents take the time to examine graduate rates for their schools they will quickly see that the so-called “95% Rule,” is nothing more than a red herring.

As parents look around the nation they will discover that Common Core Testing opt-out and boycott efforts are taking place from sea to shining sea.

In New York States, entire school districts are refusing to even offer the test, a number of courageous teachers in various states are actually refusing to give the unfair and inappropriate Common Core Tests and tens of thousands of parents are stepping up to protect their children by opting them out of the tests.

Connecticut parents should certainly consider doing the same.

In the coming weeks, Wait, What? will be posting more information about how to opt your child out of the Common Core test and the issues surrounding the Common Core SBAC testing fiasco.

For now, here are the primary steps are protecting your children:

Submit a letter to your school principal and your child’s teachers indicating that your child will not be taking the test.

Let them know that you are aware that you are not required to keep your child at home during the testing windows and that your child should be provided with appropriate instructional activities while the Common Core Testing is taking place.

Ask them what arrangements they will make for your child during that time.

Also, here is a sample Opt Out letter follows:

Dear Principal _____________,

Thank you for all you do for my child, ___________ (child’s full name), and for our school.

I am writing to respectfully and formally inform you that ________ is not to take any tests produced by or related to the Common Core Smarter Balanced Assessment Coalition (SBAC).

Please note that this is not a “request” to be excused from the tests produced by or related to the Common Core Smarter Balanced Assessment Coalition (SBAC).

I am aware of Connecticut State Statute 10-14n which mandates that students take a statewide mastery examination. However, as you know, I have the legal right to refuse to allow my child to participate in these tests and neither the state nor the school district has any legal right to punish me or my child for taking this action.

Furthermore, please note that a “refusal” is not the same as “absent” as they are defined differently. As such,   _______ will not be required to participate in any makeup tests.

I will be informing ________ that he/she is not to take any tests produced by or related to the Common Core Smarter Balanced Assessment Coalition (SBAC), and that if he/she is given one he/she is not to work on it in any way.

I would ask that the school please provide him/her with an alternative, instructionally appropriate activity during any and call SBAC related testing.

Please confirm your receipt and understanding of this letter.

Respectfully,

______________________

Parent’s name and contact information

Finally, you can also get more information about these issues from a variety of websites including the following:

United Opt Out: Connecticut Page

Truth in America Opt Out Form

Connecticut Against Common Core (and its Facebook counterpart Stop Common Core in CT )

You and Your Children Cannot Be Punished For Opting Out in Connecticut (Common Core in CT Blog)

Fair Test Memo: “WHY YOU CAN BOYCOTT STANDARDIZED TESTS WITHOUT FEAR OF FEDERAL PENALITES TO YOUR SCHOOL

And here are some of the previous Wait, What? Blogs on the Common Core SBAC Testing Scam

Common Core (SBAC) Results May Provoke Shock, Officials Urge Families to Stay Objective

Another reader speaks truth to power about the Common Core SBAC Test

Beware the Coming Common Core Testing Disaster

Governor Malloy – Our children are not stupid, but your system is!

A system that labels children as failures (another MUST READ by Wendy Lecker

Greenwich superintendent joins Commissioner Pryor in misleading parents

An Open Letter to Parents from a Connecticut Parent

How much time and money can Malloy and Pryor Waste on the Common Core Test of a Test

The Malloy Administration’s Big Lie: Parents Can’t Opt Out.

Parents can opt their children out of the standardized testing frenzy and school superintendents should be supporting them

Commissioner Pryor’s agency tells superintendents to mislead and lie to parents – and they are

Parents can opt their children out of the standardized testing frenzy and school superintendents should be supporting them

An ‘anything goes’ approach to charter schools by Wendy Lecker

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Editors Note:  Less than twelve hours after Governor Dannel Malloy took the podium to declare victory in November, Malloy’s political appointees on the Connecticut State Board of Education – including the appointee representing the American Federation of Teachers Connecticut Chapter – voted to request funding to open eight more charter schools in Connecticut.  The vote was unanimous, with absolutely no discussion of how to make existing charter schools accountable for their activities or the fact that Connecticut’s public schools are underfunded and additional funding will not be forthcoming anytime soon since Malloy’s fiscal strategies have left the state facing a large budget deficit this year and a massive $1.4 billion budget shortfall next year.

With that as background, fellow education blogger and public education advocate, Wendy Lecker, has written another “MUST READ” piece about the Malloy administration’s utter failure to oversee Connecticut’s charter schools.  Wendy Lecker’s piece appears in this weekend’s Stamford Advocate.  The entire commentary piece can be found here: An ‘anything goes’ approach to charter schools

One aspect of the Common Core regime imposed on Connecticut schools by our political leaders is an emphasis, some say over-emphasis, on informational texts, based on the claim that reading more non-fiction will somehow make students “college and career ready.” While our leaders force children to read more non-fiction, it appears that they are the ones with trouble facing facts.

Earlier this month, the Connecticut Department of Education quietly distributed a scathing investigative report on the Jumoke/FUSE charter chain, conducted by a law firm the department retained. The report reads like a manual on how to break every rule of running a non-profit organization.

The investigators found that although FUSE and Jumoke were supposed to be two separate, tax-exempt organizations, both were run by Michael Sharpe alone. FUSE, formed in 2012, never held board of directors’ meetings until after the public revelations in the spring of 2014 of Michael Sharpe’s felony record for embezzlement and falsification of his academic credentials. FUSE entered into contracts with the state to run two public schools without approval by its board. In fact, it is unclear that FUSE even had a board of directors then. Jumoke, too, played fast and loose with board meetings. Jumoke’s board gave Sharpe “unfettered control” over every aspect of the organization. Even after he left Jumoke for FUSE, Sharpe still ran Jumoke, leaving day-to-day operations to his nephew, an intern there.

Hiring and background checks were in Sharpe’s sole discretion. He placed ex-convicts in the two public schools run by Jumoke, Hartford’s Milner and Bridgeport’s Dunbar. Dunbar’s principal, brought in by Sharpe, was recently arraigned on charges of stealing more than $10,000 from the school.

Nepotism was “rampant.” Sharpe’s mother founded Jumoke. Sharpe moved from paraprofessional to CEO in 2003, with no additional training. His unqualified daughter and nephew were hired, as well as his sister.

The investigation found extreme comingling of funds and of financial and accounting activities, noting that it “would be difficult to construct a less appropriate financial arrangement between two supposedly separate organizations.”

Jumoke/FUSE used state money to engage in aggressive real estate acquisition, some not even for educational purposes, and some inexplicably purchased above its appraised value. Properties were collateral and/or were mortgaged for one another. Loan rates were excessive. To date, loans are guaranteed by FUSE, which is not operational.

Jumoke leased Sharpe part of a building who, violating the lease, sublet it and collected rent. Sharpe hired Jumoke’s facilities director’s husband to perform costly renovations on the parts of the building, his bedroom and bathroom, paid by Jumoke.

These are just some of the misdeeds that occurred without oversight by the State Board of Education or the State Department of Education. The board approved contracts to run two public schools without verifying that FUSE had no board of directors. It approved millions to be paid to FUSE/Jumoke to buy non-educational buildings, charge excessive consulting fees to public schools and engage in possibly fraudulent activities. Worse still, the board allowed Jumoke/FUSE to run Milner school into the ground, jeopardizing the education of Milner’s vulnerable students.

After this inexcusable negligence by the board, one would hope that the board become more responsible stewards, calling for a moratorium on charters and turning their focus to devising sorely needed accountability for charter schools before any more public money is wasted and any more children’s lives are affected.

Yet, after the revelations about Sharpe’s crimes and lies, the board rushed through the charter application for Booker T. Washington school, originally intended for FUSE, without any investigation into the dubious record of the new leader or the questionable ties between the school and its contractor. In November, the State Board unanimously voted to open eight new charter schools, without any regard to whether there are state funds to support these schools.

And now Gov. Dannel Malloy approved $5 million dollars in taxpayer funds to be paid to “assist charter schools with capital expenses,” including helping privately run charters pay down debt on buildings they own. In the aftermath of the misuse of public funds by a charter for real estate shenanigans, the first thing Malloy does is give charters more money for real estate?

This administration and State Board of Education have an unacceptable “anything goes” approach to charter schools. This willful blindness must stop. Anything short of a moratorium on charters and specific, new clear and strict rules on charter approval and oversight is a continuation of the board’s dereliction of its duty to Connecticut’s children and taxpayers.

Common Core (SBAC) Results May Provoke Shock, Officials Urge Families to Stay Objective

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Teachers, Parents, Public School Advocates, it is probably best to sit down for this one….

That bizarre and disturbing statement was the headline in a piece recently posted by the Connecticut Education Association (CEA) following this week’s meeting of a Connecticut State Department of Education Working Group.

Reporting on the event, the CEA explained;

“Details are emerging about how the new Smarter Balanced Assessment Consortium (SBAC) program will affect students, teachers, and communities.”

Wait?  “Details are emerging”?

The Common Core Standardized Testing Scam, known as the Smarter Balanced Assessment consortium (SBAC), is actually designed to ensure that about 70 percent of Connecticut students fail. [Governor Malloy – Our children are not stupid, but your system is! and Beware the Coming Common Core Testing Disaster and A system that labels children as failures (another MUST READ by Wendy Lecker]

Not only is the Common Core testing system created to generate the false impression that Connecticut and the nation’s public education system is failing, but by tying the Common Core SBAC test results to the new inept, illogical and counter-productive Connecticut Teacher Evaluation System, the incredibly expensive “golden nugget” of the corporate education reform industry aims to denigrate teachers and blow apart what is left of the teaching profession.

But despite this truth, Governor Dannel Malloy and his administration remain wedded to the implementation of the Common Core, the Common Core standardized testing program and a teacher evaluation process based on the results of those tests.

As the CEA’s January 21 2014 blog post explains,

“Most school districts in Connecticut administered a field test last year, but this year the program will be in high gear with educators administering the tests to students in grades 3-8 and 11 this April/May.

[…]

This year, the stakes will be high as students establish a baseline for the test. Jacqueline King, who works for the SBAC program, says the baseline data about Connecticut students’ performance on the first-time test has the “potential to shock” students and their families.”

The CEA goes on to report that at this week’s Working Group Meeting,

“Members of the working group [said they] are concerned about how test results will be messaged to ensure that the public understands that the SBAC program is still a work in progress.”

How the test results will be messaged??

That the SBAC program is still a work in progress?

It was Governor Malloy’s own Commissioner of Education who joined the other state education chiefs who voted to set the “cut score” so that 70 percent of Connecticut’s public school students would be deemed failures.

It was Governor Malloy and his State Department of Education that remain committed to linking the unfair test to the state’s new teacher evaluation system.

And it is because Malloy’s complete unwillingness to de-couple the Common Core SBAC test results from the teacher evaluation system that teachers across Connecticut are being coerced to teach to the very Common Cores Standardized SBAC test that their students will fail – and those failing scores will be used to “evaluate” the teachers.

The CEA article adds,

“Mark Waxenberg, executive director of CEA, raised a series of concerns at today’s meeting, saying that the new testing program is still in “the developmental stages.”

The article also noted that Joseph Cirasuolo, who is the executive director of the Connecticut Association of Public School Superintendents and one the most vocal supporters of Governor Malloy’s Corporate Education Reform Industry initiative, said the results from the Common Core SBAC tests could, “scare the hell out of parents.” He apparently added, people “are talking about this as if it has a level of precision that it does not.”

“The new testing program is still in “the developmental stage”???

“A level of precision that it does not have”????

These two individuals and everyone else involved in the discussions surrounding the Common Core and Common Core testing debacle know perfectly well that the SBAC test is designed to fail 70 percent of the students and that the SBAC test will be used as a significant factor in determining which Connecticut teachers are deemed to be “good’ and which will be deemed “not good.”

Instead of raising these “concerns” at a State Department of Education Working Group, the CEA, AFT and the other Connecticut organization purportedly committed to Connecticut’s students, teachers and public schools – such as CABE and CAPSS – should be demanding that the Common Core be halted, the Common Core Tests eliminated that Connecticut’s teacher evaluation system should be fully de-coupled from the SBAC test or any other standardized tests.

As if all of this wasn’t clear enough, in what is undoubtedly one of the most incredible and shocking comments to come out of the Malloy administration yet, the representative of the State Department of Education told the SDE working group,  “best practice dictates that educators should never make consequential decisions based on a single test score.”

OMG, What the____?????

Malloy, with the support of the Connecticut legislature is the one that MANDATED the expensive and wasteful Common Core SBAC tests be given and MANDATED that the Common Core SBAC test scores be used to evaluate teachers.

As the CEA post adds,

“Connecticut’s Board of Regents for Higher Education reportedly already has placed SBAC results on its list of multiple measures that colleges and universities can use to evaluate student readiness and placement. SDE officials also envision scenarios where high schools could include SBAC scores on student transcripts (as reportedly has been done in the past with CAPT scores)…”

The real problem is that the Common Core Standards were developed without the proper participation of educators and experts in child development.

Furthermore, as has been widely reported, some of the Common Core standards are developmentally inappropriate and the foundation of the Common Cores Standards are demanding that students immediately perform at a level that is at least two grade levels above what students have been learning.

The Common Core Test (SBAC) also discriminates against English Language Learners and students who require special education services…not to mention, as noted, that the absurd and warped system is actually designed with a pass/fail rate that will ensure that nearly 7 in 10 students fail.

The real problem with the entire situation lies with the Common Core itself and the way in which the Common Core standardized tests have been designed to undermine the stability of public education in America.

The solution is that the leadership of the two major teacher unions, and all of the others committed to public education, should be retreating from their support of the Common Core and its associated testing scheme.

Yet even now, while the National Education Association and American Federation of Teachers raise concerns and call for action, their fundamental position of support for the Common Core remains intact.

The National Education Association’s website reports that the,

“NEA believes the Common Core State Standards have the potential to provide access to a complete and challenging education for all children. Broad range cooperation in developing these voluntary standards provides educators with more manageable curriculum goals and greater opportunities to use their professional judgment in ways that promote student success.”

At the same time, the American Federation of Teachers says,

That if implemented carefully and with the needed supports and resources, these new standards will help improve education for all students.  At last July’s  AFT Convention, “AFT members today passed a resolution at the union’s national convention reaffirming the AFT’s support for the promise and potential of the Common Core State Standards as a way to ensure all children have the knowledge and skills they need to succeed in the 21st century while sharply criticizing the standards’ botched implementation. “

But the Common Core Standards are inappropriate, unfair, and discriminatory.  The Common Core standardized tests are inexorably linked to those Common Core Standards, and until we set aside the Common Core and the Common Core testing, our nation’s children, teachers and our entire system of public education system will remain the primary target for those who seek to destroy public education for their own financial and political gain.

And when it comes to the relationship between the Common Core, Common Core testing and the teacher evaluation systems, those who are responsible for speaking up for our children, our teachers and our schools simply say enough is enough and corporate education reform initiatives need to be dismissed and real action taken to reduce the barriers to academic success – poverty, language barriers, and unmet special education needs to name a few.

Perhaps the leaders of the CEA, AFT, CABE and CAPSS should also read or re-read the commentary piece published last year by Wendy Lecker, one of the state’s leading public education advocates.

Wendy Lecker’s piece entitled, “Solution to failed tests is not more tests,” first appeared in the Stamford Advocate, and she wrote;

Fact: Connecticut’s teacher evaluation plan, because it relies on student standardized test scores, is fundamentally flawed. Student test scores cannot measure a teacher’s contribution to student learning. In fact, the president of the Educational Testing Service recently called evaluation systems based on student test scores “bad science.”

Rather than admit failure, the Malloy administration is trying futilely to “fix” the fatal flaw. Last week, PEAC, the panel charged with developing Connecticut’s teacher evaluation system, working under the direction of Commissioner Stefan Pryor, approved a change which calls for more standardized tests to be included in a teacher’s evaluation.

The commissioner’s “solution” is to add interim tests to a teacher’s rating. Determining what tests will be used, how they will be aligned to the standardized tests, and how all the test scores will be rolled into one “score” for teachers, will likely render this change completely unworkable.

However, there is an even larger issue at play. Will the addition of more tests in a teacher’s evaluation help us measure whether a teacher is effective?

According to the Connecticut Supreme Court, Connecticut’s public schools must prepare children “to participate in democratic institutions, and to prepare them to attain productive employment and otherwise to contribute to the state’s economy, or to progress on to higher education.”

Thus, we want our children to acquire the skills and knowledge that will enable them to succeed in college and in life. We want teachers who will help our children develop these skills.

Standardized tests have no bearing on college success. Moreover, although standardized tests are supposed to measure cognitive skills, research from MIT has shown that increasing test scores does not increase cognitive skills.

Even more striking is that cognitive skills, while important, are not the most important skills in determining success either in college or in life after college. Research has shown again and again that non-cognitive skills such as self-discipline, taking responsibility, and listening skills are more critical.

A recent comprehensive study by Northwestern Professor Kirabo Jackson found that children with teachers who help them develop non-cognitive skills have much better outcomes than those who have teachers who may help them raise test scores. Jackson found that every standard deviation increase in non-cognitive skills corresponds to a significant decrease in the drop-out risk and increased rates of high school graduation. By contrast, one standard deviation increase in standardized test scores has a very weak, often non-existent, relationship to these outcomes. Test scores also predict less than two percent of the variability in absences and suspensions, and under ten percent of the variability in on-time grade progression, for example.

Increases in non-cognitive abilities are also strongly correlated with other adult outcomes, such as a lower likelihood of arrest, a higher rate of employment and higher earnings. Increased test scores are not.

In short, focusing on non-cognitive abilities, those not measured by test scores, are more important in predicting success in high school and beyond.

Jackson also found that a teacher’s supposed effect on test scores is not related to how well that teacher can improve non-cognitive skills.

Moreover, a new statement by the American Statistical Association reminds us that ranking teachers based on test scores does not even work for measuring their effect on cognitive skills.

ASA notes that teachers account for 1-14 percent of the variability in student standardized test scores. The majority of variability in test scores results from “system-level conditions”; meaning everything affecting a student outside the teacher’s control: the child’s socio-economic status, parental background, language barriers, medical issues, student mobility, etc. Rating systems cannot eliminate the “noise” caused by these other factors.

ASA further states that test scores at best “predict only performance on the test.” This conclusion confirms Jackson’s results, i.e that tests cannot predict how well a student will succeed in school or life.

In the context of this evidence, what does the PEAC change mean?

By adding more tests of the same skills in the same subjects, PEAC merely added more meaningless “noise.” This addition will not give us any better picture of how well a teacher teaches.

Worse still, adding more tests increases the focus on tests, increases the frequency of testing, and distracts us from considering the skills teachers should be helping children develop. And since Connecticut’s evaluation system completely ignores these non-cognitive skills, they will be de-emphasized in school.

Meaningful evaluations systems can be developed, but relying on faulty measures is simply rearranging deck chairs on the Titanic. Connecticut’s students, parents, teachers and taxpayers deserve better.

YES!  Connecticut’s students, parents, teachers and taxpayers deserve better.

CT Teachers Union against charter schools, except when the vote counts

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Less than twelve hours after Governor Dannel Malloy took the stage to declare victory on Election Night 2014, Commissioner of Education Stefan Pryor and Malloy’s political appointees on the State Board of Education met to unanimously endorse a proposal to open eight new charter schools in Connecticut.

A CT Mirror article at the time entitled “State education board wants to open eight new charter schools” reported that while the State of Connecticut faces a $1.4 billion projected budget deficit for next year, “The State Board of Education is asking the state for $11 million to fund eight new charter schools to open over the next two school years…The request, put forward by Education Commissioner Stefan Pryor and approved unanimously by the state board…”

The CT Mirror added that, “Allan B. Taylor, chairman of the 13-member state panel, said expanding school choice for students makes sense.”

The Hartford Courant covered the story as well noting;

Of the eight new charters proposed to open over the 2015-16 and 2016-17 fiscal years, two proposals were approved by the board at a lengthy meeting in April amid much testimony for and against new charter schools.

The charters already approved to open in 2015-16 include Stamford Charter School for Excellence and Capital Prep Harbor School in Bridgeport. Those proposals, however, are contingent on the availability of funding.

After funding for Steve Perry’s proposed Bridgeport charter school, along with money for seven others charter schools, won the full support of the State Board of Education, Melodie Peters, the President of the Connecticut Federation of Teachers, submitted a hard-hitting commentary piece to the CT Mirror entitled, “Plan for more charter schools flawed in many ways.”

Peters, one of Malloy’s biggest supporters began her article by saying, “The state education department commissioner’s proposal last week to hand over more public education resources to privately managed charter schools deserves an ‘F’ as both ‘incomplete’ and tone deaf.”

Peters added,

“Now is not the time to ask taxpayers for another $21 million on an experiment whose record of ensuring a quality education for all has yet to be demonstrated.

It has been just six months since the scandal involving the charter management outfit Family Urban Schools of Excellence (FUSE) and the schools it operated in Hartford and Bridgeport made headlines. Recall that the extent of the alleged corruption and nepotism quickly led to a Federal Bureau of Investigation probe of FUSE and its affiliated Jumoke schools that today is still ongoing.”

Having told members that Lt., Governor Nancy Wyman would be Malloy’s point person on education in Malloy’s second term, Peters added,

“In August, the Malloy-Wyman Administration rightly responded to the crisis by ordering a thorough review of the department of education’s policies governing charter management companies. The department quickly agreed to changes that echo what parents, educators, and advocates have been urging for years: charters should be held accountable to the same standard as traditional public schools.”

The AFT -CT President went on to blast Pryor’s decision to seek funding for eight more charter school saying, “The state should not green-light more charters or expand their reach without first verifying that education department oversight of charters has actually improved.

Of the various issues associated with President Peters’ “blistering attack” on the decision to approve Pryor’s proposal for eight more charter schools, perhaps the most interesting is that Peters completely and utterly failed to mention that the newest member of the State Board of Education, Meriden Federation of Teachers President Erin Benham, voted IN FAVOR of the resolution to fund eight new charter schools.

In a political move to reward the AFT-CT for ramming through an endorsement of Dan Malloy, without even granting the other candidates [like myself] the opportunity to fill out a candidate questionnaire, meet with the AFT-CT PAC or address the AFT-CT Board of Directors, Malloy announced on August 21, 2014 that he was taking the unprecedented step of appointing Meriden AFT President Erin Benham to a four year position on the State Board of Education.

As the time, Peters wrote,

“We applaud the administration of Governor Dannel Malloy and Lieutenant Governor Nancy Wyman for selecting Erin Benham to serve on the State Board of Education. They have appointed a committed classroom educator and trusted labor leader with a long, successful record of direct engagement in grassroots efforts to improve schools in Meriden and across Connecticut.

“The SBOE, as well as the state’s education department, will greatly benefit from Erin’s experience in Meriden Public Schools. There, she and her fellow educators have proven that collaboration — not confrontation — is the way to form a productive working partnership with their district’s administration.

“Erin will bring tremendous value to the board with real-world teacher-student, educator-parent and labor-management experience. I have seen firsthand Erin’s passion for her vocation, and I have no doubt she will make a significant contribution to the board’s mission.

“We expect Erin to ensure that the voices of educators are heard and respected, and to play a role in helping to shape policy in all our state’s schools.

“We congratulate Erin on her appointment and look forward to her service on the SBOE throughout her four-year term.”

Two weeks later, American Federation of Teachers President Randi Weingarten came to Connecticut to endorse Governor Dannel Malloy for re-election, despite the fact that Malloy was, and is, the only Democratic governor in the nation to propose doing away with tenure for all public school teachers and unilaterally repealing collective bargaining rights for teachers in the poorest school districts in Connecticut, including some of the teachers who worked in Meriden.

And to drive home the special relationship between the AFT and Malloy – and Malloy and the AFT – AFT President Weingarten, AFT-CT President Peters and Malloy started their day with a tour and press conference at a Meriden public school, with none-other-than the newest member of the State Board of Education, Meriden AFT President Erin Benham.

Yet exactly sixty-one days later, Erin Benham, the teacher who Peters promised would, “ensure that the voices of educators are heard and respected, and [who would] play a role in helping to shape policy in all our state’s schools,” joined Malloy’s other political appointees on the day after the election to vote in favor of diverting millions of dollars to even more privately run, publicly funded charter schools.

In her commentary piece a week after the vote, AFT-CT Peters wrote,

Another unanswered question is why we aren’t investing education resources in community schools that will educate all children, instead of cherry-picking students to boost standardized test scores. An investigation by Reuters in 2013 found charters across the country imposing “significant barriers” that result in “skimming the most motivated, disciplined students and leaving the hardest-to-reach behind….Wouldn’t we all be better served investing our tax dollars in traditional neighborhood schools that do not exclude our special education, ELLs, and children with behavioral disorders?”

And AFT President Peters concluded her commentary piece with the observation, “And until the department can demonstrate that it can, the State Board of Education should deny the outgoing commissioner’s request.”

Over the course of Malloy’s 2014 campaign for re-election, the American Federation for Teachers Federal Political Action Committee donated $10,000 to the Committee Democratic State Central Committee “Federal Account,” the fund that the Malloy campaign used to launder lobbyist, state contractor and political action committee funds into a program to assist the Malloy campaign.

In addition, the American Federation of Teachers Federal Political Action Committee threw in $600,000 to the Democratic Governor’s Association’s $5.7 million Independent Expenditure campaign to support Malloy’s re-election.

But putting aside, for the moment, AFT President Melodie Peters’s anti-charter school editorial of November 17, 2014, when the real vote on the motion to adopt the Malloy administration’s proposal to fund eight more charter schools was taken, it passed the State Board of Education unanimously….with the support of AFT’s representative along with Chairman Allan Taylor, Vice Chair Theresa Hopkins-Staten, Charles Jaskiewicz, Patricia Keavney-Maruca, Maria Mojica and Joseph Vrabely.

That is a lot of teacher’s money for an investment that appears to be ending in disaster.

Some would even call the whole thing yet another Wait, What? moment.

Today’s MUST READ PIECE – Where’s the Accountability? Anyone? By Sarah Darer Littman

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Quite simply it is the single best assessment of the issues surrounding the Jumoke/FUSE charter school scandal.

The article, written by Sarah Darer Littman is called, “Where’s the Accountability? Anyone?” and it can be found in its entirety on the CTNewsJunkie website – http://www.ctnewsjunkie.com/archives/entry/op-ed_wheres_the_accountability_anyone/

Read it and ask yourself…. Where is the accountability?

Sarah Darer Littman open with;

Dumping embarrassing news on the eve of a holiday is becoming a habit for the Malloy’s administration — and there’s been plenty of it to ring in the inauguration of his second term.

Late last Friday it was the release of the FUSE/Jumoke investigation report, which revealed financial mismanagement, nepotism, and misuse of public funds by a charter operator lauded by the Malloy administration. But the most disturbing part of this whole affair is that it reveals how millions of our taxpayer dollars are being handed out to private entities with little or no due diligence based on the recommendation of a closed, closely entwined loop of foundations, political allies, and corporate beneficiaries.

What investigating attorney Frederick L. Dorsey left out of his report, perhaps because he was hired by the state Department of Education, is how the department and the state Board of Education and so many others enabled Michael Sharpe in his unethical endeavors.

Take for instance, Gov. Dannel P. Malloy, who appointed former FUSE Chief Operating Office Andrea Comer to the state Board of Education. Or the state Ethics Commission, which ruled that there was no conflict in having Comer, the chief operating officer of a charter management company benefiting from millions of dollars of public funds, serving on the board that grants them. Then we have our state legislators, who unanimously confirmed Comer to the position. Maybe they were too busy playing solitaire when the vote was taken.

What about Stephen Adamowski, Paul Vallas, and the members of the Bridgeport Board of Education who voted to bring FUSE to Bridgeport as part of the Commissoner’s Network? The Rev. Kenneth Moales Jr. said he was “honored” to have Sharpe and FUSE in the district. Moales, of course, has — according to education reform critic Jonathan Pelto — had his own ethical challenges when it came to overbilling the state for daycare slots.

And she then closes with;

Last April, the state Board of Education voted to authorize the Booker T. Washington/FUSE charter school in New Haven. Perhaps they were influenced by glowing letters of recommendation from well-known political figures in the state: New Haven Mayor Toni Harp, former New Haven Mayor John DeStefano, and ConnCAN CEO Jennifer Alexander, to name a few.

With messaging consistency that would make Republican pollster and messaging guru Frank Luntz proud, both Mayors DeStefano and Harp opened with exactly the same phrase: “I enthusiastically support the application for the Booker T. Washington Charter School, here in New Haven, CT. The proposed school will teach our young moral character, self advocacy, and common core standards, in order to impact their success in our diverse global environment.”

Having read Attorney Dorsey’s report on what took place at Jumoke Academy, there are definitely lessons to teach our young, but “moral character” isn’t the one that springs to mind.

Here’s ConnCAN’s Jennifer Alexander: “Two key reasons for my support for the Booker T. Washington [school] is its collaboration with a proven high-quality provider, Family Urban Schools of Excellence (FUSE) . . . FUSE has a track record of success.”

That depends on your definition of “success,” doesn’t it? If “success” constitutes feathering your own nest at the expense of taxpayers, behaving unethically, and acting in such a way that even the parents at your own school “have questions about accountability for the financial piece,” as stated in the FUSE Board of Trustees minutes dated Oct. 10, 2013,  I guess FUSE did have that track record.

Listening to these same enablers say that “it’s for the kids” while they fleece the public purse is infuriating. But what really enrages me is knowing that there are so many fine educators in classrooms across this state trying to teach and help children day in and day out while being deprived of basic resources, while politicians are allowing our taxpayer dollars to be siphoned off by crooks.

The commentary piece written by Sarah Darer Littman is, as they say, “on point.”

Go to CT Newsjunkie right now and read the complete article at http://www.ctnewsjunkie.com/archives/entry/op-ed_wheres_the_accountability_anyone/

 

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