Meeting Minutes from inSPIRe Social on March 7, 2009
We had our second social event of 2009 at Jim Simpson s home
on Capitol Hill. We had a big turnout
with around 55 guests to hear our guest speakers Patrick Sexton and Stephan
Blanford. Thanks so much to Jim for
opening up his home, as well as for the wonderful salmon! Also, big thanks to Jay Sauceda for his help
on preparing the salmon!
Our next meeting Our next social will be April 11th
and will address Affluenza. Details
upcoming stay tuned!
We re always in search for volunteers to host! If you are interested, please contact Dave
Gamrath at notetodave@blarg.net or
(206) 938-8460.
inSPIRe Website Please visit our website for
information about inSPIRe, soon including photos from this social. www.inspireseattle.org
Our Standard
Reminder !
inSPIRe s goal is to provide a
lively, fun as well as informative discussion on current issues. As mentioned in our rules of engagement for
our social events, we are not trying to obtain total agreement on topics
discussed in our meetings, but rather to educate members as to different
viewpoints. In building our local Progressive
community through grassroots efforts like ours, we believe it is important to
provide people with educational opportunities to understand different aspects
of current issues as well as a fun, friendly environment in which to discuss
these. Our guest speakers are encouraged
to share their insights and thus to lobby for the support of inSPIRe members
towards their goals. Building community,
providing education, inspiring activism and having fun remain our four primary
objectives!
The Standard
Apology !
As always, the open and engaging nature of our social events
leads to our note-taker/recorder/editor (me) to get caught up in the discussion
and thus miss writing everything down.
My apologies if I missed any important points made or issues raised, or if I did not capture or misinterpreted our
speakers messages in any way.
Announcements
IAN (Inspire Activist Network) IAN has been working to determine our Top 3
focus areas for 2009. Will Downs will be
organizing volunteer opportunities around preserving local biodiversity. Vivian Jech and Bill Bradburd are working on
ways to bring a wide array of sustainability ideas and methods to the inSPIRe
membership. And Jule Sugarman and Carrie
Bogner are leading efforts to develop a 2009 King County Platform and to
possibly host one or more town halls for 2009 candidates for many local elected
offices.
ALL of these efforts
need the support and involvement of other inSPIRe
members. PLEASE consider joining the
efforts! Our goal with IAN is to make
activism easy for our membership. If you
have been considering spending some time being more involved in our community
this year, please consider helping with one of these efforts. The town hall project in particular will need
multiple folks to help coordinate and pull it off. Thank you.
King County
Countywide Community Forums this is a program our county has designed to
increase public participation and input on important issues facing our
region. The goal is a user-friendly
democracy. This is an all volunteer
effort. Anyone living in King County can
register to be a volunteer Citizen Councilor and be eligible to participate in
the forums. Please visit www.communityforums.org or call
206-296-1633.
inSPIRe Book Club! We are now reading Mountains Beyond Mountains by Tracy Kidder for our next meeting, April
12th. To join the book club
and get on the list, just send an email to inspirebooks-subscribe@list.moralpolitics.org.
Keynote Speakers:
Patrick Sexton is the Associate Director of Teachers for a
New Era (TNE) at the University of Washington. TNE is a
collaborative effort of the Provost, the College of Education and the College
of Arts and Sciences to renew the way P-12 teachers are prepared and supported
once they are in the field. Before coming to UW he was a Senior Manager
at the Alliance for Education working in close partnership with the community and
Seattle Schools to ensure all students had equitable opportunities for academic
achievement. Patrick has also been a professional actor in Seattle.
He served the Leadership Tomorrow Class of 07 as a Coach and the Class of 08
as the Coach of Coaches. Patrick lives in Seattle with his partner
Christopher and their two small children.
Stephan Blanford is Executive Director of the White Center Early
Learning Initiative (WCELI), a multimillion dollar demonstration project using
research based early learning best practices to ensure that all children, birth
to five in White Center community arrive at Kindergarten ready to learn and be
successful in life. WCELI is funded by the Bill and Melinda Gates Foundation,
Thrive by Five and the State of Washington. Stephan has served in various
leadership capacities in several local nonprofit organizations prior to
assuming leadership of WCELI and has neared completion of a Doctorate in
Educational Leadership and Policy Studies at the University of Washington. He
is a graduate of Leadership Tomorrow (Class of 1997), serves on several
community boards and is married to Janet Blanford, a public school teacher and
administrator and is the doting father of Delaney Grace, a Kindergartener at
Beacon Hill International School.
Click here to see the full PowerPoint presentation
Education Our
discussion on the state of education began with a Pop Quiz:
Quote: It is the paramount duty of the state to
make ample provision for the education of all children residing within its
borders, without distinction or preference on account of race, color, caste or
sex.
Which of the
following is true?
a) This quote comes directly from the Washington
State Constitution, written in 1889.
b) For the past 30+ years this quote has been
used as the cornerstone of education reform in our state.
c) There is widespread agreement that Washington
has not met the promise embedded in the quote.
Answers: All are true.
Re b) : Though at times it did not seem that this quote was central to
education reform, the reformers always lead with it. Washington State has missed the mark set
with this element of our state constitution.
Patrick Sexton
walked through a timeline, from 1970 to today, of education reform efforts in
our state. Although there have been many
reform efforts, we have fallen well short of our goals and of our needs. We have had some partial successes, such as
the No Child Left Behind Act. It has forced states to collect
data on student achievement so that it can be disaggregated by subgroups (race,
poverty, special education, etc.). But
we ve severely lacked the funds needed to bring our education system to the
point where all our children have caught back up, and truly gotten
ahead.
Patrick talked
about the recommendations of the Basic Education Finance (BEF) Task Force,
commissioned by Governor Gregoire after her Washington Learns effort failed to
address the financial aspects of reform.
If implemented, the recommendations have the potential for huge
(positive and negative) impacts on our public education system. There are two bills currently working their
way through the legislature. Both grew
out fo the BEF Task Force (http://www.leg.wa.gov/joint/committees/bef/). You can look at Bill 2261 by clicking here. You can look at Bill 6048 by
clicking here.
One major
contribution is expanding the definition of basic education, for which the
state is responsible, to include early learning, particularly for low-income 3
and 4 yeaer olds.
Stephan Blanford
then spoke in depth regarding Early Learning.
As is Executive Director of the
White Center Early Learning Initiative (WCELI), Stephan has been actively
engaged in what is needed to insure a child is ready to success in Kindergarten
and beyond. A key issue with early
learning, as with broader education, and as with so many other issues is
funding. Proper funding is required, and
this means more taxes. And given our
current tax structure, achieving the necessary funding levels is extremely
difficult. Disparities
between districts in funding is dramatic. The question is how to adequately fund? An obvious solution, but one that won t be
touched by our politicians, is through the implementation of a state income
tax.
Early learning is now in the definition of basic education. Kids of color and disadvantaged kids are at
risk of not graduating high school, of not continuing their studies post-high
school and of not being able to land a living wage job. This is an old cycle, and it continues today. Stephan personally experienced this cycle in
his family. He was the first of his
family to attend college. He was drawn
to early learning because of the statistics surrounding the issue. Forty
different languages are spoken in White Center.
Upon starting kindergarten, only 40% of the kids are ready. The Bill and Melinda Gates Foundation
established two demonstration programs in WA to show how a community wide focus
on early learning could make a difference in the lives of children and their
community. WCELI is one of the demonstration sites.
With the WCELI, many issues are addressed and many tactics
employed. For example, they are working
with Public Health of Seattle King County to identify pregnant women in the
community and to begin work with them to begin the process of helping their
children to be successful. Many
different cultural issues are addressed.
As an example, in some cases in lieu of Western doctors, Doulas are
employed. The WCELI has shown many
positive results. The new center was
built for children from newborns to 5 years old. These kids get much greater time to spend
with highly qualified teachers (a minimum of a Masters degree is
required). Also, there are very low
teacher to child ratios.
A program similar to WCELI was implemented in Chicago in a housing
project. After 5 years, 95% of the
children in this program were tested as ready for kindergarten. Neighborhood children outside of the program
tested at only 15% ready. This dramatic
difference shows the importance of these early learning programs in the future success
of children. An example of a child being
prepared for Kindergarten is as simple as the child knowing how to walk in
line.
There is also a broader benefit to the community. Engaging the entire community is necessary
for success the better this can be done the better the results. Early learning is not completed in a
vacuum. The WCELI is a statewide model
and is also getting national attention.
They are working on better alignment with K-12. So often, and at many stages, kids begin to
drop off in our education system. We
need to build a system to keep this from happening. This problem is covered quite well in
Governor Chris Gregoire s Basic Education (Finance) Task Force.
Patrick then returned to a discussion of specifics on our Governor s Task
Force. Six legislators are on the Task
Force. They are working on many issues,
including the KEY ISSUE: funding. The Task Force recommends a new funding
structure, and that education funding should be increased from today s $12
billion per bi-annum by +70% to $20 billion per bi-annum. Other recommendations include:
Use of the new state Board of Education approved
graduation requirements that increase the number of credits required for
graduation (see Core 24 at http://www.sbe.wa.gov/mhsd.htm)
Expansion of the definition of basic education to
include preschool for low-income families and extra time and teaching for
struggling students
A new funding allocation system that provides for
- Expansion of
preschool
- Smaller K-12 class
sizes
- Additional period
per day in secondary schools
- Extra time for
struggling students
- Specialized
instruction for ELL and special ed students
- An increase in
baseline administrative and support services for schools and districts
- Increased
non-employee related costs
- Equalizing districts levy authority using a per
student allowable amount
- Creating statewide data and fiscal systems
- Replacing the current teacher salary allocation
model, which rewards accumulation of degrees and professional development, with
a career ladder that rewards improvements in teacher effectiveness
- Creating a differential pay model that attracts
teacher in shortage areas including math, science, bilingual education and
special education
- Creating school-wide incentives for significant
increase in student academic achievement
- Increasing the number of paid professional
development days from two to ten
- Intensive mentoring for new and early career
teaches up to five years
The proposal
provides school-wide incentives: if you
can raise kids test scores, you can receive more funding. But this includes risks, including the
concept of teaching a child to test , creaming the best kids, as well as the
questions of how to accurately measure results and if the students can hold
their improvements.
Q Has the Task
Force looked at other systems, for example, the Singapore Math system?
A Yes. But a system such as the Singapore Math
system is a culturally-based system that works well in Singapore with their
ridged society. Approaches must be
culturally sensitive.
Q Wouldn t it
work better if new teachers were given full responsibilities on a more
graduated basis, for example starting with only 3 classes instead of a full 6
classes?
A That is a very
promising idea. However, this is not in
the plan. But smaller class sizes are in
the plan. The target is for a class size
of 25 in High School, with some classes (e.g. lab science) at 16; K-3 grad
classes would be held at 15 students.
The number of students decreases for schools with high concentrations of
children who qualify for Free and Reduced Price Lunch (the generally accepted
poverty indicator for school aged children).
Today, Washington
State ranks about 43rd in the nation as to per student funding. Pretty bad. However, on national standardized tests our
state is actually achieving at a much higher rate than this.
Q Didn t our
state allow gambling to increase funding for education?
A It did, but
basically revenue increases from gambling were taken away from other revenue
sources, such as the General Fund.
Audience
Comment: we can talk all we want about
inequities in our education system, but unless we join forces with other groups
and other issues to work together towards improving funding for education, we
won t succeed. We must raise taxes. We need to raise significant dollars through
things such as a Children s Investment Trust or other methods.
Q Doesn t Title I
drive towards poverty schools ?
A We are moving
towards funding the child vs funding the school.
Q Doesn t
supporting a small group such as early learning children 5 and younger inhibit
us from building a larger coalition needed to succeed?
A Our current
system make it so when a parent advocates for their own child, then at the same
time are advocating against other children.
This system needs to be changed.
Currently, Seattle
dis-incentivizes teachers from working with disadvantaged kids. The way the system is currently set up. For instance, high-poverty schools often have
more difficult working conditions along with higher teacher turnover. Fewer people apply for these positions making
new teachers more competitive - open positions in challenging schools are often
filled by novice teachers. Once
positions open in less challenging schools, these teachers, who now have a few
years experience, move into those positions.
This, of course, continues the cycle of the unintentional matching of
less qualified teachers teaching in the most challenging assignments. So, the
kids the need the experienced teacher the most are getting them the least.
NOTE: Generally
speaking the state pays districts a set amount per teacher, regardless of
geography. Each district, along with their teachers association, makes some
adjustments to the pay scale depending on local factors. There are not significant pay
differentials between Washington schools and districts (some, but not
significant).
However, because of the cycle described above, less challenging
schools tend to have more experience teachers and therefore higher overall actual
salary commitments. In Seattle, it tends to be that north of the Ship Canal
(i.e. less poverty) having higher salary commitments, when whole school staffs
are considered.
Q How much is
enrollment in private schools in Seattle increasing?
A Seattle s
private school enrollment is far higher than other similar sized cities in the
US. However, the percent of children
going to private schools is staying fairly constant.
Seattle residents
tend to be willing to tax themselves to support education more than other
cities.
Audience Comment
other groups, such as Realtors, also form coalitions to fight tax issues. The Reality Association is quite large. Teachers need to work with other coalitions
such as this to obtain tax changes that we need for adequate funding.
Audience Comment
concerning our elected officials, 30% to 50% of their children go to private
schools. We need to survey our elected
officials to see where they personally stand on this, and see if they are
willing to take a personal stand on public education and invest by sending
their own children to public schools.
Also, 70% of National Merit Scholars come from public schools.
Audience Comment
what we don t invest now will cost society much more in the future. Education is a lot cheaper than prison or
even unemployment.
Q What do you
mean by early learning? Is this
something that is measurable in a standardized test? Childhood intelligence can be equated to the
number of words they understand, which is dependent on what is spoken to
them. Many parents don t know how to go
about this learning process with their children. Do you also teach parents?
A An example of
how WCELI works to educate parents is the use of Public Health nurses in the
program. These nurses go to the homes of
the kids. They work with the families in
this regard. Many resources are focused
on this. For a five year old entering
kindergarten we can see differences between kids of up to 30,000 words
understood. This has a dramatic impact
on success, or lack of success. Most
families don t understand this. It isn t
that 3, 4 or 5 year olds should be taught how to solve difficult problems. WCELI is not pushing for that. They are working to get kids engaged. Focus is on brain enrichment.
Q What can you say
about studies that show better results for kids that go to schools that require
the students to wear uniforms, or that go to same-sex schools?
A Stephan s 5
year old daughter s school requires uniforms.
At first he didn t like the idea, but he grew to appreciate it very
much. Now he loves it. Uniforms take many
inappropriate issues out of the equation and helps to keep better focus
in the classroom. This is especially
true with children of color. But
uniforms cannot be mandated. Stephan
does not believe most of our community would be for school uniforms due to
issues with freedom to wear what we please .
Kids of color face
a different set of challenges. These
need to be equalized. Society treats
kids differently. We need to advocate
for all kids to succeed.
Q Don t our
government agencies tend to mismanage and squander funds? Also, is it realistic to believe that school
unions will allow the changes being proposed by the Task Force?
A Teachers have
these same fears of mismanagement. The
public holds our school system accountable for many of society s woes. Clearly this is a problem.
Audience Comment
a relative of mine is working in a school in Virginia that was experiencing
significant student turnover, as well as many other problems. Then the school changed to mandating school
uniforms. This lead to
many improved results, including much less turnover. Sometimes, even though the kids may not like
it, they need to be shown their limits.
A uniform can be a catalyst.
Q What has become
of the old parallel track of providing students a career in technical
education, what we use to call shop classes?
A There has been
a transition (at least in the rhetoric) from focusing on college preparation
towards preparation for a brader definition of post secondary education,
including a Career and Tech training. Our kids need some sort of secondary
education to find a living-wage job, as well as to prepare them to be a
life-long problem solver. But we still
have a very long way to go before we find the right balance that will serve all
children.
We need education to get people to
learn the importance of participating within our society, to learn that they
may be voting against their own economic self interest, and that it is in their
interest to help pass school levies. The
US is currently 24th in the world in education. We can, and must do better.
As
always, many, many questions were asked but not recorded. Sorry!
Many thanks to our host and our speakers!
See you at the next inSPIRe meeting!
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