Penn*Link
SUBJECT: Background Checks of School Employees
TO: All Local Education Agencies
FROM: Stephen Fisher, Advisor to the Deputy Secretary
Office of Elementary and Secondary Education
School Services Office
RE: The Pennsylvania Department of Education (PDE) Reminds School Administrators of Applicability of Changes
to the Background Check Law Under Act 24 and Availability of PDE Form to Report Arrests and Convictions of Offenses.
Date: Sept. 28, 2011
I. Changes to Section 111 of School Code are Effective Sept. 28, 2011.
Act 24 of 2011 (Act 24) contains a number of significant changes to the Pennsylvania Public School Code that are designed to enhance the safety for school children. Among these changes, Act 24 amends Section 111 of the School Code, which provides for background checks for employees of public and private schools, intermediate units (IU) and area vocational-technical schools (AVTS). Section 111 also applies to independent contractors and their employees who have direct contact with children and to student teacher candidates assigned to public and private schools. The changes to Section 111 go into effect Sept. 28, 2011.
II. Changes to Section 111(e) Crimes: Former Five-Year ban on School Employment is Now a Permanent Ban on School Employment.
Act 24 adds several additional crimes to the list of Section 111(e) offenses that disqualify individuals from school employment. The amendment also increases the period of disqualification for employment for Section 111(e) offenses. The wording of the previous version of the law prohibited anyone convicted of a crime listed in Section 111(e) from being hired for a period of five (5) years from the date of conviction. Under the amendments to Act 24, a person convicted of a Section 111(e) crime will be permanently excluded from school employment.
III. New 10-Year, Five-Year and Three-Year Bans on Prospective Employment for Certain Offenses.
Act 24 also amends Section 111 to now prohibit the prospective employment of anyone who has been convicted of any felony of the first, second or third degree not listed in Section 111(e), from school employment for 10 years after the expiration of the sentence. Further, conviction of any first degree misdemeanor will prohibit employment for five (5) years after the completion of the sentence. The law now also states that a second offense of driving under the influence of alcohol or a controlled substance, graded as a first degree misdemeanor, will result in a three (3) year prohibition on hiring from the date of the completion of the sentence for the most recent offense.
IV. Availability of a new PDE Form for Employees to Report Section 111(e) Offenses to School Administrators.
The new law includes an important mechanism to help ensure that current school employees, who may not have been subject to a previous background check, are now required to provide assurances that they have not been previously arrested or convicted of a Section 111(e) offense. Accordingly, under Act 24, all current school employees are required to complete and return to their school administrator, or other person responsible for school employment decisions (the school administrator), a form developed by PDE to report prior arrests or convictions for any offense listed in Section 111(e). This form “PDE-6004” is now available on PDE’s website:
http://www.portal.state.pa.us/portal/server.pt/community/background_checks_(act_114)/7493
All current school employees of a public or private school, intermediate unit or AVTS must complete “PDE-6004” and return it to the school administrator by Dec. 27, 2011. School administrators are responsible for making sure that all employees complete this form. If an employee refuses to submit the form, Act 24 allows for a school administrator to require that the employee submit to a current background check under Section 111. In addition, school employees will be required to report to the school administrator within 72 hours of any arrest or conviction of an offense listed in Section 111(e) that occurs after Sept. 28, 2011. “PDE -6004” should be used to report these arrests or convictions to the school administrator.
School administrators are advised to notify their employees of the availability of “PDE-6004” as soon as possible, as well as inform their employees as to whom the form must be returned and the applicable deadlines for return of the form.
V. School Administrator Required to Order Background Check Upon Reasonable Belief That an Employee was Arrested or Convicted of a Section 111(e) Offense.
The new law requires that if a School Administrator has a reasonable belief that an employee was arrested or convicted of a Section 111(e) offense and the employee has not notified the School Administrator of such arrest or conviction, the School Administrator must require the school employee to submit to a current Section 111 background check. That background check shall be at the expense of the employing entity.
VI. Other Changes to Section 111 Under Act 24
Act 24 also eliminates the exemptions which had permitted certain persons under 21 in a job training program in which summer or seasonal students are hired by the district, to work at schools for up to 90 days without a background check.
VII. School Districts Required to Report all Crimes Noted on “PDE-6004” to the Professional Standards and Practices Commission (PSPC)
Under Section 2070.9a of the Professional Educator Discipline Act, the superintendent, assistant superintendent, executive director of an IU, chief administrator of an AVTS or career and technology center, administrator of a charter school or their designees will be required to report to PSPC all instances of employees reporting any arrest or conviction noted on “PDE-6004” or which is otherwise known to them as the result of a background check or otherwise. Contact information for the PSPC, as well as mandatory reporting forms, can be found on PDE’s website: http://www.portal.state.pa.us/portal/server.pt/community/professional_standards___practices_commissions/8829
For additional information please contact Denise Wolfgang in PDE’s School Services Office at
717-783-3750 or dwolfgang@pa.gov.
Educational Leadership
Thursday, September 29, 2011
Monday, September 26, 2011
Problem-Solving Cycle and Implementation/Bernhardt Chapter 5
Professional Learning Communities (PLC’s) are not really new to the education world and have proved to be beneficial to achieving their ultimate goal of increased student achievement. When looking at the problem-solving cycle in Bernhardt’s Chapter 5, the establishing of PLC’s, as well as how they conduct business as a group is a crucial step in creating an environment that can function as an effective group.
Bernhardt talks about the importance of forming small groups that encourage everyone to participate. She also explains that for “whole-staff” change, the whole staff has to be involved. The comparison of this structuring to PLC’s can be related to Schmoker’s book Results Now and Easton’s Protocols for PLC’s. I connect the Problem-Solving cycle to PLC’s because to truly move forward and increase student achievement it needs to be a team effort, at the same time eliminating teachers from working in isolation.
In step 2 Bernhardt talks about setting ground rules for acceptable and non-acceptable behavior to create a “safe room” where everyone is heard and everyone listens. This is closely related to the protocols for conduction the PLC meetings.
The problems or issues are identified in step 3 and an overview of the data is examined. In step 4, a closer look at the data is presented, examining multiple measures to prove its validity. This is also referred to as the “brainstorming” step. Next the political realities have to be considered, such as subgroups, as well as the adversaries, like how many students have not performing at grade level over the past three years.
A good resource for the next step is Getting Results, which provides guidelines for developing an Action Plan. Prior to developing the Action Plan it is pertinent to conduct meetings to take a closer look at the data, specifically using the four categories of demographics, student learning, perceptions, and school processes. Next you are ready to analyze the data, especially the intersections of the four circles, mentioned in Chapter 1.
The implementation steps need to be ongoing and constantly evaluated, as noted in step 8, which will provide a clear picture of what needs to be improved upon, which is the next step (step 9).
In conclusion, the problem solving cycle is on-going, relies upon valid and multiple measures of data and is best achieved through a total team effort. Also, as mentioned previously, a good acronym to model is “SMART,” in reference to goals. They need to be Specific, Measurable, Attainable, Tangible (Timely has also been used) and Realistic.
Bernhardt talks about the importance of forming small groups that encourage everyone to participate. She also explains that for “whole-staff” change, the whole staff has to be involved. The comparison of this structuring to PLC’s can be related to Schmoker’s book Results Now and Easton’s Protocols for PLC’s. I connect the Problem-Solving cycle to PLC’s because to truly move forward and increase student achievement it needs to be a team effort, at the same time eliminating teachers from working in isolation.
In step 2 Bernhardt talks about setting ground rules for acceptable and non-acceptable behavior to create a “safe room” where everyone is heard and everyone listens. This is closely related to the protocols for conduction the PLC meetings.
The problems or issues are identified in step 3 and an overview of the data is examined. In step 4, a closer look at the data is presented, examining multiple measures to prove its validity. This is also referred to as the “brainstorming” step. Next the political realities have to be considered, such as subgroups, as well as the adversaries, like how many students have not performing at grade level over the past three years.
A good resource for the next step is Getting Results, which provides guidelines for developing an Action Plan. Prior to developing the Action Plan it is pertinent to conduct meetings to take a closer look at the data, specifically using the four categories of demographics, student learning, perceptions, and school processes. Next you are ready to analyze the data, especially the intersections of the four circles, mentioned in Chapter 1.
The implementation steps need to be ongoing and constantly evaluated, as noted in step 8, which will provide a clear picture of what needs to be improved upon, which is the next step (step 9).
In conclusion, the problem solving cycle is on-going, relies upon valid and multiple measures of data and is best achieved through a total team effort. Also, as mentioned previously, a good acronym to model is “SMART,” in reference to goals. They need to be Specific, Measurable, Attainable, Tangible (Timely has also been used) and Realistic.
Wednesday, September 21, 2011
Bernhardt Chapter 4 (Vision)
As Richard DuFour says, “The vision should be to get every kid over that bar.” That bar continues to be raised as the cut scores for PSSA’s are in the sights of every school district in the Keystone State.
The most important link to vision planning is to start with leadership, both district-wide and building-wide. Bernhardt notes that strong leadership inspires a shared vision and ensures its implementation.” Further, Bernhardt conveys the vision relying on focus acts of improvement.
It is crucial for the values and beliefs to be understood, which defines a sense of purpose. Next the team needs to develop and share the vision. Finally, an action plan is put in motion, based on accurate and valid data. Bernhardt focuses on establishing ground rules while creating a shared vision. Similar to the protocols in Professional Learning Communities (PLC’s), the steps are to first understand that “this is a safe room.” In addition there is no rank in the room and everyone’s opinions and ideas count. Each person gets an opportunity to speak and each person gets the chance to listen. The focus is on the future and the purpose is improvement.
The Result’s Fieldbook, by Mike Schmoker lists not only administrative leadership as a key to creating and fulfilling the vision, but also teacher leadership. The empowerment of teacher leaders is a way of delegating responsibility and creating teamwork, rather than an environment where teachers may feel micromanaged. The bottom line is that teachers are smart and they need feel validated for their talents. A team of five or six can share a vision while a team of one cannot see very far!
The most important link to vision planning is to start with leadership, both district-wide and building-wide. Bernhardt notes that strong leadership inspires a shared vision and ensures its implementation.” Further, Bernhardt conveys the vision relying on focus acts of improvement.
It is crucial for the values and beliefs to be understood, which defines a sense of purpose. Next the team needs to develop and share the vision. Finally, an action plan is put in motion, based on accurate and valid data. Bernhardt focuses on establishing ground rules while creating a shared vision. Similar to the protocols in Professional Learning Communities (PLC’s), the steps are to first understand that “this is a safe room.” In addition there is no rank in the room and everyone’s opinions and ideas count. Each person gets an opportunity to speak and each person gets the chance to listen. The focus is on the future and the purpose is improvement.
The Result’s Fieldbook, by Mike Schmoker lists not only administrative leadership as a key to creating and fulfilling the vision, but also teacher leadership. The empowerment of teacher leaders is a way of delegating responsibility and creating teamwork, rather than an environment where teachers may feel micromanaged. The bottom line is that teachers are smart and they need feel validated for their talents. A team of five or six can share a vision while a team of one cannot see very far!
Tuesday, September 13, 2011
Frequently Asked Questions (FAQs) PIL
Frequently Asked Questions (FAQs)
*Act 45 of 2007 amended several sections (1003, 1109, 1205.5, and 1217) of the Pennsylvania Public School Code
to focus the preparation and continuing professional education of school and system leaders on the nine
Pennsylvania Leadership Standards. This is commonly referred to as the “PIL legislation.”
1/10/2008 1
1. Why was this legislation introduced?
Research demonstrates that effective school leaders have an impact on student
achievement. A focused program of continuing professional education can help
leaders develop the knowledge and skills they need to become more effective in
improving the learning environment for teachers and students. This legislation
will make better use of Act 48 credits by requiring certain school administrators to
participate in professional education activities that are focused on practices that
have the greatest impact on improving student achievement.
2. What professional educators are affected by the legislation?
All active school and system leaders employed in the following positions:
• Principal
• Assistant or Vice Principal
• Superintendent
• Assistant Superintendent
• Intermediate Unit Executive Director
• Intermediate Unit Assistant Executive Director
• Director of an Area Vocational-Technical School
This legislation only affects professional educators with administrative certificates
who are employed in any of these positions on or after January 1, 2008.
3. What is required by the legislation?
The legislation requires the following:
• Preparation programs for superintendents and principals must address the
nine PA school leadership standards.
• A Principals’ Induction Program that addresses the three core leadership
standards has been developed and is offered by the Department. Current
certified principals, vice or assistant principals, who are employed for the first
time on or after January 1, 2008, and all candidates who apply for a certificate
on or after January 1, 2008 must complete the induction program within the
first five years of employment as a principal, vice or assistant principal.
PA Inspired Leadership (PIL) Legislation*
Frequently Asked Questions (FAQs)
*Act 45 of 2007 amended several sections (1003, 1109, 1205.5, and 1217) of the Pennsylvania Public School Code
to focus the preparation and continuing professional education of school and system leaders on the nine
Pennsylvania Leadership Standards. This is commonly referred to as the “PIL legislation.”
1/10/2008 2
• On or after January 1, 2008, all school and system leaders must complete
their Act 48 continuing professional education requirements in no less than
the same proportion as the proportion of the compliance period during which
the individual was employed as a school or system leader. School and
system leaders will be required to fulfill their PIL proportional hours in
programs that address one or more of the nine PA school leadership
standards.
• The Department of Education must provide the programs it offers at no cost
to the individual or the school entity.
• The Department of Education must approve other providers, using criteria
developed by the Department, to provide induction and continuing
professional education.
4. What are the Pennsylvania School Leadership Standards?
• Core Standards:
o The leader has the knowledge and skills to think and plan strategically,
creating an organizational vision around personalized student success.
o The leader has an understanding of standards-based systems theory and
design and the ability to transfer that knowledge to the leader’s job as the
architect of standards-based reform in the school.
o The leader has the ability to access and use appropriate data to inform
decision-making at all levels of the system.
• Corollary Standards:
o The leader knows how to create a culture of teaching and learning with an
emphasis on learning.
o The leader knows how to manage resources for effective results.
o The leader knows how to collaborate, communicate, engage and
empower others inside and outside of the organization to pursue
excellence in learning.
o The leader knows how to operate in a fair and equitable manner with
personal and professional integrity.
PA Inspired Leadership (PIL) Legislation*
Frequently Asked Questions (FAQs)
*Act 45 of 2007 amended several sections (1003, 1109, 1205.5, and 1217) of the Pennsylvania Public School Code
to focus the preparation and continuing professional education of school and system leaders on the nine
Pennsylvania Leadership Standards. This is commonly referred to as the “PIL legislation.”
1/10/2008 3
o The leader knows how to advocate for children and public education in the
larger political, social, economic, legal and cultural context.
o The leader knows how to support professional growth of self and others
through practice and inquiry.
5. How were these standards determined?
In 2004-2005, a stakeholder group of practitioners (superintendents and
principals), association leaders, and university administrators and instructors
were asked to review the research on how school leaders impact student
achievement and to recommend a set of standards based on that research to
guide preparation and continuing professional education for school leaders in
Pennsylvania. The group recommended the standards to the Secretary of
Education in the spring of 2005, and they have been the basis of the professional
education offered through the Pennsylvania Inspired Leadership (PIL) program.
6. What is the Pennsylvania Inspired Leadership (PIL) program?
PIL is a standards-based professional education program offered by the
Department of Education through eight regional sites. Each site supports several
cohort groups with two curricular offerings: 1) a comprehensive curriculum
developed by the National Institute for School Leadership (NISL); and 2) a PAadapted
version of the Total Leaders curriculum developed by the Pennsylvania
School Leadership Council (PLDC).
7. Is the PIL program the only way that school and system leaders can receive
Act 48 credit?
Individuals employed as a school or systems leaders will be required to complete
their Act 48 continuing professional education requirements in no less than the
same proportion as the proportion of the compliance period during which the
individual was employed as a school or system leader (see also questions 12
and 13 below). PIL approved courses, as indicated by PERMS Subject Areas
“PA Inspired Leadership (PIL)” and “PA Inspired Leadership (PIL) Induction” are
the only Act 48 programs that will count towards completion of PIL requirements.
“School Administrative (Non-PIL)” courses and/or activities will not count towards
the completion of PIL requirements, but will count toward the total Act 48
continuing professional requirements and will satisfy the proportion of the
compliance period in which the individual was not serving as a school or system
leader.
PA Inspired Leadership (PIL) Legislation*
Frequently Asked Questions (FAQs)
*Act 45 of 2007 amended several sections (1003, 1109, 1205.5, and 1217) of the Pennsylvania Public School Code
to focus the preparation and continuing professional education of school and system leaders on the nine
Pennsylvania Leadership Standards. This is commonly referred to as the “PIL legislation.”
1/10/2008 4
PIL approved courses will consist of:
a. Leadership courses or programs offered by the Department that address
one or more of the PA leadership standards.
b. Approved principal and superintendent preparation programs.
c. Approved courses or programs offered by approved providers.
8. How will I know which courses or programs have been approved?
The law requires the Department to annually publish a list of approved providers
for the Principals’ Induction Program and the Continuing Professional Education
Programs. The Department will seek proposals from providers through an
Invitation to Qualify (ITQ) and will publish on its website a list of those that are
approved in March 2008. This list will be updated quarterly during 2008 and at
least once a year thereafter.
9. Is there a limit on the number of required hours for the Principals’
Induction Program?
Yes. The legislation limits the number of required hours of professional
education to 36 hours per school year and a total of 108 hours for the entire
Induction Program.
10. How will the Department track Act 48 hours for school and system leaders?
Starting in January 2008, the PERMSV2 tracking system will be modified to track
PIL hours and non-PIL hours for all school and systems leaders. Each
individual’s continuing education profile will show this information as it is reported
by providers. Approved providers will need to enter their approved courses or
programs under the subject area of PIL or PIL Induction in order for it to be
properly credited to an individual’s account.
11. What if a school and system leader has met the Act 48 requirements for
their current compliance period when the PIL legislation takes effect on
January 1, 2008?
Those school and systems leaders are not required to participate in any PIL or
PIL-approved programs until their next compliance period.
PA Inspired Leadership (PIL) Legislation*
Frequently Asked Questions (FAQs)
*Act 45 of 2007 amended several sections (1003, 1109, 1205.5, and 1217) of the Pennsylvania Public School Code
to focus the preparation and continuing professional education of school and system leaders on the nine
Pennsylvania Leadership Standards. This is commonly referred to as the “PIL legislation.”
1/10/2008 5
12. What about those school or system leaders who have not met their 180-
hour requirement for the current compliance period by January 1, 2008?
If a school or systems leader has served in one of the targeted positions for the
entire compliance period, he or she will have to get all of their remaining Act 48
hours in a PIL or PIL-approved program. For example, if a school or systems
leader has 120 Act 48 hours by January 1, 2008, he or she will need to complete
60 hours in a PIL or PIL-approved program.
13. What about school or system leaders who have served in both
administrative and non-administrative positions during a compliance
period?
In this case, the law requires that the Act 48 requirements be proportional. For
example, a school or system leader who has served in one of the targeted
positions for only four of the five-year Act 48 compliance period would need to
complete 80% of his or her remaining unmet hours as of January 1, 2008, in a
PIL or PIL-approved program.
14. What happens if a school or systems leader meets the Act 48 180 hour
requirement, but has not met the requirements of this law?
All school or systems leaders must meet the requirements of this law to remain
active. For example, assuming an individual has been employed as a school and
systems leader for the entire compliance period and has 150 PIL hours and 30
non-PIL hours, he or she will have administrative certificate(s) inactivated until
such time as the 30 hours in a PIL course or program have been completed. All
other certificates will remain active, and the school or systems leader will begin a
new Act 48 Five-Year Compliance Period. The specific administrative certificate
types that would be affected are Administrative, Administrative I, Administrative
II, and Letter of Eligibility.
15. How does this law affect individuals who hold administrative certificates
that are not currently serving in one of the positions defined as school and
system leaders?
They may continue to take professional education courses or programs
appropriate to their position responsibilities.
PA Inspired Leadership (PIL) Legislation*
Frequently Asked Questions (FAQs)
*Act 45 of 2007 amended several sections (1003, 1109, 1205.5, and 1217) of the Pennsylvania Public School Code
to focus the preparation and continuing professional education of school and system leaders on the nine
Pennsylvania Leadership Standards. This is commonly referred to as the “PIL legislation.”
1/10/2008 6
*Act 45 of 2007 amended several sections (1003, 1109, 1205.5, and 1217) of the Pennsylvania Public School Code
to focus the preparation and continuing professional education of school and system leaders on the nine
Pennsylvania Leadership Standards. This is commonly referred to as the “PIL legislation.”
1/10/2008 1
1. Why was this legislation introduced?
Research demonstrates that effective school leaders have an impact on student
achievement. A focused program of continuing professional education can help
leaders develop the knowledge and skills they need to become more effective in
improving the learning environment for teachers and students. This legislation
will make better use of Act 48 credits by requiring certain school administrators to
participate in professional education activities that are focused on practices that
have the greatest impact on improving student achievement.
2. What professional educators are affected by the legislation?
All active school and system leaders employed in the following positions:
• Principal
• Assistant or Vice Principal
• Superintendent
• Assistant Superintendent
• Intermediate Unit Executive Director
• Intermediate Unit Assistant Executive Director
• Director of an Area Vocational-Technical School
This legislation only affects professional educators with administrative certificates
who are employed in any of these positions on or after January 1, 2008.
3. What is required by the legislation?
The legislation requires the following:
• Preparation programs for superintendents and principals must address the
nine PA school leadership standards.
• A Principals’ Induction Program that addresses the three core leadership
standards has been developed and is offered by the Department. Current
certified principals, vice or assistant principals, who are employed for the first
time on or after January 1, 2008, and all candidates who apply for a certificate
on or after January 1, 2008 must complete the induction program within the
first five years of employment as a principal, vice or assistant principal.
PA Inspired Leadership (PIL) Legislation*
Frequently Asked Questions (FAQs)
*Act 45 of 2007 amended several sections (1003, 1109, 1205.5, and 1217) of the Pennsylvania Public School Code
to focus the preparation and continuing professional education of school and system leaders on the nine
Pennsylvania Leadership Standards. This is commonly referred to as the “PIL legislation.”
1/10/2008 2
• On or after January 1, 2008, all school and system leaders must complete
their Act 48 continuing professional education requirements in no less than
the same proportion as the proportion of the compliance period during which
the individual was employed as a school or system leader. School and
system leaders will be required to fulfill their PIL proportional hours in
programs that address one or more of the nine PA school leadership
standards.
• The Department of Education must provide the programs it offers at no cost
to the individual or the school entity.
• The Department of Education must approve other providers, using criteria
developed by the Department, to provide induction and continuing
professional education.
4. What are the Pennsylvania School Leadership Standards?
• Core Standards:
o The leader has the knowledge and skills to think and plan strategically,
creating an organizational vision around personalized student success.
o The leader has an understanding of standards-based systems theory and
design and the ability to transfer that knowledge to the leader’s job as the
architect of standards-based reform in the school.
o The leader has the ability to access and use appropriate data to inform
decision-making at all levels of the system.
• Corollary Standards:
o The leader knows how to create a culture of teaching and learning with an
emphasis on learning.
o The leader knows how to manage resources for effective results.
o The leader knows how to collaborate, communicate, engage and
empower others inside and outside of the organization to pursue
excellence in learning.
o The leader knows how to operate in a fair and equitable manner with
personal and professional integrity.
PA Inspired Leadership (PIL) Legislation*
Frequently Asked Questions (FAQs)
*Act 45 of 2007 amended several sections (1003, 1109, 1205.5, and 1217) of the Pennsylvania Public School Code
to focus the preparation and continuing professional education of school and system leaders on the nine
Pennsylvania Leadership Standards. This is commonly referred to as the “PIL legislation.”
1/10/2008 3
o The leader knows how to advocate for children and public education in the
larger political, social, economic, legal and cultural context.
o The leader knows how to support professional growth of self and others
through practice and inquiry.
5. How were these standards determined?
In 2004-2005, a stakeholder group of practitioners (superintendents and
principals), association leaders, and university administrators and instructors
were asked to review the research on how school leaders impact student
achievement and to recommend a set of standards based on that research to
guide preparation and continuing professional education for school leaders in
Pennsylvania. The group recommended the standards to the Secretary of
Education in the spring of 2005, and they have been the basis of the professional
education offered through the Pennsylvania Inspired Leadership (PIL) program.
6. What is the Pennsylvania Inspired Leadership (PIL) program?
PIL is a standards-based professional education program offered by the
Department of Education through eight regional sites. Each site supports several
cohort groups with two curricular offerings: 1) a comprehensive curriculum
developed by the National Institute for School Leadership (NISL); and 2) a PAadapted
version of the Total Leaders curriculum developed by the Pennsylvania
School Leadership Council (PLDC).
7. Is the PIL program the only way that school and system leaders can receive
Act 48 credit?
Individuals employed as a school or systems leaders will be required to complete
their Act 48 continuing professional education requirements in no less than the
same proportion as the proportion of the compliance period during which the
individual was employed as a school or system leader (see also questions 12
and 13 below). PIL approved courses, as indicated by PERMS Subject Areas
“PA Inspired Leadership (PIL)” and “PA Inspired Leadership (PIL) Induction” are
the only Act 48 programs that will count towards completion of PIL requirements.
“School Administrative (Non-PIL)” courses and/or activities will not count towards
the completion of PIL requirements, but will count toward the total Act 48
continuing professional requirements and will satisfy the proportion of the
compliance period in which the individual was not serving as a school or system
leader.
PA Inspired Leadership (PIL) Legislation*
Frequently Asked Questions (FAQs)
*Act 45 of 2007 amended several sections (1003, 1109, 1205.5, and 1217) of the Pennsylvania Public School Code
to focus the preparation and continuing professional education of school and system leaders on the nine
Pennsylvania Leadership Standards. This is commonly referred to as the “PIL legislation.”
1/10/2008 4
PIL approved courses will consist of:
a. Leadership courses or programs offered by the Department that address
one or more of the PA leadership standards.
b. Approved principal and superintendent preparation programs.
c. Approved courses or programs offered by approved providers.
8. How will I know which courses or programs have been approved?
The law requires the Department to annually publish a list of approved providers
for the Principals’ Induction Program and the Continuing Professional Education
Programs. The Department will seek proposals from providers through an
Invitation to Qualify (ITQ) and will publish on its website a list of those that are
approved in March 2008. This list will be updated quarterly during 2008 and at
least once a year thereafter.
9. Is there a limit on the number of required hours for the Principals’
Induction Program?
Yes. The legislation limits the number of required hours of professional
education to 36 hours per school year and a total of 108 hours for the entire
Induction Program.
10. How will the Department track Act 48 hours for school and system leaders?
Starting in January 2008, the PERMSV2 tracking system will be modified to track
PIL hours and non-PIL hours for all school and systems leaders. Each
individual’s continuing education profile will show this information as it is reported
by providers. Approved providers will need to enter their approved courses or
programs under the subject area of PIL or PIL Induction in order for it to be
properly credited to an individual’s account.
11. What if a school and system leader has met the Act 48 requirements for
their current compliance period when the PIL legislation takes effect on
January 1, 2008?
Those school and systems leaders are not required to participate in any PIL or
PIL-approved programs until their next compliance period.
PA Inspired Leadership (PIL) Legislation*
Frequently Asked Questions (FAQs)
*Act 45 of 2007 amended several sections (1003, 1109, 1205.5, and 1217) of the Pennsylvania Public School Code
to focus the preparation and continuing professional education of school and system leaders on the nine
Pennsylvania Leadership Standards. This is commonly referred to as the “PIL legislation.”
1/10/2008 5
12. What about those school or system leaders who have not met their 180-
hour requirement for the current compliance period by January 1, 2008?
If a school or systems leader has served in one of the targeted positions for the
entire compliance period, he or she will have to get all of their remaining Act 48
hours in a PIL or PIL-approved program. For example, if a school or systems
leader has 120 Act 48 hours by January 1, 2008, he or she will need to complete
60 hours in a PIL or PIL-approved program.
13. What about school or system leaders who have served in both
administrative and non-administrative positions during a compliance
period?
In this case, the law requires that the Act 48 requirements be proportional. For
example, a school or system leader who has served in one of the targeted
positions for only four of the five-year Act 48 compliance period would need to
complete 80% of his or her remaining unmet hours as of January 1, 2008, in a
PIL or PIL-approved program.
14. What happens if a school or systems leader meets the Act 48 180 hour
requirement, but has not met the requirements of this law?
All school or systems leaders must meet the requirements of this law to remain
active. For example, assuming an individual has been employed as a school and
systems leader for the entire compliance period and has 150 PIL hours and 30
non-PIL hours, he or she will have administrative certificate(s) inactivated until
such time as the 30 hours in a PIL course or program have been completed. All
other certificates will remain active, and the school or systems leader will begin a
new Act 48 Five-Year Compliance Period. The specific administrative certificate
types that would be affected are Administrative, Administrative I, Administrative
II, and Letter of Eligibility.
15. How does this law affect individuals who hold administrative certificates
that are not currently serving in one of the positions defined as school and
system leaders?
They may continue to take professional education courses or programs
appropriate to their position responsibilities.
PA Inspired Leadership (PIL) Legislation*
Frequently Asked Questions (FAQs)
*Act 45 of 2007 amended several sections (1003, 1109, 1205.5, and 1217) of the Pennsylvania Public School Code
to focus the preparation and continuing professional education of school and system leaders on the nine
Pennsylvania Leadership Standards. This is commonly referred to as the “PIL legislation.”
1/10/2008 6
Wednesday, September 7, 2011
Data, Data Everywhere by Victoria Bernhardt
Notes- Chapter 2 (Looking At All The School’s Data)
• Many educators believe that 50% of student achievement results can be explained by other factors than what goes on in school.
• We need to change what we do to get different results
• There is a need to gather data in more than one area
-As mentioned in Chapter 1 also: THE FOUR CIRCLES-Data collection must be based on Demographics-Perceptions-Student Learning-School Processes
• The intersections of the four circles help define the questions we want to ask and focus on why data is necessary in order to find the answers.
• Demographic Data- School community data such as enrollment, attendance, grade level, ethnicity and credential status.
• Perceptions- Data that helps us understand what parents, teachers, students, etc. think about the learning environment. (Questionnaires, observations, interviews, focus groups)
• Student Learning- The results of the educational system from standardized tests, grades, standards-based assessments and formative assessments.
• School Processes- What educators are doing to get the results and how they work. (C&I, instructional strategies, processes, programs, special education, gifted, bilingual education, AP, etc)
• ALSO: Enrollment changes over the past five years. Have perceptions changed? Are there differences in the standardized test scores? Is student attendance linked to individual test results? Is there a gender difference in student’s perceptions of the learning environment? Do the attitudes of the students yield better test results?
• Interaction of Two Measures- Will allow you to see trends that develop (disaggregated by ethnicity over the past three years).
• Intersection of Three Measures- Will allow measures at the school level like student learning disaggregated by ethnicity compared to student questionnaire responses disaggregated by ethnicity. Do students of different ethnicities perceive the learning environment differently and are their standardized test scores consistent with these perceptions? What instructional processes were used? Is there a different report of the results for students involved in extra-curricular activities? Which program is making the biggest difference in student achievement for at-risk kids?
• Intersection of Four Measures- The ultimate goal! Are there differences in achievement scores for eighth grade girls and boys who report they like school, or by the program they are enrolled in, or by the grade level they are in? (IDENTIFY TRENDS). Understanding the intersection of the four circles allows us to identify trends, understand how they learn, what programs they are in and are all students learning at the same rate?
• First- Know where the school is at the present time. We can’t change from where we think we are, we must be honest and accurate of where we actually are. In the study at Marilyn Avenue School the student population changed over time and the teachers stayed the same. This indicated a need for new professional learning.
• Summary- If we want different results we need to do things differently. Just looking at summative results only will focus teachers on those results. The focus needs to be on ways to provide a better learning experience for all students. We must closely examine all four types of data to determine the best practices to improve learning for all students.
• Many educators believe that 50% of student achievement results can be explained by other factors than what goes on in school.
• We need to change what we do to get different results
• There is a need to gather data in more than one area
-As mentioned in Chapter 1 also: THE FOUR CIRCLES-Data collection must be based on Demographics-Perceptions-Student Learning-School Processes
• The intersections of the four circles help define the questions we want to ask and focus on why data is necessary in order to find the answers.
• Demographic Data- School community data such as enrollment, attendance, grade level, ethnicity and credential status.
• Perceptions- Data that helps us understand what parents, teachers, students, etc. think about the learning environment. (Questionnaires, observations, interviews, focus groups)
• Student Learning- The results of the educational system from standardized tests, grades, standards-based assessments and formative assessments.
• School Processes- What educators are doing to get the results and how they work. (C&I, instructional strategies, processes, programs, special education, gifted, bilingual education, AP, etc)
• ALSO: Enrollment changes over the past five years. Have perceptions changed? Are there differences in the standardized test scores? Is student attendance linked to individual test results? Is there a gender difference in student’s perceptions of the learning environment? Do the attitudes of the students yield better test results?
• Interaction of Two Measures- Will allow you to see trends that develop (disaggregated by ethnicity over the past three years).
• Intersection of Three Measures- Will allow measures at the school level like student learning disaggregated by ethnicity compared to student questionnaire responses disaggregated by ethnicity. Do students of different ethnicities perceive the learning environment differently and are their standardized test scores consistent with these perceptions? What instructional processes were used? Is there a different report of the results for students involved in extra-curricular activities? Which program is making the biggest difference in student achievement for at-risk kids?
• Intersection of Four Measures- The ultimate goal! Are there differences in achievement scores for eighth grade girls and boys who report they like school, or by the program they are enrolled in, or by the grade level they are in? (IDENTIFY TRENDS). Understanding the intersection of the four circles allows us to identify trends, understand how they learn, what programs they are in and are all students learning at the same rate?
• First- Know where the school is at the present time. We can’t change from where we think we are, we must be honest and accurate of where we actually are. In the study at Marilyn Avenue School the student population changed over time and the teachers stayed the same. This indicated a need for new professional learning.
• Summary- If we want different results we need to do things differently. Just looking at summative results only will focus teachers on those results. The focus needs to be on ways to provide a better learning experience for all students. We must closely examine all four types of data to determine the best practices to improve learning for all students.
Data, Data Everywhere, by Victoria Bernhardt
Notes- Chapter 1 (Introduction)
1. Effective gathering and analyzing
2. Self-assess on continuous improvement continuums
3. Create a shared vision
4. Use tools for powerful problem solving (9-Step Process)
-Identify the problem-Describe hunches and hypothesis-Identify questions and data-Analyze multiple measures-Analyze political realities-Develop action plan resolution-Implement action plan-Evaluate implementation-Improve the process and system
5. Develop quality strategies to implement the school vision and plan
6. Evaluate for continuous improvement efforts
7. Processing multiple measures of data (4 categories)
-Demographics-Perceptions-Student Learning-School Processes
8. Where do we want to be?
-Purpose-Mission AND Vision, goals and expectations
9. How do we get there?
-Action Plan and Implementation of Strategies
10. Monitor student achievement levels.
INCREASE STUDENT ACHIEVEMENT AT EVERY GRADE LEVEL IN EVERY SUBJECT AND WITH EVERY STUDENT GROUP…
Step One-Develop a Leadership (Data) team with the first goal being to convince all teachers that changes in population required changes to the approach to teaching.
Step Two- Look at all the school’s data- comprehensive and demographic data to gain an understanding of how the population is changing. Use perceptions of parents and students on how to better meet their needs. Realize that it is not an easy task to measure instructional strategies and programs.
Step Three-Continuous Improvement Continuums (CICs)- To help staff see where you are and promote the movement of everyone together. Education For The Future, a portfolio of the school is a commonly-used program.
Step Four- All staff participates in indentifying the contributing factors to the undesirable results.
Step five- School-wide professional learning in assessment and instructional strategies
Step Six- Make sure everyone is using common assessments to clarify where students were at any time during the year.
Step Seven- Establish collaborative teams and meeting times must be accountable for everyone. Teams must discuss student assessment results and student work and how to change instructional strategies to get improved results.
Step Eight- Create the School Portfolio to house data, the vision and plan. The portfolio, as indicated in Chapter 1, provides the focus and sense of urgency to improve.
1. Effective gathering and analyzing
2. Self-assess on continuous improvement continuums
3. Create a shared vision
4. Use tools for powerful problem solving (9-Step Process)
-Identify the problem-Describe hunches and hypothesis-Identify questions and data-Analyze multiple measures-Analyze political realities-Develop action plan resolution-Implement action plan-Evaluate implementation-Improve the process and system
5. Develop quality strategies to implement the school vision and plan
6. Evaluate for continuous improvement efforts
7. Processing multiple measures of data (4 categories)
-Demographics-Perceptions-Student Learning-School Processes
8. Where do we want to be?
-Purpose-Mission AND Vision, goals and expectations
9. How do we get there?
-Action Plan and Implementation of Strategies
10. Monitor student achievement levels.
INCREASE STUDENT ACHIEVEMENT AT EVERY GRADE LEVEL IN EVERY SUBJECT AND WITH EVERY STUDENT GROUP…
Step One-Develop a Leadership (Data) team with the first goal being to convince all teachers that changes in population required changes to the approach to teaching.
Step Two- Look at all the school’s data- comprehensive and demographic data to gain an understanding of how the population is changing. Use perceptions of parents and students on how to better meet their needs. Realize that it is not an easy task to measure instructional strategies and programs.
Step Three-Continuous Improvement Continuums (CICs)- To help staff see where you are and promote the movement of everyone together. Education For The Future, a portfolio of the school is a commonly-used program.
Step Four- All staff participates in indentifying the contributing factors to the undesirable results.
Step five- School-wide professional learning in assessment and instructional strategies
Step Six- Make sure everyone is using common assessments to clarify where students were at any time during the year.
Step Seven- Establish collaborative teams and meeting times must be accountable for everyone. Teams must discuss student assessment results and student work and how to change instructional strategies to get improved results.
Step Eight- Create the School Portfolio to house data, the vision and plan. The portfolio, as indicated in Chapter 1, provides the focus and sense of urgency to improve.
Friday, September 2, 2011
MIDDLE LEVEL ISSUES
Vol. 5 #8, November 2005
Literacy Development for the 21stCentury
byMarcia Rossand Robert C. Spear Ed.D.
No matter where you are in these days of standards, assessment, and “leaving no child behind,” adolescent literacy skills development is on everyone’s mind. For many of us, adolescent literacy, often a neglected area when compared to elementary literacy efforts, has been determined to be a critical area for action.
The standard definition of literacy has always been the ability to read, write, speak, listen, and think effectively. InAdolescent Literacy Resources: Linking Research and Practice, Meltzer describes the significance of literacy as enabling “people to access power through the ability to become informed, to inform others, and to make informed decisions.” In today’s information loaded world, the greater question may be what are the skills that adolescents will need to be literate in the 21stcentury? What skills will they need to access the opportunities that are available and to have some power and control in the world in which they will live?
Historically, literacy skills development has focused on reading, writing and arithmetic. The core of this approach has not changed significantly over time. While some students have always mastered the skills that were deemed necessary to be successful in school and in the world beyond school, others were always at a disadvantage. Current research indicates that today’s adolescents do not consistently have the skills necessary to be successful in learning, let alone in the world at large. For example, according to Joyce, Hyraces, and Calhoun, 2001, 33% of secondary students have withdrawn from active participation in class and are reading below grade level. (Melvina Phillips in thePower of Strategic Literacy Immersion/ NASSP Annual Conference,San Francisco, CaFebruary 25, 2005).
David Warlick, ed-tech expert and author ofRedefining Literacy for the 21stCentury, describes the 3R’s (reading, writing, and arithmetic) as evolving into the four E’s (exposing knowledge, employing information, expressing ideas compellingly, and ethics on the internet. This approach to literacy is based on the fact that the nature of information is changing. “What it looks like, what we use to view it, where and how we find it, what we can do with it, and how we communicate it” is changing according to Warlick. The redefinition of literacy and the subsequent integration of these ideas into the curriculum will provide a stronger and more relevant avenue for modernizing instruction and better preparing students for the future.
Successful literacy skills development for today’s adolescents requires a comprehensive approach. The responsibility for developing a comprehensive skills development program belongs to each and every one of us. It should be reflected in the total curriculum, technology acquisition and use, allocation of resources, and should have priority in professional development planning. It should take into account current research identifying successful adolescent literacy programs and should encompass approaches to improve the skills of all learners, not just those at either end of the achievement curve. As is true for all middle level programs, the literacy initiative should have high expectations for all learners and be presented in a developmentally appropriate learning environment.
Editor’s Note: The New England League of Middle Schools is the service provider for theSTEPS to Middle Level Literacyprofessional development experience. Please contact NELMS if you desire further information on this school wide professional learning experience that will improve literacy learning for all students.
Literacy Development for the 21stCentury
byMarcia Rossand Robert C. Spear Ed.D.
No matter where you are in these days of standards, assessment, and “leaving no child behind,” adolescent literacy skills development is on everyone’s mind. For many of us, adolescent literacy, often a neglected area when compared to elementary literacy efforts, has been determined to be a critical area for action.
The standard definition of literacy has always been the ability to read, write, speak, listen, and think effectively. InAdolescent Literacy Resources: Linking Research and Practice, Meltzer describes the significance of literacy as enabling “people to access power through the ability to become informed, to inform others, and to make informed decisions.” In today’s information loaded world, the greater question may be what are the skills that adolescents will need to be literate in the 21stcentury? What skills will they need to access the opportunities that are available and to have some power and control in the world in which they will live?
Historically, literacy skills development has focused on reading, writing and arithmetic. The core of this approach has not changed significantly over time. While some students have always mastered the skills that were deemed necessary to be successful in school and in the world beyond school, others were always at a disadvantage. Current research indicates that today’s adolescents do not consistently have the skills necessary to be successful in learning, let alone in the world at large. For example, according to Joyce, Hyraces, and Calhoun, 2001, 33% of secondary students have withdrawn from active participation in class and are reading below grade level. (Melvina Phillips in thePower of Strategic Literacy Immersion/ NASSP Annual Conference,San Francisco, CaFebruary 25, 2005).
David Warlick, ed-tech expert and author ofRedefining Literacy for the 21stCentury, describes the 3R’s (reading, writing, and arithmetic) as evolving into the four E’s (exposing knowledge, employing information, expressing ideas compellingly, and ethics on the internet. This approach to literacy is based on the fact that the nature of information is changing. “What it looks like, what we use to view it, where and how we find it, what we can do with it, and how we communicate it” is changing according to Warlick. The redefinition of literacy and the subsequent integration of these ideas into the curriculum will provide a stronger and more relevant avenue for modernizing instruction and better preparing students for the future.
Successful literacy skills development for today’s adolescents requires a comprehensive approach. The responsibility for developing a comprehensive skills development program belongs to each and every one of us. It should be reflected in the total curriculum, technology acquisition and use, allocation of resources, and should have priority in professional development planning. It should take into account current research identifying successful adolescent literacy programs and should encompass approaches to improve the skills of all learners, not just those at either end of the achievement curve. As is true for all middle level programs, the literacy initiative should have high expectations for all learners and be presented in a developmentally appropriate learning environment.
Editor’s Note: The New England League of Middle Schools is the service provider for theSTEPS to Middle Level Literacyprofessional development experience. Please contact NELMS if you desire further information on this school wide professional learning experience that will improve literacy learning for all students.
Monday, August 29, 2011
Links for the Educational Leader
1. School Matters- www.schoolmatters.com
This insightful resource is a public source of information and analysis for the nation’s public schools. This site provides a wealth of information along with search and comparison tools to identify and understand numbers. This site can be searched by state, district, or school. The types of data available on this website include student performance, spending, revenue, taxes, school environment, community demographics, and S&P ratios.
2. Pennsylvania Value-added Assessment System (PVAAS)- https://pvaas.sas.com
This website can only be accessed by electronically securing a user name and password e-mailed to the school district’s superintendent. The types of data available on this site include progress/growth, projections of future performance on PSSA, achievement/proficiency status, and demographics. The levels of data include district, school, subgroup, and student. The content area includes math and reading.
3. PSSA Data Interactive by eMetric- http://pssa.emetric.net
This website is designed to provide quick, easy, and secure access to student performance results that are measured on the PSSA. On this site, you are able to create tables, graphs, or external files for reports. The types of data available on this site include achievement/proficiency status, reporting categories/anchors, raw scores, and percentages. The levels of data include district, school, subgroup, or student. The content areas include math and reading. The website does a great job breaking down performance scores as well as individual scores.
4. PA AYP-www.paayp.com
This website is open to the public and contains district and school reports that disclose adequate yearly progress (AYP) targets and results for the most recent year, the last two years, and next year’s target. The types of data on this website include AYP targets, status/achievement levels, academic performance, attendance, and test participation. There is also a discussion for results by parents and educators.
5. National Center for Educational Statistics Website - http://nces.ed.gov/
This is a good source of comparative financial information from throughout the United States. It also contains a search function for all US public schools and school districts.
6. Standards Aligned System - http://www.pdesas.org
The Pennsylvania Department of Education (“PDE”) web-based project known as the Standards Aligned System (“SAS”) developed by Performance Learning Systems (“PLS”) is a comprehensive approach to support student achievement. Much research has been conducted as to what makes a great school. There are many intangible components. However, research gathered by PDE supports the notion that great schools and school systems tend to have six common elements:
Clear Standards, Fair Assessments, Curriculum Framework, Instruction, Materials and Resources, and Interventions.
7. PSSA Reports: The GROW Network - http://www.grownetwork.com
This website provides customized reports for teachers, parents, administrators, and students. Provides Web tools that offer guidance based on test results, instructional materials designed to target students’ needs, and professional development resources that build skills and enhance meaningful instruction.
8. PennData - http://penndata.hbg.psu.eduhttp://penndata.hbg.psu.edu
This website serves as Pennsylvania’s statewide data collection system for data about school systems state wide. These data elements including demographics and information regarding special education services are collected twice a year from districts. This data is used for state and federal reporting.
9. Study Island - http://www.studyisland.com
This website is designed for practice in mathematics and reading. The CASD uses this program to benchmark students three times a year for progress monitoring. It is aligned to the PA Standards, Anchors, and eligible content. Reports are available as a Class Summary, Individual Report, Blue Ribbon Report (mastery), Class Gradebook Report, Class Comparison Report and Assignment Report. Study Island is correlated to the Pennsylvania PSSA.
10. Measures of Academic Progress (MAP)- http://www.nwea.org/products-services/computer-based-adaptive-assessments/map.
These tests are designed to measure growth in student learning for individual students, These scores help teachers plan instructional programs, place students in appropriate courses and screen students for special programs. Students are scored by RIT (Ready Instructionally Today) bands and shows what needs to be taught instructionally as the students are ready to
learn.
11. GMADE- http://www.pearsonassessments.com - The GMADE™ (Group Mathematics Assessment and Diagnostic Evaluation) is a diagnostic mathematics test that measures individual student skills in the main areas of math, as identified by the National Council of Teachers of Mathematics. This in-depth, group-administered test for grades K-12 helps educators pinpoint areas where students need instruction. Skills measured include Concepts and Communication, Operations and Computation, and Process and Application. GMADE is norm-referenced. Scores available include stanines, percentiles, grade equivalents, age equivalents, standard scores, normal curve equivalents and growth scale values
12. GRADE http://www.pearsonassessments.com - The GRADE™ (Group Reading Assessment and Diagnostic Evaluation) is a diagnostic reading test that determines what developmental skills students Pre-K through 12th grade have mastered and where they need instruction or intervention. GRADE is a total solution for reading assessment and instruction. This is a normed referenced test.
13. AIMSweb-http://www.aimsweb.com - AIMSweb is a benchmark and progress monitoring system based on direct, frequent and continuous student assessment. The results are reported to students, parents, teachers and administrators via a web-based data management and reporting system to determine response to intervention.
14. Performance TRACKER – www.sungardps.com - Performance TRACKER is part of Performance PLUS, which is operated by SunGard. Performance TRACKER tracks and analyzes student learning and assessment data and is useful in warehousing all of a district’s data as well as state and national statistics, thereby creating a centralized database for student assessment data. One beneficial feature is the ability to view an individual student’s data history and to then target areas in need of specific intervention. Data stored in the system may be disaggregated by school, teacher, classroom, student, or demographic groups, thus providing an abundance of data-related information to educators.
15. DIBELS Data System - https://dibels.uoregon.edu/
The DIBELS data system is very useful to elementary teachers and administrators using the Dynamic Indicators of Basic Early Literacy Skills (DIBELS). Teachers can enter their student assessment scores and track them through progress monitoring. The database saves student scores from year-to-year. Educators can compile and print out charts, tables, and graphs. Administrators can chart student progress, use the information as part of data teams, planning interventions, and for improving student performance. The site also provides resource information. The database cost $1 per student for the school year.
16. Accelerated Reader - http://www.renlearn.com/ar/
The Accelerated Reader (AR) program is an excellent program for schools and is available as a web-based program. When purchased, students have access to quizzes on thousands of books for all reading levels. Students read books on their individual reading level (which can be determined through STAR assessment as part of the program) and take quizzes. Books are assigned points based on reading level and length and students accumulate points throughout the school year. Many schools use the points along with an incentive program and/or grades. The program can be used to enrich the best readers as well as part of RTII program. The Diagnostic Report helps track the key indicators of successful reading practice—quality (average percent correct) quantity (time spent reading), and difficulty (average ATOS book level)—and pinpoint issues as they arise. Other reports track students’ reading accomplishments, favorite books by grade level, and other information that can be fun to use for rewards or tracking.
This insightful resource is a public source of information and analysis for the nation’s public schools. This site provides a wealth of information along with search and comparison tools to identify and understand numbers. This site can be searched by state, district, or school. The types of data available on this website include student performance, spending, revenue, taxes, school environment, community demographics, and S&P ratios.
2. Pennsylvania Value-added Assessment System (PVAAS)- https://pvaas.sas.com
This website can only be accessed by electronically securing a user name and password e-mailed to the school district’s superintendent. The types of data available on this site include progress/growth, projections of future performance on PSSA, achievement/proficiency status, and demographics. The levels of data include district, school, subgroup, and student. The content area includes math and reading.
3. PSSA Data Interactive by eMetric- http://pssa.emetric.net
This website is designed to provide quick, easy, and secure access to student performance results that are measured on the PSSA. On this site, you are able to create tables, graphs, or external files for reports. The types of data available on this site include achievement/proficiency status, reporting categories/anchors, raw scores, and percentages. The levels of data include district, school, subgroup, or student. The content areas include math and reading. The website does a great job breaking down performance scores as well as individual scores.
4. PA AYP-www.paayp.com
This website is open to the public and contains district and school reports that disclose adequate yearly progress (AYP) targets and results for the most recent year, the last two years, and next year’s target. The types of data on this website include AYP targets, status/achievement levels, academic performance, attendance, and test participation. There is also a discussion for results by parents and educators.
5. National Center for Educational Statistics Website - http://nces.ed.gov/
This is a good source of comparative financial information from throughout the United States. It also contains a search function for all US public schools and school districts.
6. Standards Aligned System - http://www.pdesas.org
The Pennsylvania Department of Education (“PDE”) web-based project known as the Standards Aligned System (“SAS”) developed by Performance Learning Systems (“PLS”) is a comprehensive approach to support student achievement. Much research has been conducted as to what makes a great school. There are many intangible components. However, research gathered by PDE supports the notion that great schools and school systems tend to have six common elements:
Clear Standards, Fair Assessments, Curriculum Framework, Instruction, Materials and Resources, and Interventions.
7. PSSA Reports: The GROW Network - http://www.grownetwork.com
This website provides customized reports for teachers, parents, administrators, and students. Provides Web tools that offer guidance based on test results, instructional materials designed to target students’ needs, and professional development resources that build skills and enhance meaningful instruction.
8. PennData - http://penndata.hbg.psu.eduhttp://penndata.hbg.psu.edu
This website serves as Pennsylvania’s statewide data collection system for data about school systems state wide. These data elements including demographics and information regarding special education services are collected twice a year from districts. This data is used for state and federal reporting.
9. Study Island - http://www.studyisland.com
This website is designed for practice in mathematics and reading. The CASD uses this program to benchmark students three times a year for progress monitoring. It is aligned to the PA Standards, Anchors, and eligible content. Reports are available as a Class Summary, Individual Report, Blue Ribbon Report (mastery), Class Gradebook Report, Class Comparison Report and Assignment Report. Study Island is correlated to the Pennsylvania PSSA.
10. Measures of Academic Progress (MAP)- http://www.nwea.org/products-services/computer-based-adaptive-assessments/map.
These tests are designed to measure growth in student learning for individual students, These scores help teachers plan instructional programs, place students in appropriate courses and screen students for special programs. Students are scored by RIT (Ready Instructionally Today) bands and shows what needs to be taught instructionally as the students are ready to
learn.
11. GMADE- http://www.pearsonassessments.com - The GMADE™ (Group Mathematics Assessment and Diagnostic Evaluation) is a diagnostic mathematics test that measures individual student skills in the main areas of math, as identified by the National Council of Teachers of Mathematics. This in-depth, group-administered test for grades K-12 helps educators pinpoint areas where students need instruction. Skills measured include Concepts and Communication, Operations and Computation, and Process and Application. GMADE is norm-referenced. Scores available include stanines, percentiles, grade equivalents, age equivalents, standard scores, normal curve equivalents and growth scale values
12. GRADE http://www.pearsonassessments.com - The GRADE™ (Group Reading Assessment and Diagnostic Evaluation) is a diagnostic reading test that determines what developmental skills students Pre-K through 12th grade have mastered and where they need instruction or intervention. GRADE is a total solution for reading assessment and instruction. This is a normed referenced test.
13. AIMSweb-http://www.aimsweb.com - AIMSweb is a benchmark and progress monitoring system based on direct, frequent and continuous student assessment. The results are reported to students, parents, teachers and administrators via a web-based data management and reporting system to determine response to intervention.
14. Performance TRACKER – www.sungardps.com - Performance TRACKER is part of Performance PLUS, which is operated by SunGard. Performance TRACKER tracks and analyzes student learning and assessment data and is useful in warehousing all of a district’s data as well as state and national statistics, thereby creating a centralized database for student assessment data. One beneficial feature is the ability to view an individual student’s data history and to then target areas in need of specific intervention. Data stored in the system may be disaggregated by school, teacher, classroom, student, or demographic groups, thus providing an abundance of data-related information to educators.
15. DIBELS Data System - https://dibels.uoregon.edu/
The DIBELS data system is very useful to elementary teachers and administrators using the Dynamic Indicators of Basic Early Literacy Skills (DIBELS). Teachers can enter their student assessment scores and track them through progress monitoring. The database saves student scores from year-to-year. Educators can compile and print out charts, tables, and graphs. Administrators can chart student progress, use the information as part of data teams, planning interventions, and for improving student performance. The site also provides resource information. The database cost $1 per student for the school year.
16. Accelerated Reader - http://www.renlearn.com/ar/
The Accelerated Reader (AR) program is an excellent program for schools and is available as a web-based program. When purchased, students have access to quizzes on thousands of books for all reading levels. Students read books on their individual reading level (which can be determined through STAR assessment as part of the program) and take quizzes. Books are assigned points based on reading level and length and students accumulate points throughout the school year. Many schools use the points along with an incentive program and/or grades. The program can be used to enrich the best readers as well as part of RTII program. The Diagnostic Report helps track the key indicators of successful reading practice—quality (average percent correct) quantity (time spent reading), and difficulty (average ATOS book level)—and pinpoint issues as they arise. Other reports track students’ reading accomplishments, favorite books by grade level, and other information that can be fun to use for rewards or tracking.
Memorable Quotes About Leadership
1. "The most valuable "currency" of any organization is the initiative and creativity of its members. Every leader has the solemn moral responsibility to develop these to the maximum in all his people. This is the leader's highest priority," ~ W. Edwards Deming in Principle Centered Leadership. 2. A true leader always keeps an element of surprise up his sleeve, which others cannot grasp but which keeps his public excited and breathless, ~ Charles deGaulle 3. Leadership has a harder job to do than just choose sides. It must bring sides together. ~ Jesse Jackson 4. "People do not care how much you know until they know how much you care," ~ John C. Maxwell 5. Leadership is not magnetic personality—that can just as well be a glib tongue. It is not "making friends and influencing people"—that is flattery. Leadership is lifting a person's vision to higher sights, the raising of a person's performance to a higher standard, the building of a personality beyond its normal limitations, ~ Peter F. Drucker, 6. "Few people are successful unless other people want them to be." ~ Charlie Brown, 7. "Not to decide is to decide." - Harry Coy, 8. "It's kind of fun to do the impossible." - Walt Disney, 9. "There is a better way to do it . . . find it." - Thomas Edison, 10. "Perpetual optimism is a force multiplier." - Colin Powell, 11. “One can’t believe impossible things.” “I daresay you haven’t had much practice,” said the Queen. “When I was your age I always did it for half-an-hour a day. Why, sometimes I’ve believed as many as six impossible things before breakfast.” Lewis Carroll, Alice’s Adventures in Wonderland, 12. "Schools need leaders who focus on advancing student and staff learning live with paradox. They must have a sense of urgency about improving their schools, balanced by the patience to sustain them for the long haul. They must focus on the future, but remain grounded in today. They must see the big picture, while maintaining a close focus on details. They must be strong leaders who give away power to others." Richard DuFour, and 13. “The ultimate measure of a man (or woman) is not where he (she) stands in moments of comfort and convenience, but where he (she) stands at times of challenge and controversy.” — Martin Luther King Jr.
Friday, August 26, 2011
UNIVERSITY PARK, Pa. (Good Article)
Ailing Financial Conditions of School Districts Likely to Continue, Says Hartman
Expect financial hardships of school districts to continue, says Penn State's Bill Hartman.
by Joe Savrock (July 2011)
UNIVERSITY PARK, Pa. - School districts nationwide are experiencing unprecedented financial hardships, and the situation is likely to worsen in the coming years, says a Penn State researcher.
William T. Hartman, professor of education leadership at Penn State, gave an analysis of the critical fiscal crisis facing Pennsylvania’s school districts during a recent presentation at the National Education Finance Conference in Tampa, Fla. In his paper, titled “Train Wreck Ahead: Financial Conditions Facing School Districts,” Hartman provided an overview of key economic, political, and educational factors that impact school districts' financial operations.
On the revenue side, Hartman pointed out that all three major sources are limited or declining. “Local tax increases will be difficult due to tax limitation measures and local resistance from taxpayers,” he said. “State funding for education is now being driven by lack of state revenues from state deficits, a political ideology to cut spending, and a general hostility to public education from some politicians. Extra federal funding from the stimulus money is now gone and will not be replaced.”
Without adequate revenues to maintain or expand programs, districts are forced to turn to expenditure reductions to balance their budgets. While this would be difficult enough in normal economic times, many of the district costs are mandated by the state and federal government. “Costs of required pension increases alone will consume most of new district revenues in the coming years,” Hartman said. “This necessitates both educational program and staffing cuts, which can be painful and have serious implications for availability of adequate education for all students.”
All the while, there is no letup in the state and federal mandates for student achievement. No Child Left Behind requires districts to have all of their students at a proficiency level in basic subject areas by 2014.
“The rising and somewhat uncontrollable expenditures and the limited or reduced revenues have led to a serious structural fiscal imbalance for many districts,” said Hartman. “Continuing on the same path, annual deficits are inevitable and will increase beyond manageable levels in very short order. Any fiscal reserves the districts have will be quickly consumed. The result will be district bankruptcy.
“Administrators and school boards are faced with new realities, the likes of which they’ve never had to deal with,” continued Hartman. “It’s a whole new ball game—it’s no longer business as usual. The focus is on survival.”
What is needed, said Hartman, is a concept he calls RESET—that is, to reset a district’s expenditure level down to available revenues. “The concept is easy to understand, but it is extraordinarily difficult to achieve while maintaining the educational integrity of the district, reaching mandated student achievement levels, and meeting community expectations,” he said.
“Of necessity, the focus will be more on what is required under the school code, rather than what has been offered in the past,” said Hartman. “The list is both surprising and disheartening if even partially implemented.”
Among the academic areas that are not mandated are vocational education, business education, home economics, computer science, art, and music. The list for potential elimination goes on: elective courses not required for graduation, libraries, student services (guidance counselors, school psychologists, school nurses), extracurricular activities (athletics, band, chorus, student government), and any limits on class size.
“For each area,” said Hartman, “a series of questions can be asked: Do we want to offer the program at all? Can we offer a different amount—for example, less often or to fewer students? Can we provide it in a different, more efficient, less costly way? The first round of budget cuts and adjustments for the 2011-12 school year introduced this new reality to most school districts.”
In future years, the primary concern for school districts will be to determine their educational and fiscal future. “This means looking forward to what is possible, not backwards to what used to be,” explained Hartman. “On the fiscal side, this means finding efficiencies and cost savings to meet budget limitations and operate within available funds. On the operations side, it will encourage school administrators to look at restructuring instruction and support services. This is best achieved through a careful and inclusive process to establish district priorities and plan their resource allocation decisions.”
At the conference, Hartman was presented with a Distinguished Fellow Award. This lifetime award is given to individuals who have gained national visibility and who have distinguished themselves by their exemplary research and/or practice in the field of public education finance, both at the elementary and secondary level, as well as in higher education.
Expect financial hardships of school districts to continue, says Penn State's Bill Hartman.
by Joe Savrock (July 2011)
UNIVERSITY PARK, Pa. - School districts nationwide are experiencing unprecedented financial hardships, and the situation is likely to worsen in the coming years, says a Penn State researcher.
William T. Hartman, professor of education leadership at Penn State, gave an analysis of the critical fiscal crisis facing Pennsylvania’s school districts during a recent presentation at the National Education Finance Conference in Tampa, Fla. In his paper, titled “Train Wreck Ahead: Financial Conditions Facing School Districts,” Hartman provided an overview of key economic, political, and educational factors that impact school districts' financial operations.
On the revenue side, Hartman pointed out that all three major sources are limited or declining. “Local tax increases will be difficult due to tax limitation measures and local resistance from taxpayers,” he said. “State funding for education is now being driven by lack of state revenues from state deficits, a political ideology to cut spending, and a general hostility to public education from some politicians. Extra federal funding from the stimulus money is now gone and will not be replaced.”
Without adequate revenues to maintain or expand programs, districts are forced to turn to expenditure reductions to balance their budgets. While this would be difficult enough in normal economic times, many of the district costs are mandated by the state and federal government. “Costs of required pension increases alone will consume most of new district revenues in the coming years,” Hartman said. “This necessitates both educational program and staffing cuts, which can be painful and have serious implications for availability of adequate education for all students.”
All the while, there is no letup in the state and federal mandates for student achievement. No Child Left Behind requires districts to have all of their students at a proficiency level in basic subject areas by 2014.
“The rising and somewhat uncontrollable expenditures and the limited or reduced revenues have led to a serious structural fiscal imbalance for many districts,” said Hartman. “Continuing on the same path, annual deficits are inevitable and will increase beyond manageable levels in very short order. Any fiscal reserves the districts have will be quickly consumed. The result will be district bankruptcy.
“Administrators and school boards are faced with new realities, the likes of which they’ve never had to deal with,” continued Hartman. “It’s a whole new ball game—it’s no longer business as usual. The focus is on survival.”
What is needed, said Hartman, is a concept he calls RESET—that is, to reset a district’s expenditure level down to available revenues. “The concept is easy to understand, but it is extraordinarily difficult to achieve while maintaining the educational integrity of the district, reaching mandated student achievement levels, and meeting community expectations,” he said.
“Of necessity, the focus will be more on what is required under the school code, rather than what has been offered in the past,” said Hartman. “The list is both surprising and disheartening if even partially implemented.”
Among the academic areas that are not mandated are vocational education, business education, home economics, computer science, art, and music. The list for potential elimination goes on: elective courses not required for graduation, libraries, student services (guidance counselors, school psychologists, school nurses), extracurricular activities (athletics, band, chorus, student government), and any limits on class size.
“For each area,” said Hartman, “a series of questions can be asked: Do we want to offer the program at all? Can we offer a different amount—for example, less often or to fewer students? Can we provide it in a different, more efficient, less costly way? The first round of budget cuts and adjustments for the 2011-12 school year introduced this new reality to most school districts.”
In future years, the primary concern for school districts will be to determine their educational and fiscal future. “This means looking forward to what is possible, not backwards to what used to be,” explained Hartman. “On the fiscal side, this means finding efficiencies and cost savings to meet budget limitations and operate within available funds. On the operations side, it will encourage school administrators to look at restructuring instruction and support services. This is best achieved through a careful and inclusive process to establish district priorities and plan their resource allocation decisions.”
At the conference, Hartman was presented with a Distinguished Fellow Award. This lifetime award is given to individuals who have gained national visibility and who have distinguished themselves by their exemplary research and/or practice in the field of public education finance, both at the elementary and secondary level, as well as in higher education.
Wednesday, August 10, 2011
from the NY TIMES ---Overriding a Key Education Law
Overriding a Key Education Law
By SAM DILLON
Published: August 8, 2011
Alex Brandon/Associated Press
Arne Duncan, secretary of education, in 2009. He said the No Child Left Behind law was hurting efforts to improve schools.
Related
Times Topics: No Child Left Behind Act | Arne DuncanMr. Duncan told reporters that he was acting because Congress had failed to rewrite the Bush-era law, which he called a “slow-motion train wreck.” He is waiving the law’s proficiency requirements for states that have adopted their own testing and accountability programs and are making other strides toward better schools, he said.
The administration’s plan amounts to the most sweeping use of executive authority to rewrite federal education law since Washington expanded its involvement in education in the 1960s.
Conservatives said it could inflame relations with Republicans in the House who want to reduce, not expand, the federal footprint in education. But Mr. Duncan and White House officials described their plan as offering crucial relief to state and local educators as the No Child law, which President George W. Bush signed in 2002, comes into increasing conflict with more recent efforts to raise academic standards.
The law made its focus the use of standardized test scores in schools, particularly those serving minority students.
“I can’t overemphasize how loud the outcry is for us to do something right now,” Mr. Duncan told reporters on Friday in a conference call that he said could not be reported until midnight Sunday.
Melody Barnes, director of President Obama’s White House Domestic Policy Council, who joined Mr. Duncan in the announcement, said that all states would be encouraged to apply for waivers from the law’s accountability provisions, but that only states the administration believed were carrying out ambitious school improvement initiatives would get them.
“This is not a pass on accountability,” Ms. Barnes said. “There will be a high bar for states seeking flexibility within the law.”
Under the current law, every school is given the equivalent of a pass-fail report card each year, an evaluation that administration officials say fails to differentiate among chaotic schools in chronic failure, schools that are helping low-scoring students improve, and high-performing suburban schools that nonetheless appear to be neglecting some low-scoring students.
About 38,000 of the nation’s 100,000 public schools fell short of their test-score targets under the federal law last year, and Mr. Duncan has predicted that number would rise to 80,000 this year.
Skeptics said Mr. Duncan’s predictions were exaggerated, but a huge number of schools are falling short under No Child’s school rating system. Eighty-nine percent of Florida’s public schools, for instance, missed federal testing targets, although 58 percent of Florida schools earned an A under the state’s own well-regarded grading system.
When Mr. Duncan sketched an outline of the administration’s waiver plan in June, Representative John Kline, the Minnesota Republican who is chairman of the House education committee, demanded that Mr. Duncan show by what legal authority he would override the federal law. Mr. Duncan responded by citing provisions of the No Child law itself that give the education secretary broad waiver powers.
On Friday, Mr. Kline said in a statement, “I remain concerned that temporary measures instituted by the department, such as conditional waivers, could undermine” efforts by Congress to rewrite the law.
Mr. Kline’s committee has completed three overhaul bills focusing on elimination of federal programs, financial flexibility for states, and charter schools. But the committee has not yet produced bills rewriting the law’s crucial school accountability and teacher effectiveness provisions.
Senator Tom Harkin, the Iowa Democrat who is chairman the Senate education committee, said he understood why Mr. Duncan was pursuing the waiver plan, since “it is undeniable that this Congress faces real challenges reaching bipartisan, bicameral agreement on anything.”
By SAM DILLON
Published: August 8, 2011
Alex Brandon/Associated Press
Arne Duncan, secretary of education, in 2009. He said the No Child Left Behind law was hurting efforts to improve schools.
Related
Times Topics: No Child Left Behind Act | Arne DuncanMr. Duncan told reporters that he was acting because Congress had failed to rewrite the Bush-era law, which he called a “slow-motion train wreck.” He is waiving the law’s proficiency requirements for states that have adopted their own testing and accountability programs and are making other strides toward better schools, he said.
The administration’s plan amounts to the most sweeping use of executive authority to rewrite federal education law since Washington expanded its involvement in education in the 1960s.
Conservatives said it could inflame relations with Republicans in the House who want to reduce, not expand, the federal footprint in education. But Mr. Duncan and White House officials described their plan as offering crucial relief to state and local educators as the No Child law, which President George W. Bush signed in 2002, comes into increasing conflict with more recent efforts to raise academic standards.
The law made its focus the use of standardized test scores in schools, particularly those serving minority students.
“I can’t overemphasize how loud the outcry is for us to do something right now,” Mr. Duncan told reporters on Friday in a conference call that he said could not be reported until midnight Sunday.
Melody Barnes, director of President Obama’s White House Domestic Policy Council, who joined Mr. Duncan in the announcement, said that all states would be encouraged to apply for waivers from the law’s accountability provisions, but that only states the administration believed were carrying out ambitious school improvement initiatives would get them.
“This is not a pass on accountability,” Ms. Barnes said. “There will be a high bar for states seeking flexibility within the law.”
Under the current law, every school is given the equivalent of a pass-fail report card each year, an evaluation that administration officials say fails to differentiate among chaotic schools in chronic failure, schools that are helping low-scoring students improve, and high-performing suburban schools that nonetheless appear to be neglecting some low-scoring students.
About 38,000 of the nation’s 100,000 public schools fell short of their test-score targets under the federal law last year, and Mr. Duncan has predicted that number would rise to 80,000 this year.
Skeptics said Mr. Duncan’s predictions were exaggerated, but a huge number of schools are falling short under No Child’s school rating system. Eighty-nine percent of Florida’s public schools, for instance, missed federal testing targets, although 58 percent of Florida schools earned an A under the state’s own well-regarded grading system.
When Mr. Duncan sketched an outline of the administration’s waiver plan in June, Representative John Kline, the Minnesota Republican who is chairman of the House education committee, demanded that Mr. Duncan show by what legal authority he would override the federal law. Mr. Duncan responded by citing provisions of the No Child law itself that give the education secretary broad waiver powers.
On Friday, Mr. Kline said in a statement, “I remain concerned that temporary measures instituted by the department, such as conditional waivers, could undermine” efforts by Congress to rewrite the law.
Mr. Kline’s committee has completed three overhaul bills focusing on elimination of federal programs, financial flexibility for states, and charter schools. But the committee has not yet produced bills rewriting the law’s crucial school accountability and teacher effectiveness provisions.
Senator Tom Harkin, the Iowa Democrat who is chairman the Senate education committee, said he understood why Mr. Duncan was pursuing the waiver plan, since “it is undeniable that this Congress faces real challenges reaching bipartisan, bicameral agreement on anything.”
Wednesday, August 3, 2011
Public School Code Update- House Bill 1352
From: Tomalis, Ronald [rtomalis@pa.gov]
Sent: Tuesday, August 02, 2011 3:08 PM
To: 'all-lea@lists.cas.psu.edu'
Subject: Public School Code Update
To: All School Districts, Intermediate Units, Career and Technology Centers, and Charter Schools
From: Ronald J. Tomalis, Secretary of Education
Subject: School Code Update
As part of the 2011-12 state budget, Governor Tom Corbett signed into law House Bill 1352, which makes several changes to the Public School Code of 1949. Below is an overview of the changes made by Act 24 of 2011.
Please note that this is a summary and further guidance on the implementation of these provisions will be forthcoming.
School Employees
· Suspends the state’s continuing professional development requirements for educators and school and system leaders until June 30, 2013; however, this provision would not apply to a new superintendent, assistant superintendent, principal, assistant principal, IU executive director, IU assistant executive director and director of a Career and Technology Center, who are still required to complete a leadership development program aligned with Pennsylvania’s school leadership standards. Those not required to complete a leadership development program during this two-year period can still participate in Act 45 and Act 48 activities, which will count toward their professional development requirements. For those who opted not to take courses during the 2-year suspension of the requirements, they will have the same number of hours of continuing professional education and the same amount of time to complete those requirements as they did at the time the suspension took effect. For additional information, contact Dave Volkman at dvolkman@pa.gov.
· Adds several offenses that would bar or suspend an individual’s eligibility for school employment and creates standardized reporting requirements for current or prospective school employees to provide notification of arrests or convictions for certain offenses. For more details, contact Steve Fisher at sfisher@pa.gov.
· Allows individuals who hold a graduate degree in business, management or finance and have at least four years of relevant work experience to serve as a superintendent or assistant superintendent. Individuals with this background must successfully complete the state’s professional development program for school leaders (PIL). For more details, contact Dave Volkman at dvolkman@pa.gov.
· Provides alternative certification pathways for second-career professionals to become teachers and school administrators through residency programs. Contact Terry Barnaby at tbarnaby@pa.gov for more information.
· Allows individuals who hold a teaching certificate issued by another state to be eligible for comparable Pennsylvania certification if the candidate holds a bachelor’s degree, has at least two years of successful classroom experience, demonstrates subject matter competency in the applicable area, and satisfies statutory requirements related to their criminal background check, medical history and being of good moral character. For more information, contact Terry Barnaby at tbarnaby@pa.gov.
Provides an alternate route to teaching for individuals who possess a bachelor’s degree, pass relevant subject exams, and complete an approved program in education within three years of issuance of the certificate. In addition, candidates for administrative certificate of vocational director certification must hold a bachelor’s degree from an accredited college school, three years of relevant professional experience and must be of good moral character. Candidates must complete a graduate program in education or within two years of employment in a school or system leader position provide evidence that they successfully completed the state’s professional development program for school leaders (PIL). The Secretary of Education is authorized to evaluate and approve all post-baccalaureate certification programs and qualified providers of such programs, which may include providers other than institutions of higher education; and to develop guidelines for the approval of flexible post-baccalaureate instructional certification programs. For more information, contact Terry Barnaby at tbarnaby@pa.gov.
School Finances
· Provides for an additional $100 million in Accountability Block Grants in the 2010-11 fiscal year to be distributed by formula and expendable on ABG eligible expenses in either the 2010-11 or 2011-12 fiscal years. For additional information, contact Bob Staver at rstaver@pa.gov.
· Allows school districts to reopen their 2011-12 budgets to reflect state and federal appropriations for fiscal years 2010-11 and 2011-12. Contact Benjamin Hanft at bhanft@pa.gov for additional information.
· Provides for payments for Basic Education Funding, Special Education Funding, community colleges, libraries, intermediate units, pupil transportation and remaining Accountability Block Grant funds. For additional information, contact Benjamin Hanft at bhanft@pa.gov.
· Exempts school districts from securing PDE approval for construction projects, plans and specifications, and leases when state reimbursement is not requested. For additional information, contact Mike Walsh at micwalsh@pa.gov.
· Removes provisions requiring the Commonwealth to reimburse charter and cyber charter schools for the employer’s share of Social Security payments. Contact Benjamin Hanft at bhanft@pa.gov for additional information.
· Requires public reporting of Intermediate Units’ (IU) annual financial reports and detailed information associated with certain IU financial transactions in excess of $50,000. For more information, contact Jeannine Weiser at jweiser@pa.gov.
District Administration
Limits preK-12 data collection for the 2011-12 and 2012-13 school years to only that which is necessary to: comply with federal mandates; populate the Pennsylvania Value-Added Assessment System; meet DPW requirements with regard to supervising and licensing or registering a child care provider; satisfy requirements for criminal background checks and state payments or reimbursements; and meet school safety reporting requirements. Contact Dave Ream at davream@pa.gov for more information.
Eliminates the requirement for a school entity to maintain a dual enrollment committee. Contact Bob Staver at rstaver@pa.gov for more information.
Permits school districts to admit beginners after the first two weeks of the school year. Contact Steve Fisher at sfisher@pa.gov for more information.
Requires school districts to maintain certified safety committees. Districts that do not form such a committee would lose a portion of their state subsidy equal to the discount the district would have received under the Workers’ Compensation Act. This would not apply to districts that self-insure. (Continuation of prior year provision.) For additional information contact Mike Kozup at mkozup@pa.gov.
School Safety
· Clarifies that school safety reports must be filed with PDE on an annual basis. (This was a clarification; previous language referenced semiannual reporting.) For additional information, contact Mike Kozup at mkozup@pa.gov.
· Re-establishes the Safe Schools Advocate for school districts of the first class and moves the office from PDE to the Pennsylvania Commission on Crime and Delinquency. Contact Mike Kozup at mkozup@pa.gov for more information.
Higher Education
· Allows post-secondary students to choose not to be individually identified in federally required data submissions. For more information, contact Wil DelPilar at wdelpilar@pa.gov.
· Moves to the school code the transfer and articulation provisions previously enacted in the fiscal code. These require state-owned universities to accept associates degrees for transfer with full junior standing, and requires state-related universities to identify at least 30 general education credits that can seamlessly transfer for credit from institutions participating in the state’s Transfer and Articulation system. (Continuation of prior year provision.) Contact Julie Kane at jukane@pa.gov.
Other Changes to the School Code
· Requires the Pennsylvania Interscholastic Athletic Association to establish a policy by August 8, 2011, that allows students who attended a school entity that abolished its athletic program in whole or part to participate in another district’s athletic program. For more details, contact John Tommasini at jtommasini@pa.gov.
· Codifies language previously enacted regarding employment pools for former employees of the Scranton School for the Deaf and the Scotland School for Veterans Children. (Continuation of prior year provision.) Contact Diana Hershey at dihershey@pa.gov for more information.
In a separate action, Governor Corbett signed into law Senate Bill 330, Act 25 of 2011. This eliminated most referendum exceptions that were contained in Special Session Act 1 of 2006 allowing a school board to increase taxes above the statutory index without seeking voter approval. As a general matter, the referendum exceptions maintained are costs to pay interest and principal for certain debt already incurred and interest and principal related to electoral debt, special education costs that exceed the index, and pension costs that exceed a certain index. This law also allows small businesses to pay school property taxes in installments. For more information, contact Benjamin Hanft at bhanft@pa.gov
(Penn*Link)
Sent: Tuesday, August 02, 2011 3:08 PM
To: 'all-lea@lists.cas.psu.edu'
Subject: Public School Code Update
To: All School Districts, Intermediate Units, Career and Technology Centers, and Charter Schools
From: Ronald J. Tomalis, Secretary of Education
Subject: School Code Update
As part of the 2011-12 state budget, Governor Tom Corbett signed into law House Bill 1352, which makes several changes to the Public School Code of 1949. Below is an overview of the changes made by Act 24 of 2011.
Please note that this is a summary and further guidance on the implementation of these provisions will be forthcoming.
School Employees
· Suspends the state’s continuing professional development requirements for educators and school and system leaders until June 30, 2013; however, this provision would not apply to a new superintendent, assistant superintendent, principal, assistant principal, IU executive director, IU assistant executive director and director of a Career and Technology Center, who are still required to complete a leadership development program aligned with Pennsylvania’s school leadership standards. Those not required to complete a leadership development program during this two-year period can still participate in Act 45 and Act 48 activities, which will count toward their professional development requirements. For those who opted not to take courses during the 2-year suspension of the requirements, they will have the same number of hours of continuing professional education and the same amount of time to complete those requirements as they did at the time the suspension took effect. For additional information, contact Dave Volkman at dvolkman@pa.gov.
· Adds several offenses that would bar or suspend an individual’s eligibility for school employment and creates standardized reporting requirements for current or prospective school employees to provide notification of arrests or convictions for certain offenses. For more details, contact Steve Fisher at sfisher@pa.gov.
· Allows individuals who hold a graduate degree in business, management or finance and have at least four years of relevant work experience to serve as a superintendent or assistant superintendent. Individuals with this background must successfully complete the state’s professional development program for school leaders (PIL). For more details, contact Dave Volkman at dvolkman@pa.gov.
· Provides alternative certification pathways for second-career professionals to become teachers and school administrators through residency programs. Contact Terry Barnaby at tbarnaby@pa.gov for more information.
· Allows individuals who hold a teaching certificate issued by another state to be eligible for comparable Pennsylvania certification if the candidate holds a bachelor’s degree, has at least two years of successful classroom experience, demonstrates subject matter competency in the applicable area, and satisfies statutory requirements related to their criminal background check, medical history and being of good moral character. For more information, contact Terry Barnaby at tbarnaby@pa.gov.
Provides an alternate route to teaching for individuals who possess a bachelor’s degree, pass relevant subject exams, and complete an approved program in education within three years of issuance of the certificate. In addition, candidates for administrative certificate of vocational director certification must hold a bachelor’s degree from an accredited college school, three years of relevant professional experience and must be of good moral character. Candidates must complete a graduate program in education or within two years of employment in a school or system leader position provide evidence that they successfully completed the state’s professional development program for school leaders (PIL). The Secretary of Education is authorized to evaluate and approve all post-baccalaureate certification programs and qualified providers of such programs, which may include providers other than institutions of higher education; and to develop guidelines for the approval of flexible post-baccalaureate instructional certification programs. For more information, contact Terry Barnaby at tbarnaby@pa.gov.
School Finances
· Provides for an additional $100 million in Accountability Block Grants in the 2010-11 fiscal year to be distributed by formula and expendable on ABG eligible expenses in either the 2010-11 or 2011-12 fiscal years. For additional information, contact Bob Staver at rstaver@pa.gov.
· Allows school districts to reopen their 2011-12 budgets to reflect state and federal appropriations for fiscal years 2010-11 and 2011-12. Contact Benjamin Hanft at bhanft@pa.gov for additional information.
· Provides for payments for Basic Education Funding, Special Education Funding, community colleges, libraries, intermediate units, pupil transportation and remaining Accountability Block Grant funds. For additional information, contact Benjamin Hanft at bhanft@pa.gov.
· Exempts school districts from securing PDE approval for construction projects, plans and specifications, and leases when state reimbursement is not requested. For additional information, contact Mike Walsh at micwalsh@pa.gov.
· Removes provisions requiring the Commonwealth to reimburse charter and cyber charter schools for the employer’s share of Social Security payments. Contact Benjamin Hanft at bhanft@pa.gov for additional information.
· Requires public reporting of Intermediate Units’ (IU) annual financial reports and detailed information associated with certain IU financial transactions in excess of $50,000. For more information, contact Jeannine Weiser at jweiser@pa.gov.
District Administration
Limits preK-12 data collection for the 2011-12 and 2012-13 school years to only that which is necessary to: comply with federal mandates; populate the Pennsylvania Value-Added Assessment System; meet DPW requirements with regard to supervising and licensing or registering a child care provider; satisfy requirements for criminal background checks and state payments or reimbursements; and meet school safety reporting requirements. Contact Dave Ream at davream@pa.gov for more information.
Eliminates the requirement for a school entity to maintain a dual enrollment committee. Contact Bob Staver at rstaver@pa.gov for more information.
Permits school districts to admit beginners after the first two weeks of the school year. Contact Steve Fisher at sfisher@pa.gov for more information.
Requires school districts to maintain certified safety committees. Districts that do not form such a committee would lose a portion of their state subsidy equal to the discount the district would have received under the Workers’ Compensation Act. This would not apply to districts that self-insure. (Continuation of prior year provision.) For additional information contact Mike Kozup at mkozup@pa.gov.
School Safety
· Clarifies that school safety reports must be filed with PDE on an annual basis. (This was a clarification; previous language referenced semiannual reporting.) For additional information, contact Mike Kozup at mkozup@pa.gov.
· Re-establishes the Safe Schools Advocate for school districts of the first class and moves the office from PDE to the Pennsylvania Commission on Crime and Delinquency. Contact Mike Kozup at mkozup@pa.gov for more information.
Higher Education
· Allows post-secondary students to choose not to be individually identified in federally required data submissions. For more information, contact Wil DelPilar at wdelpilar@pa.gov.
· Moves to the school code the transfer and articulation provisions previously enacted in the fiscal code. These require state-owned universities to accept associates degrees for transfer with full junior standing, and requires state-related universities to identify at least 30 general education credits that can seamlessly transfer for credit from institutions participating in the state’s Transfer and Articulation system. (Continuation of prior year provision.) Contact Julie Kane at jukane@pa.gov.
Other Changes to the School Code
· Requires the Pennsylvania Interscholastic Athletic Association to establish a policy by August 8, 2011, that allows students who attended a school entity that abolished its athletic program in whole or part to participate in another district’s athletic program. For more details, contact John Tommasini at jtommasini@pa.gov.
· Codifies language previously enacted regarding employment pools for former employees of the Scranton School for the Deaf and the Scotland School for Veterans Children. (Continuation of prior year provision.) Contact Diana Hershey at dihershey@pa.gov for more information.
In a separate action, Governor Corbett signed into law Senate Bill 330, Act 25 of 2011. This eliminated most referendum exceptions that were contained in Special Session Act 1 of 2006 allowing a school board to increase taxes above the statutory index without seeking voter approval. As a general matter, the referendum exceptions maintained are costs to pay interest and principal for certain debt already incurred and interest and principal related to electoral debt, special education costs that exceed the index, and pension costs that exceed a certain index. This law also allows small businesses to pay school property taxes in installments. For more information, contact Benjamin Hanft at bhanft@pa.gov
(Penn*Link)
Tuesday, July 19, 2011
Thursday, July 14, 2011
Report indicates possible cheating on PSSA tests
By KATHY MATHESON (Associated Press)Published: July 13, 2011
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PHILADELPHIA - The state Department of Education is looking into a report that has surfaced indicating possible cheating on state standardized tests in at least three dozen school districts, a spokesman said Tuesday.
The forensic analysis of the 2009 Pennsylvania System of School Assessment results does not assert cheating occurred, but says certain answer patterns and erasures make the results suspicious.
Among the school districts identified as having multiple testing irregularities are Hazleton, Philadelphia, Connellsville and Lancaster. Many other districts were cited for one or two inconsistencies, including North Schuylkill and Minersville Area.
North Schuylkill Superintendent Andrew Smarkanic learned of the report Tuesday and said he has not had the opportunity to read it. Although he wasn't superintendent at the time the tests were administered in 2009, Smarkanic said he assumes students did better on those tests due to preparatory testing that was instituted before the 2009 tests. The report states that one of the inconsistencies measured in all school districts is whether test scores changed "improbably" within one year.
Minersville Area Superintendent M. Joseph Brady did not return a call for comment Tuesday. Jim Yacobacci, the district's new elementary principal and former assistant high school principal, was unaware of the report and was on vacation Tuesday, referring all questions to Brady.
In the Hazleton Area School District, at least one school appears on the list for each of the seven grade levels - third to seventh, eighth and 11th - at which PSSA tests are administered.
Listed in the report are Freeland, Heights-Terrace, Hazleton, Valley and West Hazleton elementary/middle schools, as well as Hazleton Area High School. Each of the five elementary/middle schools is listed at multiple grade levels.
Hazleton Area Superintendent Sam Marolo said Deputy Superintendent Francis X. Antonelli and high school Principal Rocco Petrone are preparing a report on the state's findings and would be available to discuss the matter today. Neither Antonelli nor Petrone could be reached for comment Tuesday night.
The Department of Education was unaware of the report - issued in July 2009 under a previous administration - until it was published this week by The Notebook, an independent news service covering the Philadelphia school district, said Timothy Eller, a spokesman for Education Secretary Ronald Tomalis.
"It's very frustrating to the secretary that nothing was done in the past with it," Eller said.
Then-Education Secretary Gerald Zahorchak, now superintendent of the Allentown schools, did not immediately respond to a request for comment.
The news comes days after officials in Georgia revealed a massive cheating scandal in Atlanta, with nearly half of the city's 100 schools involved. State investigators said 178 educators had fudged standardized tests used to meet federal benchmarks dating back to 2001.
That same week, the U.S. Department of Education began looking into cheating allegations in Washington, D.C. Over the past several years, such scandals have surfaced in school districts in Baltimore and Houston, as well as Texas, Michigan and Florida.
Experts say many districts can feel pressured to meet testing standards to avoid penalties under the federal No Child Left Behind legislation, or to ensure positive results for teachers who are rewarded based on student performance.
In Pennsylvania, the PSSA is given annually in various grades to assess math and reading skills. Based on statistical properties, results at dozens of traditional and charter schools in 2009 were flagged as being "highly improbable," according to the report by Minnesota-based Data Recognition Corp.
The report noted that any possible fraud could have been perpetrated by students, teachers or other officials. But the findings also stressed that the scores could have been obtained fairly.
"Their scores, response pattern, and number of erasures were aberrant, from a statistical probability perspective," the report states. "This does not imply that the school or student engaged in inappropriate testing activity."
The Philadelphia schools are willing to investigate the cheating allegations, but spokeswoman Jamilah Fraser said in a statement that such probes are difficult because of teacher turnover, student transience and the vagaries of memory.
The district has received about 10 to 15 accusations of breaches in test security in each of the past three years, and a few have been substantiated through internal investigations, Fraser said. Alleged violations could range from "low-level" offenses, such as failing to cover materials during a testing period, to more serious ones.
She also noted the district has a "very robust test monitoring protocol." Approximately 75 percent of schools, including charters, receive unannounced visits to random classrooms during PSSA testing, Fraser said.
It's not clear how often forensic audits were conducted under the previous administration, Eller said. The July 2009 report from Data Recognition Corp. refers to that being "the first year of data forensic analyses for the PSSA," but a company spokeswoman declined comment.
Eller noted the department's 2010 budget had no money for audits, but that Tomalis has ordered them reinstated for this year.
Article ToolsShare | Font size: [A] [A] [A] Our Social Networks FacebookSign Up newsletter
PHILADELPHIA - The state Department of Education is looking into a report that has surfaced indicating possible cheating on state standardized tests in at least three dozen school districts, a spokesman said Tuesday.
The forensic analysis of the 2009 Pennsylvania System of School Assessment results does not assert cheating occurred, but says certain answer patterns and erasures make the results suspicious.
Among the school districts identified as having multiple testing irregularities are Hazleton, Philadelphia, Connellsville and Lancaster. Many other districts were cited for one or two inconsistencies, including North Schuylkill and Minersville Area.
North Schuylkill Superintendent Andrew Smarkanic learned of the report Tuesday and said he has not had the opportunity to read it. Although he wasn't superintendent at the time the tests were administered in 2009, Smarkanic said he assumes students did better on those tests due to preparatory testing that was instituted before the 2009 tests. The report states that one of the inconsistencies measured in all school districts is whether test scores changed "improbably" within one year.
Minersville Area Superintendent M. Joseph Brady did not return a call for comment Tuesday. Jim Yacobacci, the district's new elementary principal and former assistant high school principal, was unaware of the report and was on vacation Tuesday, referring all questions to Brady.
In the Hazleton Area School District, at least one school appears on the list for each of the seven grade levels - third to seventh, eighth and 11th - at which PSSA tests are administered.
Listed in the report are Freeland, Heights-Terrace, Hazleton, Valley and West Hazleton elementary/middle schools, as well as Hazleton Area High School. Each of the five elementary/middle schools is listed at multiple grade levels.
Hazleton Area Superintendent Sam Marolo said Deputy Superintendent Francis X. Antonelli and high school Principal Rocco Petrone are preparing a report on the state's findings and would be available to discuss the matter today. Neither Antonelli nor Petrone could be reached for comment Tuesday night.
The Department of Education was unaware of the report - issued in July 2009 under a previous administration - until it was published this week by The Notebook, an independent news service covering the Philadelphia school district, said Timothy Eller, a spokesman for Education Secretary Ronald Tomalis.
"It's very frustrating to the secretary that nothing was done in the past with it," Eller said.
Then-Education Secretary Gerald Zahorchak, now superintendent of the Allentown schools, did not immediately respond to a request for comment.
The news comes days after officials in Georgia revealed a massive cheating scandal in Atlanta, with nearly half of the city's 100 schools involved. State investigators said 178 educators had fudged standardized tests used to meet federal benchmarks dating back to 2001.
That same week, the U.S. Department of Education began looking into cheating allegations in Washington, D.C. Over the past several years, such scandals have surfaced in school districts in Baltimore and Houston, as well as Texas, Michigan and Florida.
Experts say many districts can feel pressured to meet testing standards to avoid penalties under the federal No Child Left Behind legislation, or to ensure positive results for teachers who are rewarded based on student performance.
In Pennsylvania, the PSSA is given annually in various grades to assess math and reading skills. Based on statistical properties, results at dozens of traditional and charter schools in 2009 were flagged as being "highly improbable," according to the report by Minnesota-based Data Recognition Corp.
The report noted that any possible fraud could have been perpetrated by students, teachers or other officials. But the findings also stressed that the scores could have been obtained fairly.
"Their scores, response pattern, and number of erasures were aberrant, from a statistical probability perspective," the report states. "This does not imply that the school or student engaged in inappropriate testing activity."
The Philadelphia schools are willing to investigate the cheating allegations, but spokeswoman Jamilah Fraser said in a statement that such probes are difficult because of teacher turnover, student transience and the vagaries of memory.
The district has received about 10 to 15 accusations of breaches in test security in each of the past three years, and a few have been substantiated through internal investigations, Fraser said. Alleged violations could range from "low-level" offenses, such as failing to cover materials during a testing period, to more serious ones.
She also noted the district has a "very robust test monitoring protocol." Approximately 75 percent of schools, including charters, receive unannounced visits to random classrooms during PSSA testing, Fraser said.
It's not clear how often forensic audits were conducted under the previous administration, Eller said. The July 2009 report from Data Recognition Corp. refers to that being "the first year of data forensic analyses for the PSSA," but a company spokeswoman declined comment.
Eller noted the department's 2010 budget had no money for audits, but that Tomalis has ordered them reinstated for this year.
Topics for 7-14-15
Defining a Profession. . .
One of the constant debates raging in conversations about education in America centers on the idea of whether or not teaching is a true profession.Many would argue that teaching is a true profession based on the commitment, dedication and training of educators which neatly parallels other professions. Others see teaching as something more akin to a skilled trade that can be easily mastered by anyone. Rancor tends to define this debate as advocates vehemently argue in favor of their unyielding position.
Before answering this question effectively, it is important to define the characteristics of a professional. Until we come to agreement about shared characteristics of professional fields, it will be impossible to come to consensus about where teaching stands on the continuum of work.
Defining a profession:
1. Professions have a codified body of knowledge that is defined by practitioners and applied in a systematic way. Think about medicine: Doctors work together to identify approaches for diagnosing and treating disease that is shared and generally followed by all in the field.
2. Professions provide differentiated pay for differentiated skill sets. Again, medicine provides a good example for comparison: Cardiologists performing open heart surgeries on a regular basis are paid more than podiatrists removing plantar warts.
3. Professions retain ownership over entry and evaluation standards. Law is probably the best example of this professional trait: Lawyers have to answer for their actions before review boards that are comprised of other lawyers and that have the power to revoke licenses.
4. Professionals retain responsibility for assessing and holding themselves accountable for the results of their work.
5. Professions are responsive to the times, taking an action orientation to their work and continually improving established practices. Return to medicine: Treatments are continually being perfected as new technologies and medicines are discovered and introduced by practitioners.
6. Professions offer practitioners opportunities for continued professional growth over the course of a career.
Would teaching qualify as a profession? Why or why not? What impact does this have on our ability to recruit and retain motivated young scholars to our field?
Is teaching a true profession?
Of the various professional fields -- Medicine, Law, Politics, Business, Military Defense and Entertainment -- teaching can be compared to any of them and is found mostly wanting. Education should stand with all of them, but except in rare and mostly individual cases, this is not so.
1. Teachers are not automatically paid commensurate with their skill, knowledge, talent or experience.
2. Teaching is still organized on an obsolete agricultural seasonal model in many parts of the country.
3. Teaching shares more in common with trade organizations than traditional professions. Particularly in hierarchy, wages, benefits, and prestige.
4. Teachers largely do not have support staff, as true professionals do.
5. True professions have never had governing bodies made up of people outside the profession to dictate policy and standards.
Of the various professional fields -- Medicine, Law, Politics, Business, Military Defense and Entertainment -- teaching can be compared to any of them and is found mostly wanting. Education should stand with all of them, but except in rare and mostly individual cases, this is not so.
1. Teachers are not automatically paid commensurate with their skill, knowledge, talent or experience.
2. Teaching is still organized on an obsolete agricultural seasonal model in many parts of the country.
3. Teaching shares more in common with trade organizations than traditional professions. Particularly in hierarchy, wages, benefits, and prestige.
4. Teachers largely do not have support staff, as true professionals do.
5. True professions have never had governing bodies made up of people outside the profession to dictate policy and standards.
While the attention of policy makers to the teaching profession is welcomed & needed, if teaching is to be a true profession, teachers must play a central role in making it so. Unfortunately, in most American communities teachers lack the most basic requirements of professionals -- respect, responsibility, & autonomy. By taking advantage of the national focus on the quality of our teaching force, teachers have an opportunity to change this situation. This will require, however, that teachers ask themselves what role they play in ensuring that there is a talented, dedicated, & well-prepared teacher in every classroom. For example: * What role do teachers play in recruiting high-quality individuals into the profession? In screening for quality "up front?" * How do we make sure that candidates get the best preparation program possible & that they have the knowledge & skills to teach before they enter our classrooms? * What role do veteran teachers play in supporting beginning teachers? How do we change a system that gives our newest teachers the most difficult classes & the extracurricular activities that no one else wants? * How do we help our colleagues improve their practice? * How do we open our own practice to examination? * How do we ensure that teachers are given opportunities to grow & to develop as professionals? * How do we encourage & reward excellence? * What do we do about the poorly performing teacher?What role must teachers play in ensuring quality -- in making teaching a true profession?Questions on "Making Teaching a True Profession"************************************************ 1. What role must teachers play in the support of beginning teachers? 2. What role must teachers play in helping all teachers improve their teaching? 3. What role must teachers play in encouraging & rewarding excellence in teaching? 4. What role must teachers play with poorly performing teachers? 5. What is one thing I can do, or one step I can take, to ensure that there is a talented, dedicated, & well-prepared teacher in every classroom? source: http://listserv.ed.gov/archives/edinfo/archived/msg00293.htmlDiscussion:
Mandates: Politics and Policy?
Icebreaker:
As a principal, many view the position as a position of power. Nevertheless, it is an influential position. How will you build respect and sustain relationships? What are a few key ideas to establish your position as principal?
Wrap-Up Questions:
In todays schools we often hear the comment "unfunded mandates" that have been placed on schools by way of legislation or policies. Please share whether you believe this is actually true and if it is, share one unfunded mandate that you feel should be funded. But even more important, tell me how you would suggest funding it responsibly.
Please share your thoughts on politics and education and why do we have policies? In addition, think about policy and what generates policy.
Power points for today are in your email...
Wednesday, July 13, 2011
Sample Request (Special Ed)
Advocate’s Name
Address
State, City, ZIP
Telephone Number
Date
Principal
School
Address
State
Reference: Child’s Name
DOB: (fill in birthdate)
School: (fill in school)
Dear Principal,
I am writing on behalf of, (Child’s Name), requesting she be evaluated for consideration for special education services. (S/he) is currently in (number) grade at (school).
(Describe why you think your child needs special education services.)
(This request is based on the following state and federal laws)
(The educational benefit that the child would experience in the regular classroom includes…)
(Child) needs additional educational help. To help expedite the special education evaluation process, please know that by signing this letter I hereby consent to any and all testing that needs to be done to evaluate my child’s need for special education services.
If you would like me to sign an additional form, I will do so. However, since this letter already gives consent, the required timeline for the evaluation begins now. (We are aware the timeline for the evaluation will be _____________, based on ______________ ).
Please let me know as soon as possible if any records are needed from me to complete the special education evaluation process.
If you have questions about this request, please call me at work (555-5555) or at home (666-6666) after 4 p.m. I appreciate your help and rapid response.
Sincerely,
Special Education Advocate
Scenarios CH 4 – Students’ Rights
1. A student wears a T-shirt that has a picture of a marijuana leaf on the front.
a. Is this permissible?
b. What case law are you basing your decision on?
2. A student makes a speech in English class. The speech contains inappropriate language and sexual connotations.
a. Is this permissible?
b. What case law are you basing your decision on?
3. A group of students come to you and want to start a GSA.
a. Is this permissible?
b. What are you basing your decision on?
4. The student editor of the school newspaper wants to print an article that indicates a student is pregnant.
a. Is this permissible?
b. What case law are you basing your decision on?
5. A student wants to hand out a paper they created at home, during the after-school dance.
a. Is this permissible?
b. What case law are you basing your decision on?
6. Students come to you to get permission to post posters announcing the FCA meeting which will be held the first Monday of each month in the music room.
a. Is this permissible?
b. What case law are you basing your decision on?
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