RI schools over-suspend students with disabilities


Deprecated: Function get_magic_quotes_gpc() is deprecated in /hermes/bosnacweb08/bosnacweb08bf/b1577/ipg.rifuturecom/RIFutureNew/wp-includes/formatting.php on line 4387

Deprecated: Function get_magic_quotes_gpc() is deprecated in /hermes/bosnacweb08/bosnacweb08bf/b1577/ipg.rifuturecom/RIFutureNew/wp-includes/formatting.php on line 4387

Percentage of Student Body SuspendedStudents with disabilities across Rhode Island are suspended from school at rates more than twice as high, on average, as their representation in the student body, an ACLU of Rhode Island report has found. These disproportionate suspension rates, like those that impact racial minorities, begin in the earliest grades, and are often for low-risk behavioral issues that could be addressed in other ways. During the 2013-2014 school year, every school district in Rhode Island and all but two charter schools over-suspended students with disabilities.

The ACLU report, “Suspended Education: The Over-Suspension of Students With Disabilities in Rhode Island,” found that students with disabilities comprised 32.90% of all suspensions between 2005 and 2014. This is more than twice what is expected, given that they made up just 16.11% of the student body population on average during that time. The report further noted that students with disabilities are over-suspended at the highest rates when they are in elementary school—a particularly vulnerable time when they should be receiving much-needed individualized support, not punishment.

Among our other findings:

  • Despite nationwide recommendations that suspensions carry significant risks and should be used only for the most serious infractions, suspensions of students, and students with disabilities, are often issued for low-risk, behavioral infractions. Further, nearly 36% of suspensions for such offenses over the years studied were given to children with disabilities, 2.23 times the rate expected given their representation in the population.
  • Twenty school districts and eight charter schools suspended students with disabilities at rates twice, or more than twice, as high as would be expected during the 2013-2014 school year alone.
  • Suspension disparities against students with disabilities begin, and are at their highest, in elementary school. Thirty-eight percent of suspensions for elementary school students were issued to students with disabilities, 2.58 times higher than expected given their representation in the population. High school students with disabilities were suspended nearly twice as often as expected.
  • The labels assigned to the behavior of even the youngest students call into question the overreliance on suspensions for normal childhood roughhousing. During the 2013-2014 school year, 266 suspensions for fighting or assault were issued to students between kindergarten and the second grade; 21.05% of these suspensions were issued to students with disabilities.
  • Altogether, 14.45% of students with disabilities were suspended at least once between 2005 and 2014, compared to just 6.65% of students without disabilities.

From the report: “The figures suggest that, while students with disabilities are supposed to be given myriad services, they are being removed from school not because of their behavior, but because of the failure of schools to meet their needs. Worse, they are being disproportionately suspended for relatively minor, and often subjective, infractions.”

In the report, we offer a series of recommendations to keep students in the classroom, including passage of legislation currently before the General Assembly that would limit the use of out-of-school suspensions for only the most serious offenses. We further recommended that the Rhode Island Department of Education and local school districts examine their data to identify disparities in the suspension rates of students with disabilities, develop plans to reduce those disparities, and investigate alternative evidence-based disciplinary methods.

Suspensions have for too long been a first response to children’s behavior instead of a last resort. That Rhode Island’s children with disabilities are suspended even when federal law requires they be given particular behavioral supports only underscores the overreliance on suspensions to address the behavior that comes with being a child. Children with disabilities deserve better than a ‘troublemaker’ label and a trip down the school-to-prison pipeline, and Rhode Island must work to do better by them.

Community organizations file petition to delay high stakes testing


Deprecated: Function get_magic_quotes_gpc() is deprecated in /hermes/bosnacweb08/bosnacweb08bf/b1577/ipg.rifuturecom/RIFutureNew/wp-includes/formatting.php on line 4387

Deprecated: Function get_magic_quotes_gpc() is deprecated in /hermes/bosnacweb08/bosnacweb08bf/b1577/ipg.rifuturecom/RIFutureNew/wp-includes/formatting.php on line 4387

standardized-testingThe ACLU of Rhode Island and a coalition of 11 other organizations representing youth, parents, the disability community, and civil rights activists Tuesday filed a formal petition with the state Council on Elementary and Secondary Education to initiate a public rule-making process to bar school districts from using high-stakes testing as a graduation requirement or grading tool before 2020.

After the Rhode Island General Assembly approved a moratorium last year on the use of high-stakes testing until at least 2017, the Council, with support from the Commissioner of Education, proposed to continue the moratorium until 2020 in order to ensure students, parents, and teachers had adequate time to prepare for the new PARCC test. However, in adopting final regulations, the Council reversed itself and instead gave school districts the authority, if they chose, to institute high-stakes testing with the class of 2017. Shortly thereafter, the Commissioner unilaterally advised districts that they could also begin using PARCC scores as a component of students’ grades as early as this coming year. These developments prompted our petition.

Under the Administrative Procedures Act, the Council has 30 days to respond, either by denying the petition or by initiating a rule-making process where the public can testify and the Council can consider whether to accept, modify, or reject the proposal. Accepting the petition would provide the public with its first real opportunity to discuss the Council’s expedited schedule for use of the PARCC.

In the letter accompanying the petition, we pointed out that across the country school districts are encountering problems with the implementation of statewide standardized testing; more parents, teachers, and students are opposing such testing; and the number of states using PARCC had declined from 25 to 13 in just a few years. Waiting until 2020 to use PARCC scores against students was necessary in order to give RIDE and school districts “adequate time to put the instructional and other supports in place to give every student a fair chance to pass the PARCC.”

In addition to the ACLU of RI, the Coalition to Defend Public Education, George Wiley Center, NAACP Providence Branch, National Association of Social Workers/RI Chapter, Parent Support Network of Rhode Island, Parents Across Rhode Island, Providence Student Union, Rhode Island Disability Law Center, Rhode Island Teachers of English Language Learners, Tides Family Services, and Young Voices signed on to the petition.

We emphasized to the Council that it did not need to take a definitive stand on the merits of the petition in order to initiate rule-change proceedings. “Although we hope to ultimately convince you of the merits of this rule change, we trust you agree it is at least worthy of a full public discussion, and of one sooner rather than later,” our letter stated.

Jean Ann Guliano, from Parents Across Rhode Island, said: “Once again, the state has implemented a top down mandate without providing parents a meaningful mechanism to hold districts accountable. Districts are simply not providing students – particularly those living in poverty, or with special needs or limited English proficiency — the supports that RIDE requires districts to provide and that students need to do well on the PARCC. Students should not be the ones held accountable for poor testing preparation.  This policy needs to change.”

For more on the ACLU’s efforts to halt high-stakes testing in Rhode Island, visit our issues page here.

School voucher bill wording lifted from ALEC model legislation


Deprecated: Function get_magic_quotes_gpc() is deprecated in /hermes/bosnacweb08/bosnacweb08bf/b1577/ipg.rifuturecom/RIFutureNew/wp-includes/formatting.php on line 4387

Deprecated: Function get_magic_quotes_gpc() is deprecated in /hermes/bosnacweb08/bosnacweb08bf/b1577/ipg.rifuturecom/RIFutureNew/wp-includes/formatting.php on line 4387

SPN_exposed_redBefore the ink was dry on the highlights of the conference Transforming and Democratizing Public Education: An Activist Summit, Rhode Islanders concerned about the survival of public education were confronted with a threat from the General Assembly.

Senate bill 607, benignly titled THE BRIGHT TODAY SCHOLARSHIP AND OPEN ENROLLMENT EDUCATION ACT, was heard in the Senate Education Committee on May 20, and the companion bill (H 5790) was heard in the House Finance Committee on May 27. This egregious bill would provide state education tax dollars to any family in Rhode Island that believes their child would benefit from any other school than the one designated by their residence—any other public school in or out of their district, a private school, religious school, online virtual school, or home school. The scholarship that the family could obtain would have a cap of $6,000 (except for special needs students), but would be awarded according to a sliding scale of family income.

All families deserve fully funded and resourced neighborhood public schools with well-prepared and experienced teachers who make teaching their career. Families who choose to do so certainly have the option to send their children to private schools, religious schools, or to home school their children. But the overwhelming number of children attend public schools. Public schooling, though beset with many problems, is the foundation of a just and civil society. Public schools are overseen by local school boards, whose actions and decisions are accountable to the public. It is antithetical to our shared values to have public money siphoned off to private schools, particularly if the schools are religious in nature. Providing “scholarships” for students to attend non-public schools will wreak havoc on the public system, particularly at a time when public schools are already under assault from the neoliberal, free-market approach to schooling, with the expansion of charter schools, incessant standardized testing, and evaluating and sanctioning students, teachers, and schools by test scores on invalid standardized tests such as the PARCC.

The bill includes “scholarships” for students to participate in virtual, online schools, which have had an abysmal record in other states. This bill also includes “scholarships” for students with special needs. These students are entitled to a free and appropriate PUBLIC education under the Individuals with Disabilities Education Act. Unfortunately, under-resourced public schools have not always provided the full range of supports that these students need and deserve. Sending them to private schools that likely do not have the resources to meet the plethora of diverse needs of students with learning challenges will make this situation worse.

This bill is being heavily supported and promoted by the RI Center for Freedom and Prosperity. This group has made a number of rosy claims about the bill’s benefits not only to families but also to taxpayers and to public schools. I have read some of their reports and did not see any evidence that they have been peer-reviewed or critiqued by qualified authorities. The impetus stems from the Milton Friedman ideology of free-market/privatization reforms that have been devastating to education in other countries. Further, a few minutes of Googling turns up the undeniable fact that parts of this bill have been lifted almost word for word from “model bills” from the playbook of the American Legislative Exchange Council, also known as ALEC.

For those who are unaware of ALEC, this insidious group promotes the collusion of legislators and corporate moguls to write model legislation to be stealthily introduced into state houses across the country. This goes against the most fundamental rights of Americans to live in a country of the people, by the people, and for the people. Please see this great clip from an Atlanta, GA TV station that exposes how ALEC operates:

As evidence of ALEC’s influence on the wording of this bill, please check this link.  If you scroll down the list of “Bills Affecting Americans’ Rights to a Public Education,” you will see two bills that are represented in the language of the RI bills. The first is 2D16 The Parental Choice Scholarship Program Act Part 1 Exposed. The second is 2D21 The Special Needs Scholarship Program Act Exposed. The yellow highlights that you will see are in the original from ALEC Exposed, provided by the Center for Media and Democracy.

During the Senate Hearing, Senator Sheehan clearly stated the reason that I believe proves that this bill needs to die in committee: This bill is for the purpose of the privatization of public schools, he said.

NBC10 Wingmen: Debating Deborah Gist


Deprecated: Function get_magic_quotes_gpc() is deprecated in /hermes/bosnacweb08/bosnacweb08bf/b1577/ipg.rifuturecom/RIFutureNew/wp-includes/formatting.php on line 4387

Deprecated: Function get_magic_quotes_gpc() is deprecated in /hermes/bosnacweb08/bosnacweb08bf/b1577/ipg.rifuturecom/RIFutureNew/wp-includes/formatting.php on line 4387

gist rappDuring her six years in Rhode Island, Deborah Gist said she never once went digging for quahogs. This is just one of the ways the embattled commissioner of education, who is leaving at the end of June to become superintendent of her hometown school district in Tulsa, Oklahoma, never really warmed up to the Ocean State.

I’ve already graded Gist’s tenure in Rhode Island, but Jon Brien and I debated her legacy on NBC10 News Conference this weekend. Brien says organized labor was too powerful for her to fully implement her anti-teacher agenda, while I say overall public education improved even though Gist’s focus on more tests for students and teachers weren’t the areas the state needed the most help.

News, Weather and Classifieds for Southern New England

An activist summit for children and public schools


Deprecated: Function get_magic_quotes_gpc() is deprecated in /hermes/bosnacweb08/bosnacweb08bf/b1577/ipg.rifuturecom/RIFutureNew/wp-includes/formatting.php on line 4387

Deprecated: Function get_magic_quotes_gpc() is deprecated in /hermes/bosnacweb08/bosnacweb08bf/b1577/ipg.rifuturecom/RIFutureNew/wp-includes/formatting.php on line 4387

transforming educationEarlier this month I wrote about an event that would address the shameful state of public education caused  not by bad teachers and low expectations as often claimed, but by a decades long, relentless regime of standardized curricula and incessant testing in order to measure, rank, and sort children for a new world order amenable to manipulation by corporate interests.

The event was held as planned– TRANSFORMING & DEMOCRATIZING PUBLIC EDUCATION: An Activist Summit, at the Southside Cultural Center on Broad Street in Providence, sponsored by the Coalition to Defend Public Education (Providence) and the Southeast MA/RI Coalition to Save Our Schools.

This event was planned as a participatory conference. As each of the topics was presented, people discussed the issues in small groups, and then reported back to the larger group. Much of value was shared, and many ideas were proposed for next steps.

Each of the participants had their own expertise, experience, and passion to share. Dannie Ritchie, MD, Founder of Community Health Innovations of Rhode Island and a member of CDPE opened the day with a powerpoint overview of the harm to public education from the privatization agenda.

Here are some of the highlights:

Monty Neill, executive director of the National Center for Fair and Open Testing (FairTest), and a long-time advocate for valid alternatives to high stakes testing spoke of the long history of sorting children for the work force with the use of standardized tests. He also discussed positive examples of public schools that are truly successful without resorting to the use of standardized tests to measure achievement. He informed the group about schools in NYC and New York state that are performance based schools. (website: performanceassessment.org) The students in these schools, demographically similar to other public schools in their areas, do significantly better than the typical public schools. They build community, students have a real say in their education, and they depend on the professionalism of the teachers and engagement of the community.

Jose Soler, director, UMass Dartmouth Arnold M. Dubin Labor Education Center and a member of the SE MA/RI Coalition to Save our Schools, said the corporate reform/privatization agenda is also an attack on public sector unions, which is an attack on African Americans, other people of color, and all women. This includes the attacks on public education where teachers of color have been hit the hardest by school closings in urban areas, such as Chicago, New York, Philadelphia, and New Orleans (AFT local majority Black teachers).

My daughter Hannah Resseger, site coordinator at the Mount Hope Learning Center in Providence, along with Allyiah Benford, a member of the After School staff there, presented a short documentary they had made interviewing elementary and high school students about their experiences taking the PARCC (or Refusing). Most of the students had negative reactions to the length and boring/”stupid” nature of the tests.

Barbara Walton-Faria, a teacher in Newport, a former RI Teacher of the Year, and chair of the RI Teacher Advisory Council, discussed the charge of RITAC: to report to the RI Board of Education, informing them how their policies are affecting students and teachers. Despite the fact that this group was created by the RI General Assembly and was required to report to the Board quarterly, the former chair of the BoE, Eva Mancuso, was dismissive of the Council after their first presentation, which had provided evidence against the use of high stakes testing. Barbara is hopeful that the group will have a better relationship with the new chair of the BoE and the new Commissioner of Education.

Jean Patricia Lehane, a parent from Portsmouth, RI and administrator of the Stop Common Core in RI facebook page spoke of the effective efforts of parents in many RI communities to inform others of the harm of the Common Core standards, curricula, and PARCC testing, and the power that parents have to Opt Out their children.

I spoke on the failings of the Common Core Standards themselves, and PARCC testing, explaining that they claim to foster critical thinking, but that the type of neuro-cognitive processing that is required for performing well on this type of assessment is a caricature of critical thinking, and ignores the valuable human proficiencies of perceptiveness in human interaction, aesthetic sensibility, empathy, and authentic voice.

Hillary Davis, Policy Associate at the RI ACLU discussed the bills on school suspensions that are currently in the General Assembly. She explained that suspensions have dire consequences for the students themselves and the community at large. She encouraged people to write and call their representatives and senators to support these bills: H 5383 in the House Health, Education, and Welfare Committee and S 299 in the Senate Education Committee.

Ruth Rodriguez, a United Opt Out National Leader, Save Our Schools leader, and member of the SE MA/RI Coalition to Save Our Schools talked about the attitude toward schools and teachers in the Hispanic community. These parents hold the schools in very high esteem, value the teacher’s pronouncements about their children, and have high hopes for their children. For these reasons, it has been relatively easy for the corporate reformers to exploit this community’s goals for their children by convincing them that charter schools are the best option, rather than neighborhood public schools.

Many more vital issues were discussed, and much energy was created to continue the struggle on behalf of a quality public education that meets the needs of all children and their communities.

How to end corporate education reform


Deprecated: Function get_magic_quotes_gpc() is deprecated in /hermes/bosnacweb08/bosnacweb08bf/b1577/ipg.rifuturecom/RIFutureNew/wp-includes/formatting.php on line 4387

Deprecated: Function get_magic_quotes_gpc() is deprecated in /hermes/bosnacweb08/bosnacweb08bf/b1577/ipg.rifuturecom/RIFutureNew/wp-includes/formatting.php on line 4387

education civil rightMark your calendars! An event May 16 will address the shameful state of public education that is due not to bad teachers and low expectations, but to a decades long, relentless regime of standardized curricula and incessant testing in order to measure, rank, and sort children for a new world order amenable to manipulation by corporate interests.

The struggle to wrestle power out of the hands of the billionaire technocrats who have a dystopian vision for public schools is ongoing and gaining steam. Those who are determined to transform and democratize public education for the benefit of our children, our schools, our communities, and our democracy have a herculean task ahead of us.

The maxim attributed to Gandhi comes to mind: First they ignore you, then they laugh at you, then they fight you, and then you win! True public education advocates are now engaged in fighting against the faux-reformers, those who use their money, power, and influence to make the lives of children and teachers miserable in the name of lifting all boats and preparing all children for their slot in the glorious technocratic future – a future that exacerbates the obscene wealth inequality in the United States of America.

braveheartRhode Island as well as states across the country have been witnessing the awakening of the group of people who have the most personal stake in the outcome of public education—the parents. As parents become informed about the true nature of the education reforms of the Common Core State (sic) [Stealth] Standards and the incessant testing (PARCC here in RI, SBAC in other states), as they see the poor quality of the class work and home assignments that their children come home with, compared to the enriching materials and activities their older children had in the past, they know something is terribly amiss. Opting their children out of the PARCC is the first and best strategy for now to bring attention to the flaws with the Common Core/PARCC agenda, as well as to deny the state and numerous ed tech companies the data that would flow from this test.

Now that Opting Out/Refusing is catching on, thanks to the tremendous work of many education activists doing the research and informing the public, the federal DoE and RIDE are scratching their heads and figuring out vindictive ways to squash this rebellion that after all, upsets their apple cart and stands to lose money for global corporations like Pear$on. Imagine—threatening to lower the rating of a school because more than 5% of the parents determine that the PARCC is counter-productive for their children and Opt them out. These parents should be applauded for engaging in their child’s education and using the means at their disposal to make a strong statement about a policy that is wrong for children, wrong for teachers, and wrong for communities.

The Coalition to Defend Public Education (Providence) and the SouthEast MA/RI Coalition to Save Our Schools will be hosting an education activist summit: Transforming and Democratizing Public Education on May 16 at the Southside Cultural Center, 393 Broad Street in Providence from 10 a.m. to 2 p.m. (lunch included!) There will be no expert presentations, though the activists in attendance will come with tremendous expertise and drive. This event will begin with a sharing of struggles and successes among parent, teacher, and community activists discussing the following topics:

  • Testing refusal – empowering curriculum
  • Parent Organizing/ Communities of Color
  • Charter schools
  • Teachers unions
  • Student organizing
  • Higher education

The afternoon session will focus on a vision for the future—brainstorming on strategies to transform and democratize our public education system so that it truly provides the well-rounded, well-researched curriculum and inspiring environment that our children so desperately need and deserve, and our democracy depends upon. Come join us and be a part of those bravely standing up to the corporate education juggernaut that reduces and dehumanizes unique human beings to a single digit.

Colorado’s funding formula for school construction


Deprecated: Function get_magic_quotes_gpc() is deprecated in /hermes/bosnacweb08/bosnacweb08bf/b1577/ipg.rifuturecom/RIFutureNew/wp-includes/formatting.php on line 4387

Deprecated: Function get_magic_quotes_gpc() is deprecated in /hermes/bosnacweb08/bosnacweb08bf/b1577/ipg.rifuturecom/RIFutureNew/wp-includes/formatting.php on line 4387

GilbertStuartIf you can believe it, until 1998 school building construction was a local matter in Colorado. Functionally speaking, with the current moratorium on state aid for school construction and rehabilitation, this is the case in Rhode Island right now. In Colorado in the 1990s, and in Rhode Island today, young people in low-income, politically-weak areas are less likely to attend high-quality public school buildings than those in wealthier, politically-networked areas.

Since 2008, however, Colorado has administered a competitive grant application for districts based on diverse state funding streams, including, since 2012, a small percent of taxes from marijuana sales.

“The state’s voters in 2012 legalized pot sales – and taxed them heavily – in part because the constitutional amendment promised that $40 million a year would go toward school construction across the state,” according to USA Today. “In the first full year of sales, however, the state expects to collect only about $17 million in special school taxes levied on the marijuana industry. Still, it’s better than what the state collected the year before: nothing.”

Colorado’s current state funding stream has its origins in a 1998 class action lawsuit (Giardino v Colorado State Board of Education), says Kori Donaldson s. “The lawsuit alleged that the state had not fulfilled its constitutional responsibility to establish and maintain a thorough and uniform system of public schools because of the deteriorating condition of many public schools and issues of overcrowding.”

In response, “Senate Bill 00-181 implemented the terms of a settlement, which required the General Assembly to appropriate $190 million for public school capital construction over a period of 11 years. In 2008, the General Assembly enacted the BEST act [Building Excellent Schools Today].

The BEST program distributes approximately $40 million a year. Yet, the demand for better schools in Colorado outpaces the funding supply, even with the BEST program. Colorado’s challenges include overcrowded classrooms and overstretched buildings (one principal, Melanie Moreno, noted, “Even if we hired more teachers, we wouldn’t have anywhere to put them.”)

Todd Engdahl argues, “The BEST selection process is unique in that the construction board has a certain amount of discretion in making its recommendations and because it makes its decisions request-by-request in an open meeting where applicants are allowed to make brief in-person pitches to the board, in addition to the voluminous applications they filed months ago…

The board uses a complicated process to cull the applicants. Projects require a majority roll-call vote to advance to a short list, but projects die if they don’t gain a majority, don’t get a second or fail to spark a motion at all.”

The Massachusetts model remains superior in that its application process has an emphasis on “urgency and need” in making decisions for construction, and provides a steady, consistent, and much larger funding stream. That said, Colorado shows a willingness to organize a formal, transparent grant process to make funding decisions, and the possibility of including new revenues.

Massachusetts and Colorado both have consistent funding streams to rehabilitate and construct school buildings. Rhode Island’s leaders have a great chance to be innovative and do right by students, families, and teachers.

State spends $5 million on private school transportation, textbooks


Deprecated: Function get_magic_quotes_gpc() is deprecated in /hermes/bosnacweb08/bosnacweb08bf/b1577/ipg.rifuturecom/RIFutureNew/wp-includes/formatting.php on line 4387

Deprecated: Function get_magic_quotes_gpc() is deprecated in /hermes/bosnacweb08/bosnacweb08bf/b1577/ipg.rifuturecom/RIFutureNew/wp-includes/formatting.php on line 4387

School BusRhode Island spent more than $5.4 million in 2014 on transportation and textbooks for students who attend private and parochial schools, according to the Department of Education.

“The textbook law has been in the books since the 19th century,” said RIDE spokesman Elliot Krieger. “The transport law on books since the 1970s.”

Governor Gina Raimondo’s proposed budget calls for cuts to this public subsidy to private schools. The state paid $4,873,473 in transportation costs and $554,974 for textbooks in 2014 and Raimondo proposed cutting each expenditure in half.

“Some tough choices needed to be made,” said spokeswoman Marie Aberger, and Raimondo instead proposed a “record investments in K-12 education; the full implementation of all-day kindergarten across the state; and funding for dual enrollment, last dollar scholarships, loan forgiveness and workforce development.”

But it seems like legislative leaders will seek to have the private school funding put back into the budget.

Said House Speaker Mattiello, in a statement, “The tax-paying parents who make the choice to send their children to private schools are lessening the burden on municipalities because the cities and towns do not have to pay to educate these students. The least we can do for these parents is to provide textbooks and bus transportation when necessary. Without transportation, some parents would be unable to make the choice to send their children to private schools, and a greater burden would then be placed on municipalities to educate them.”

Senate President Paiva Weed, who more often finds common ground with Raimondo than Mattiello, agrees with the speaker on this one.

“The Senate supports restoration of the funding for textbooks and transportation services for private schools. Parents of children in private schools pay their taxes just like other parents in the community,” she said. “Collectively, their decision to send their children to private schools saves valuable public resources. For many years, the Senate has chosen to support the funding of transportation services and textbooks for private school students despite previous attempts to cut the funding.”

Aberger, Raimondo’s spokeswoman, seemed to understand that subsidizing private school education was sacrosanct to legislative leaders. “The Governor respects the legislative process and knows the General Assembly will make adjustments as her jobs budget moves forward,” she said.

The Senate Finance Committee will discuss the issue at a hearing on Thursday.

Amore bill would guarantee opt-out process for PARCC test


Deprecated: Function get_magic_quotes_gpc() is deprecated in /hermes/bosnacweb08/bosnacweb08bf/b1577/ipg.rifuturecom/RIFutureNew/wp-includes/formatting.php on line 4387

Deprecated: Function get_magic_quotes_gpc() is deprecated in /hermes/bosnacweb08/bosnacweb08bf/b1577/ipg.rifuturecom/RIFutureNew/wp-includes/formatting.php on line 4387
amore
Rep. Gregg Amore

The RI House Health, Education, and Welfare Committee took testimony last night on legislation that would mandate the Department of Education to provide uniform guidance across the districts that would guarantee parents the right to opt their children out of the PARCC (Partnership for Assessment of Readiness for College and Careers) assessment.

Parents have always had that right, but the recent guidance from RIDE to superintendents has been misleading and resulted in confusion and turmoil for parents across the state. The bill also stipulates that no student shall face disciplinary action for not participating in the testing and that no student shall have his or her academic record adversely affected for not participating.

RIDE’s Mary Ann Snider, and others, tried to defend the necessity of this testing, though even Ms. Snider admitted that students are being over-tested. Parents, retired teachers, and concerned citizens rebutted the value of this particular test and its ramifications.

Sponsored by Representative Gregg Amore, along with reps Canario, Regunberg, Keable and O’Brien, the bill is one step in the right direction to bring to light a situation that is menacing our public schools in the name of the “civil rights issue of our time.”

common coreOur children, our families, our neighborhoods, our public schools, and our democracy itself have become pawns in a vast and inter-connected scheme to undermine public institutions for private profit. The vehicle for this travesty in public education is the Common Core State (sic) [Stealth] Standards and their accompanying high-stakes standardized testing—PARCC. This incessant test prepping and testing, orchestrated to be taken on computers, intensifies the myth that 21st century teaching depends on the innovation of software programs that “personalize” education for each child. Nothing could be further from the truth. The entrenched belief that accounting/accountability, i.e. data collection, is the answer to lagging scores on standardized tests as compared to other nations is a travesty.

Human beings learn from other human beings. Human beings are inspired to learn in trusted relationships. The factory model of standardization and culling of the defective is antithetical to a diverse, democratic society. This is a travesty of the extreme right wing (e.g. ALEC, American Legislative Exchange Council), the Democrats for Education Reform and the White House, the Chamber of Commerce, ed tech entrepreneurs/corporatists like Bill Gates, and mega-corporations like Microsoft and Pearson, which have the willing collusion of the federal Department of Education. The critics of this so-called “innovative” strategy come from across the political spectrum – from libertarians to liberals, progressives, and socialists.

Critics of these reforms are accused of perpetuating the status quo. It is true that the status quo is unacceptable in important ways, but the remedies of the corporatists and their ilk are making the situation infinitely worse. And “cui bono” (for whose benefit)? For the benefit of edupreneurs, hedge fund managers, global corporations, and those bent on the gentrification of trodden down neighborhoods.

Consider the stealthy way the drafters of the Common Core standards were selected. Why were primarily representatives from the college testing industry, like the SAT and ACT, included when k-12 classroom teachers, specialists in early childhood education, teachers of special needs students, and authorities on students learning English as a second language were excluded? These standards and accompanying curricula have been developed with blinders on.

They reflect a narrow, technocratic vision of teaching and learning, which is at odds with decades of authentic research into children’s cognitive development, first and second language development, and literacy development. They ignore all aspects of education that promote healthy psychosocial development, and even physical health. They ignore or downplay the significance of the humanities—history, literature, drama, music, art, dance, philosophy—all of the attributes that contribute to a humane society.

Why has a monolithic curriculum in English Language Arts and Math been created to align with these ill-begotten standards, to then be aligned with the incessant testing that accompanies them? Why have state departments of education been essentially bribed by Race to the Top money and then waivers to the failed No Child Left Behind law to swallow these poorly constructed standards, curricula, and tests? Who will benefit from the massive amounts of personal student data being collected not only from the testing process, but from every keystroke of every student on every Chrome book stocked with every poor quality but snazzy program, adjusted by algorithm to the individual student’s responses?

These are questions that are serious in the extreme. They must be confronted by all segments of our society. Instead, school administrators and teachers are asked by PARCC to sign security agreements that hearken back to the McCarthy era under the guise of test security and “fairness.” Teachers, under pain of losing their jobs and even their teaching licenses, are being intimidated into not expressing their concerns about the inappropriateness of the Common Core and PARCC testing to the parents of the children in their classrooms. This is unacceptable and must be challenged.

Public school students and inmates need more vocational training


Deprecated: Function get_magic_quotes_gpc() is deprecated in /hermes/bosnacweb08/bosnacweb08bf/b1577/ipg.rifuturecom/RIFutureNew/wp-includes/formatting.php on line 4387

Deprecated: Function get_magic_quotes_gpc() is deprecated in /hermes/bosnacweb08/bosnacweb08bf/b1577/ipg.rifuturecom/RIFutureNew/wp-includes/formatting.php on line 4387

vocationParents, politicians, teachers and taxpayers must better prepare people for life after an institution. This holds true for both ACI inmates and Rhode Island high school students.

Public high schools no longer stress hands on training. Instead, they focus on English, math, science, history, though these subjects are hard pressed to hold a teenagers’ attention for four years. One alternative could be to include more vocational electives within our public schools. This elective – think: autobody repair, cooking, hairstyling, barbering, etc. – would help encourage students to stay in school, because with the completion of the recommended hours in that elective, a student could earn a license as well as a high school diploma.

A trade elective could be mandatory for all students, so long as it granted them choice in choosing what elective to pursue, thereby giving them the hours and experience to obtain their license, to be able to go straight to work upon completion of high school.

Such a program is even more needed for young men who are incarcerated.

Many 18 to 22-year-olds are being released back into society with stable minds but no valid work opportunities to release their positive and renewed energy. So instead they return to their old neighborhoods or life of crime, mostly because there’s not a system in place to reintegrate them back into society. Here in medium security at the ACI, there are 16-20 people released every month. That is a total of about 200 people a year just from this facility alone.

There needs to be more job placement workshops and skills building opportunities for inmates being released. This would especially help the lower class communities because it would also revitalize those depressed economies and rebuild the local infrastructure. It would help rebuild the communities themselves.

There should be more communication between the probation officers and community leaders to develop new programs and ways to keep these kids from returning back to the life of crime that put them behind bars in the first place.

Believe me, kids today, whether in traditional public school or prison, aren’t bad kids. I help teach, encourage, and talk with them daily, and as I listen to what went wrong in their lives and what could have helped them. Most say they didn’t have that father figure, teacher, or leader to guide them, so they committed a crime to get attention. That’s it!

We need to band together to help our youth, regardless of their ethnicity, neighborhood, or criminal history. When it’s all said and done, that could be our son or daughter, nephew or niece, and they’ll end up growing up in a world that we had the chance to change, but neglected to do so.

I pray this op/ed is received with clarity, and that the reader will act upon these issues concerning our youth. Regardless of their past, all children deserve the same opportunity for a better tomorrow. Let us parents, taxpayers, and public officials stay vigilant to solutions for a better tomorrow.

This post is published as part of the Prison Op/Ed Project, an occasional series authored by CCRI sociology students who are incarcerated at the Rhode Island Adult Correctional Institute. Read more here:

Raimondo meets with students to discuss next commissioner


Deprecated: Function get_magic_quotes_gpc() is deprecated in /hermes/bosnacweb08/bosnacweb08bf/b1577/ipg.rifuturecom/RIFutureNew/wp-includes/formatting.php on line 4387

Deprecated: Function get_magic_quotes_gpc() is deprecated in /hermes/bosnacweb08/bosnacweb08bf/b1577/ipg.rifuturecom/RIFutureNew/wp-includes/formatting.php on line 4387

raimondo3Governor Gina Raimondo has been hosting “listening sessions” with different constituencies among the education community in hopes of gleaning a better sense of what is expected from the next commissioner of education. In February, she met with teachers and principals in Providence. In early March, she met with parents and administrators in Cranston. And last week she met with labor officials in Warwick.

“This process was established to engage with Rhode Islanders who have already committed their lives to this issue,” said Raimondo spokeswoman Ashley Gingerella O’Shea. “The Governor values public input and particularly, those community groups who are explicitly engaged in education.”

And so on Tuesday, she will meet with a group of Providence students.

The Providence Youth Caucus – made up of the Providence Student Union, Young Voices and others – will spend about an hour and a half with Raimondo tomorrow night, starting at 5pm at Highlander Charter School in Providence.

While the forum is an opportunity for the governor to glean the student’s thoughts on the next education commission, the students want to also discuss their platform for education reform in Rhode Island.

The Schools Providence Students Deserve
An education platform by and for the students of Providence, Rhode Island

Our Goals

We all agree that our school system needs some big changes. But we have noticed that, through every new wave of education reforms and solutions, one thing always remains the same: students’ voices and priorities are regularly left out of the process.

We are the people in the classroom, and we are the people with the most at stake in our education system. As such, we know as well as anyone what really needs to happen to make our schools powerful places of youth learning and growth. Involving our voices is not only the fair and just thing to do; it is also the smartest way to actually design reforms that will positively impact our schools.

We—students from the Providence Student Union and Young Voices, in partnership with other student groups and youth across the city—have drafted this platform to establish a path towards the school system Providence students deserve.

We call on each of the candidates for Mayor of Providence to sign this platform and thereby commit to:

Creating a More “Student-Centered” Education System, including:

  • Introducing a more engaging curriculum and promoting hands-on learning
  • Developing strategies to better personalize learning around students’ needs
  • Prioritizing interpersonal skills and technological proficiency that prepare us for the 21st century
  • Changing from a dependence on standardized testing to a system of performance-based assessments that can show the student as a whole
  • Allowing students to have more ownership over their own learning and understanding that learning can happen anytime, anywhere

.
Increasing Equity and Access, including:

  • Improving climate and culture by moving away from punitive disciplinary measures and toward restorative practices that address the root causes of behavior issue
  • Designing a safer and fairer approach to school transportation, including the reduction of Providence’s walking distance to a maximum of two miles
  • Focusing not just on achievement gaps, but also on opportunity gaps. A student’s race and class should not affect their ability to receive an empowering education Ensuring Adequate and Up-to-Date Resources, including:
  • Significantly improving our physical learning environment, especially with major investments in school infrastructure
  • Guaranteeing sufficient staffing for schools, including full-time teachers for subjects like math, science and arts, and important full-time staff like a school nurse and trained counselors in every school building
  • Ensuring access to useful technology in school buildings to give students the tools to meet 21st century standards
  • Prioritizing and funding arts, music, and elective classes, and recognizing that these disciplines are just as essential as math and reading

Mass. has a better way to fund school construction than Raimondo


Deprecated: Function get_magic_quotes_gpc() is deprecated in /hermes/bosnacweb08/bosnacweb08bf/b1577/ipg.rifuturecom/RIFutureNew/wp-includes/formatting.php on line 4387

Deprecated: Function get_magic_quotes_gpc() is deprecated in /hermes/bosnacweb08/bosnacweb08bf/b1577/ipg.rifuturecom/RIFutureNew/wp-includes/formatting.php on line 4387

“I’ve been scared and battered,
My hopes the wind done scattered.”
– Langston Hughes, ‘I’m still here’

GilbertStuart
A picture of Gilbert Stuart Middle School in Providence.

Too many Rhode Island children and teachers, particularly in low-income communities, work in schools that are decrepit.

Governor Raimondo recognizes the need to invest in our schools. In fact, she’s proposed $20 million to do so. A very important step and yet insignificant compared to other state and city infrastructure investments – the $22 million East Bay bike path renovations, the $43 million proposed Garrahy Parking Garage, and the $40 million 2012 road bond in the City of Providence.

Nevertheless, Raimondo’s plan is based – too loosely, I would say – on the Massachusetts School Building Authority.

“The bottom line is that the MSBA [Massachusetts School Building Authority] funding activity not only leaves the Commonwealth with better schools for our children, but continues to play a not insignificant role in boosting the economy of the state, providing jobs for thousands and thousands of our workers,” says the 2o14 report: The Economic Impact of MSBA Investments on the Massachusetts Economy.

Prior to the creation of the MSBA in 2004, the Bay State likewise had a complicated history with adequate supports for school buildings.

Clayton-Matthews and Bluestone note, “By the early 2000’s, the ‘temporary’ (Massachusetts school building assistance) program had become unsustainable, accumulating more than $11 billion in unfunded promises to local districts. By 2003, there were 428 projects on a waiting list to begin construction, and communities that actually broke ground, routinely waited years – sometimes decades – to receive their first reimbursement payment from the state.”

Our current predicament sounds similar. Over at WPRI, Dan McGowan reveals Rhode Island has “$600 million in [school] facility maintenance deferred since 2011.”

According to Clayton-Matthew and Bluestone, here’s the low down on the Massachusetts School Building Authority:

“Since 2004, the MSBA has made over $10.5 billion in payments to cities, towns and regional school districts, including full or partial payments to all of the eligible Waiting List Projects. In addition, the MSBA has completed 784 of the 788 backlogged audits inherited from the former program, saving the taxpayers of Massachusetts more than $1 billion in project costs and $2.9 million in local interest costs.

The MSBA’s grant program places tremendous emphasis on planning, due diligence and prioritization of scarce MSBA resources. The MSBA approves new projects through a competitive process that stresses need and urgency, and reimbursement can range from 31 to 80 percent of eligible project costs.

There are currently more than 300 construction, renovation and repair projects in the MSBA’s Capital Pipeline. The MSBA, which has a designated revenue stream of one penny of the state sales tax, collaborates with municipalities to invest approximately $500 million per year in schools across the Commonwealth.”

By contrast, Governor Raimondo’s proposed $20 million cannot simultaneously restore Mt Pleasant High School, bring modern science labs and a renovated auditorium to Gilbert Stuart Middle School, fix the pipes at Roger Williams Middle School – let alone spruce up additional schools in Pawtucket and North Kingston.

Discussion is in the air. Cumberland Senator Ryan Pearson has a bill more like Massachusetts’ successful system than Raimondo’s proposal. Providence Representative Aaron Regunburg wrote to his constituents, “while this is just a start and is not enough to solve our school infrastructure needs – I will do everything in my power to ensure that the final budget includes at least this level of additional funds.”

More delayed maintenance in Rhode Island won’t make future rehabs any cheaper or allow Rhode Islanders to benefit from the Massachusetts model of economic investment through school rebuilding and construction.

Unless Governor Raimondo’s plan is to let several thousand more children over the next few years learn in decaying structures, it’s time to start talking to leaders in Massachusetts. Rhody can learn their game plan – and then do it better!

PARCC as a high stakes test will spell disaster


Deprecated: Function get_magic_quotes_gpc() is deprecated in /hermes/bosnacweb08/bosnacweb08bf/b1577/ipg.rifuturecom/RIFutureNew/wp-includes/formatting.php on line 4387

Deprecated: Function get_magic_quotes_gpc() is deprecated in /hermes/bosnacweb08/bosnacweb08bf/b1577/ipg.rifuturecom/RIFutureNew/wp-includes/formatting.php on line 4387

dont test me bro

It is heartening to see a robust discussion on the imminent use of the PARCC test in Rhode Island’s public schools, but the state Department of Education seems to have made up its mind before the test has even gotten off the ground. It is already actively encouraging school districts to use the PARCC to penalize students as early as next year.

Before having any chance to meaningfully examine how this untried test is working, or to determine whether, like the NECAP, it will have a disproportionate and devastating impact on poor and minority children, English Language Learners and students with disabilities, Commissioner Deborah Gist has already advised school districts they may “use PARCC results as a component in determining students’ grades” beginning as early as the upcoming 2015-16 school year. The Commissioner, with the backing of the Council on Elementary and Secondary Education, has also encouraged school districts to consider using the PARCC as a high stakes graduation requirement for the Class of 2017.

In light of this push by RIDE, the biggest concern isn’t necessarily whether testing should be delayed for a year or even whether children should be able to opt out – it is whether the test results should be used punitively against students rather than as a supportive accountability tool to help them and their schools succeed. RIDE likes to claim its goal is the latter, but as we know from the NECAP debacle, it operates more like the former.

RIDE’s desire to punish kids by allowing the test to be used in this high stakes fashion so quickly is extremely troubling, especially since education officials know full well the importance of time in getting a new test like this off the ground. Last August, before changing course, the Commissioner gave good reasons why PARCC should be used as a high stakes test beginning in 2020, not 2017. As she noted then:

“We need to make sure that everyone has adequate time to prepare for the implementation.  That means students having adequate support and time, families and teachers and school and district leaders need adequate time to make the changes to their support and interventions for individual students.”

By instead giving school districts the option to use the test results against students a year from now, RIDE is actually doing everything it can to make sure students are not fully prepared. To make matters worse, the local implementation of such testing places pressures on students of particular school districts who embrace PARCC in this fashion, while protecting students who happen to live in more skeptical school districts.

We all want students to succeed, but this approach spells disaster and will inevitably lead to a repeat of the fiasco surrounding the NECAP. Opting out of the PARCC test means little if students face a reduction in grades or denial of a diploma in a few years for failing to take it. Nor is it fair if students who opt in find their grades lowered because of their scores on the test. Whether one agrees or disagrees that PARCC can be a useful support tool, parents and others concerned about punitive standardized testing should be demanding first and foremost that this test not be used for high stakes graduation or grading decisions in the way that RIDE is, sadly, so hastily determined to use it.

Coming soon: charter schools for the unvaccinated


Deprecated: Function get_magic_quotes_gpc() is deprecated in /hermes/bosnacweb08/bosnacweb08bf/b1577/ipg.rifuturecom/RIFutureNew/wp-includes/formatting.php on line 4387

Deprecated: Function get_magic_quotes_gpc() is deprecated in /hermes/bosnacweb08/bosnacweb08bf/b1577/ipg.rifuturecom/RIFutureNew/wp-includes/formatting.php on line 4387

No shots, no problemIt’s inevitable. I am anticipating that one of the many shrewd companies in the “education reform” business will roll out a chain of charter schools for unvaccinated kids.

Why should parents have to produce proof of immunization before their little darlings are admitted to public school when they have the “freedom of choice” to send them to a school more consistent with their beliefs.

If ever there were two “movements” that are destined for merger, it’s the anti-vaxxers and the school choice mobs.

They are linked by the belief that personal “choice,” even when it is not justified by facts or logic, trumps the public interest. They are also linked by total indifference to the costs and consequences their choices have on everyone else.

Each group claims the moral high ground, flying the banner of “freedom of choice.” Yet what they really want is the privilege of making their choice without consequence or cost to themselves. They expect the rest of us to pick up the tab.

This is especially obvious in the so-called “school choice” issue being debated by some in Rhode Island right now. School choice adherents talk as if they don’t already have a choice when in fact they do. For as long as we have had public schools, we have also had private and religious schools.

When I was a child in the 1950s and 60s, my parents wanted me to go to Catholic school, and I did because they had the right to choose, doing twelve years of hard time under the tutelage of nuns and later, the Brothers of the Sacred Heart.

In those days, the parish school didn’t charge for the lower grades, but long-gone Sacred Heart Academy in Central Falls did charge tuition. Because of my parents’ choice, I ended up putting up my earnings from paper routes, bussing tables at local bingo halls and clerking at the local drugstore into my tuition.

I can’t say whether my parents’ choice was the right one or the wrong one, but I do know they made it. And they made it knowing there were going to be costs and consequences.

It’s no different today. Parents still have the same freedom of choice. They can even choose to home school their kids. But the real question behind “school choice” is not the choice itself, but who pays for it.

Chariho vs. charters

Where I live, the Chariho School District (Charlestown, Richmond and Hopkinton) has been in a long-running battle with the Kingston Hill Academy (KHA), refusing to pay to send Chariho students there because Chariho believes KHA cherry-picks students and sends special needs kids back to Chariho. Reliable sources have told me that this has been a long-standing problem at KHA.

Chariho Superintendent Barry Ricci escalated his battle when he sought new legislation in the General Assembly that would allow school districts to refuse to pay charter schools when those charter schools do not meet or exceed the standard of education provided at Chariho.

This attempt – which Superintendent Ricci told me in a January 6 e-mail he will not repeat – stirred up a firestorm from the “school choice” people, including the conservative Charlestown Citizens Alliance that has controlled Charlestown since 2008.

As amazing as it seems, these charter advocates were able to argue with a straight face that their “right to choose” should be honored with taxpayer money, even if it pays for an inferior education. After all, I suppose, “school choice” includes the right to make terrible choices.

Chariho’s fight with Kingston Hill goes back at least to 2009 when, according to a sworn statement by Superintendent Ricci, KHA’s principal admitted that KHA would not spend the money to hire a physical therapist and thus would not accept handicapped students whose education plan included physical therapy.

Later, Superintendent Ricci noted there is no sworn statement from KHA contradicting Ricci’s assertion. Click here to read the materials Superintendent Ricci submitted to the state.

Ricci got no sympathy or relief from soon-to-be ex-RI Education Commissioner Deborah Gist. In fact, Gist ruled in favor of Kingston Hill three times. Gist appointed her General Counsel David Abbott to the role of “special visitor” to examine the validity of Ricci’s charges against KHA.

Abbott’s report, submitted to Gist on October 27, 2014, went badly for Ricci. Click here to read that report.

Abbott reported no evidence to support the claims Ricci had made of earlier discrimination by KHA against disabled children, noting that even if he did, “none of the three allegations is dispositive,” given the age of the incidents. Abbott reports that he finds KHA to be currently in compliance with the law.

Having lost his fight with Kingston Hill, Superintendent Ricci asked to Chariho School Committee to add $53,745 to the upcoming year’s budget to pay for five more kids to go to Kingston Hill.

Even though Ricci lost his battle with KHA when charter school fan Deborah Gist ruled against him and when he couldn’t come up with parents willing to speak up about KHA discrimination.

But that is hardly a vindication for KHA – the verdict is not exactly one of “not guilty,” but more like “not proven.” Nor is it a vindication of charter schools.

Post-Gist public education

Public education is one of the cornerstones of our civil society. We need the best possible public schools we can create. Charter schools only distract attention and resources away from that critical mission. Casting the issue as “school choice” panders to the selfish few who want the rest of us to pay for their personal preferences.

Even though Gist will be leaving Rhode Island soon to take over as school chief in Tulsa, Oklahoma, the odds are that Gov. Gina Raimondo will appoint a new state education commissioner who is even more enraptured with charter schools.

I say that because Raimondo is married to one of the key corporate “education reform” national players, Andy Moffitt. Her campaign was funded in large part by corporate “reformers.” Her deputy, Lieutenant Governor Dan McKee, has been most famous for his fervent push for “mayoral academy” charter schools. Finally, Raimondo has appointed Stefan Pryor to head the state Commerce Department after Pryor’s disastrous tenure as Connecticut Education head where there were charter school scandals all across the state.

Yes, I’m afraid charter schools are about to undergo a boom in Rhode Island with such as cast of characters running the state.

Public school superintendents have made the point repeatedly that charter schools add an element of unpredictability that make it hard to create budgets, hire staff and maintain the proper infrastructure, and to do that knowing that you must serve all students, including all those who have special needs.

If “school choice” parents as these want a school that offers programs that tickle their fancy, then fine – send your kid there, but with your own money. If you want a school that doesn’t require you to present proof that your kids have had all their shots, then fine – send your kids to “Vaxless Academy” but with your own money, And keep those kids aways from everybody else.

NBC10 Wingmen: Jon Brien defends Deborah Gist


Deprecated: Function get_magic_quotes_gpc() is deprecated in /hermes/bosnacweb08/bosnacweb08bf/b1577/ipg.rifuturecom/RIFutureNew/wp-includes/formatting.php on line 4387

Deprecated: Function get_magic_quotes_gpc() is deprecated in /hermes/bosnacweb08/bosnacweb08bf/b1577/ipg.rifuturecom/RIFutureNew/wp-includes/formatting.php on line 4387

brien plainState education Commissioner Deborah Gist is leaving Rhode Island for Tulsa, Oklahoma and former Woonsocket state Rep. Jon Brien, my latest NBC 10 Wingmen adversary, says her departure is the fault of the teachers’ unions.

Blaming organized labor for getting rid of Gist is like blaming vaccines for getting rid of the measles. There’s always a few that think the solution to a problem is a bigger problem than the problem.

As Brien, a Woonsocket native, a lawyer and a parent, blames teachers and their unions, his hometown school district sued Gist and the state for not ensuring an adequate education. Meanwhile, during Gist’s tenure in Rhode Island, the graduation rate in Woonsocket dropped 6 percent – from 64 percent of high school seniors in 2009 to 58 percent of high school seniors in 2013.

News, Weather and Classifieds for Southern New England

Groups call for reversal of Dept. of Education high-stakes testing plans


Deprecated: Function get_magic_quotes_gpc() is deprecated in /hermes/bosnacweb08/bosnacweb08bf/b1577/ipg.rifuturecom/RIFutureNew/wp-includes/formatting.php on line 4387

Deprecated: Function get_magic_quotes_gpc() is deprecated in /hermes/bosnacweb08/bosnacweb08bf/b1577/ipg.rifuturecom/RIFutureNew/wp-includes/formatting.php on line 4387

DSC_0135A number of community and advocacy organizations, including the American Civil Liberties Union of Rhode Island, are calling on the Council of Elementary and Secondary Education to promptly overturn guidance issued by Commissioner of Education Deborah Gist that advises school districts they can use the PARCC exam as a high-stakes test graduation requirement as early as 2017, three years before the 2020 starting date the Council had originally proposed.

The Commissioner issued this guidance in a “field memo” Friday despite the fact that just last week the Council tabled a RIDE proposal that would have given school districts the 2017 testing option. In addition, without any public discussion, the Commissioner’s field memo also told superintendents they could begin using students’ PARCC scores as a component of their school grades—and could do so starting in the next school year.

In a letter sent to the Council, the American Civil Liberties Union of Rhode Island, R.I. Disability Law Center, R.I. Legal Services, R.I. Teachers of English Language Learners, and five other community organizations raised serious concerns about the guidance and urged the council to bar school districts from using PARCC as a high stakes testing requirement until 2020 and from using the test’s results as a factor in students’ grades.

Our letter stated: “We would expect that before allowing PARCC to be used for such consequential and punitive purposes, RIDE would be spending the coming five years monitoring the test’s implementation to ensure there was adequate teacher preparation and curriculum development, equitable computer training and access for all, and fair implementation for English Language Learners and students with disabilities. Instead, the Commissioner’s memo is encouraging school districts – many of whom, by RIDE’s own standards, failed to meet basic accountability standards with the NECAP – to be demanding accountability from the students (not themselves) on this new test in a manner that can only be described as exceedingly premature.”

We also noted that the Commissioner’s unilateral decision to allow school districts to establish their own high-stakes testing requirements for graduation and for grading is “extraordinarily significant” and creates a two-tiered system for students based solely on their address.

You can read the full letter here and learn more about high-stakes testing and students’ rights here.

Where are the best-paid teachers in Rhode Island?


Deprecated: Function get_magic_quotes_gpc() is deprecated in /hermes/bosnacweb08/bosnacweb08bf/b1577/ipg.rifuturecom/RIFutureNew/wp-includes/formatting.php on line 4387

Deprecated: Function get_magic_quotes_gpc() is deprecated in /hermes/bosnacweb08/bosnacweb08bf/b1577/ipg.rifuturecom/RIFutureNew/wp-includes/formatting.php on line 4387

Senate President Teresa Paiva Weed wants to explore the possibility of a statewide teacher contract this session. So we got to wondering if there is any rhyme or reason to how the many varied school districts across Rhode Island compensate educators.

There doesn’t seem to be, according to data from teacher contracts provided by the Rhode Island Association of School Committees (some districts missing). Alex Krogh Grabbe created these two charts showing the highest-to-lowest teacher-paying school districts in 2013 and 2014. The first chart shows rookie salaries and the second shows senior teacher salaries for all districts that submitted data to RIASC.

It seems we want our best teachers in the school districts where students need the most help – those in the urban areas – but there doesn’t seem to be a consistent financial incentive to attract teachers to these districts, or to keep them there long term.

It’s great that rookie teachers in Central Falls are well paid (or paid better than other teachers in Rhode Island). Providence, Pawtucket and Woonsocket should strive to compensate their teachers similarly. However, Central Falls is a state run school district so all of Rhode Island is paying those contracts; the other urban areas simply don’t have the taxing capacity to compete.

This is one reason a statewide contract would be beneficial. As a state, we can determine which teachers should be best paid based on need rather than allowing community wealth to dictate these decisions. This is critical because community wealth is a great predictor of student achievement. So if and when we allow tax capacity to dictate teacher salaries we are exacerbating the education gap rather than working to reverse it.

Worth noting I think is that the Department of Education doesn’t keep teacher salary data. This is especially surprising given the recent focus on teacher evaluations, as it seems folly not to consider pay when considering performance.

teacher pay

New year, old wish: Fix our schools


Deprecated: Function get_magic_quotes_gpc() is deprecated in /hermes/bosnacweb08/bosnacweb08bf/b1577/ipg.rifuturecom/RIFutureNew/wp-includes/formatting.php on line 4387

Deprecated: Function get_magic_quotes_gpc() is deprecated in /hermes/bosnacweb08/bosnacweb08bf/b1577/ipg.rifuturecom/RIFutureNew/wp-includes/formatting.php on line 4387

gilbertstuart8The decaying school buildings in Providence are a monument to the abject failure of Rhode Island’s political leadership to invest in all the people of the state.

The legislature is willing to spend more than $40 million on a parking garage for lawyers and court employees downtown but not for public school kids in the North or West ends of the city.

Mold and asbestos can be seen on the walls of Gilbert Stuart Middle School. At Roger Williams Middle School, as of a year ago, students couldn’t drink from the bubbler. Esek Hopkins Middle School in the North End is ranked as a “Level 3” building – meaning it is in “fair to poor condition,” needing “moderate to major renovations.” Two of the newer buildings- Del Sesto and Alvarez – are built on formerly toxic industrial sites subject to intense monitoring.

“I think it is immoral we are asking children to enter these buildings,” said Republican candidate Dan Harrop during his mayoral campaign.

“Ordinary people who harm children are punished by courts and despised by society, while politicians who harm children by ignoring the inequalities in public schools are not held accountable for their actions (or lack thereof),” wrote Aaron Carpenter recently on this blog.

And Aaron Apps wrote, “There is a kind of slow, horrible violence being done against the students and teachers expected to occupy these buildings.”

Other states don’t do this to their children.

For several years I taught in Fall River, MA. I worked in a modern school building barely five years old. In fact, many of the elementary and middle schools in the city, one of the poorest in the state of Massachusetts, are barely a decade old, thanks to a massive investment in school infrastructure and equipment by the state.

I live in California now, and what I’ve seen with public schools here just breaks my heart. Not for California, but for Rhode Island. (There are plenty of challenges and needs…plenty of people working for positive change.) I’ve seen “dilapidated” schools in Oakland, CA which look pretty great compared to some of what we have in Providence. There are district schools in East Oakland, one of the poorest neighborhoods in the Bay Area, which have skylights and modern computers. There is a community college in Hayward, CA with solar panels above the parking lot.

A tangible way to increase jobs, make a long term investment, and brighten the day of children and families is to renovate and re-invest in our schools. The money is there, we just need the will to do so. Maybe this year we will.

Gina Raimondo, Nick Mattiello, Teresa Paiva-Weed and Jorge Elorza have a chance to be the governor, speaker, senate president and mayor who rebuilt Rhode Island’s schools. Sounds like good politics, and actually good for the people.

My wish for the New Year is that Rhode Island muster the political class and economic sense to treat every child like their own.

RI Foundation helps expand innovation in urban classrooms


Deprecated: Function get_magic_quotes_gpc() is deprecated in /hermes/bosnacweb08/bosnacweb08bf/b1577/ipg.rifuturecom/RIFutureNew/wp-includes/formatting.php on line 4387

Deprecated: Function get_magic_quotes_gpc() is deprecated in /hermes/bosnacweb08/bosnacweb08bf/b1577/ipg.rifuturecom/RIFutureNew/wp-includes/formatting.php on line 4387

Deprecated: Function get_magic_quotes_gpc() is deprecated in /hermes/bosnacweb08/bosnacweb08bf/b1577/ipg.rifuturecom/RIFutureNew/wp-includes/formatting.php on line 4387

neil steinbergNearly 160 teachers in five urban school districts are getting more resources for classroom innovation thanks to $148,000 in grants from the Rhode Island Foundation.

Full-time third-grade teachers in any public or charter school in Central Falls, Newport, Pawtucket, Providence and Woonsocket were eligible to for Spark Grants of up to $1,000 to fund programs that will engage students through unique experiences and creative learning methods in order to stimulate their interest in academics.

At Francis Varieur School in Pawtucket , third-grade teachers Mary Bergeron and Donna Sawyer will pool their $1,000 grants to purchase 25 cameras to support learning activities related to a social studies unit on urban, suburban and rural communities. The cameras will enable teachers to weave art into their lesson plans and foster the development of 21st-century skills through the use of digital technology.

In Providence, the proposals range from recruiting an artist to help Pleasant View Elementary students write a narrative version of Cinderella to a year-long character education program at William D’Abate Elementary, including field trips to the Providence Police and Fire Departments.

Spark Grants for Pawtucket schoolsConceived by philanthropists Letitia and John Carter, the Spark Grants program was launched last year with $75,000 in awards to Providence third-grade teachers. Based on the results, the initiative was expanded this year to include the four new communities.

“We were impressed by the creativity and impact of last year’s proposals. Third grade is a crucial period in the academic development of children. Widening the reach of the program will put more youngsters on the road to a lifetime of academic achievement,” says Letitia Carter.

Thanks to federal grant, RI to add more preK classrooms


Deprecated: Function get_magic_quotes_gpc() is deprecated in /hermes/bosnacweb08/bosnacweb08bf/b1577/ipg.rifuturecom/RIFutureNew/wp-includes/formatting.php on line 4387

Deprecated: Function get_magic_quotes_gpc() is deprecated in /hermes/bosnacweb08/bosnacweb08bf/b1577/ipg.rifuturecom/RIFutureNew/wp-includes/formatting.php on line 4387

gist public schoolsA $2.3 million federal grant will create 14 new pre-Kindergarten classes serving 250 children in urban areas of Rhode Island, said Elliot Krieger a spokesman for the state Department of Education.

The grant, Krieger explained, will seed the creation of more than 40 new public pre-K classrooms by 2020, serving more than 1,000 students in Providence, Central Falls, Woonsocket, Pawtucket, West Warwick, East Providence, Newport and Cranston. There are currently only 17 public pre-K classrooms in Rhode Island.

“As an educator with a background in early-childhood education, I know it is essential that all children, regardless of the economic status of their family or their community, have opportunities to enroll in high-quality early-learning programs,” said state Education Commissioner Deborah Gist. “This federal grant will accelerate our progress in opening more state-funded prekindergarten programs across the state, and we will also continue increasing high-quality early-learning opportunities through our many important on-going initiatives, including our Quality Improvement Grants for early-learning programs and efforts to expand access to full-day kindergarten.”

Rhode Island supports 17 pre-K classes in 8 cities. The federal Preschool Expansion Grant, if fully funded for $19 million over four years, will create 36 new pre-K classrooms. State education aid will fund seven additional classrooms, according to the grant application and Krieger.

Elizabeth Burke-Bryant, of KidsCountRI and co-chair of the Early Learning Council, helped the state Department of Education, write the grant application. She said, “This exciting grant award means that more of Rhode Island’s young children will benefit from high-quality preschool that will improve school readiness and help to close achievement gaps that appear well before kindergarten entry.”

Governor-elect Gina Raimondo said early childhood learning a priority.

“Rhode Island has made progress in recent years in improving access to preschool programs, and, as governor, I will continue to be an advocate for high-quality early childhood education for our youngest learners,” she said in a press release from the Department of Education. “I look forward to working with local school districts and community partners on the successful implementation of this grant to improve the school readiness and educational outcomes of our kids.”

House Speaker Nick Mattiello said investing in early childhood education is an investment in Rhode Island’s economy.

“This Preschool Expansion Grant will enable many more Rhode Island students to have access to high-quality early learning,” Mattiello said. “I am confident that this grant, along with the early-learning investments we have made as a state, will help us ensure the academic success of more Rhode Island schoolchildren, improve the lives of Rhode Island families, and bolster the economy of our state in future years.”


Deprecated: Function get_magic_quotes_gpc() is deprecated in /hermes/bosnacweb08/bosnacweb08bf/b1577/ipg.rifuturecom/RIFutureNew/wp-includes/formatting.php on line 4387