Data on my kid? Who Cares? How Will They Get It?

First, you are invited to attend a meeting with Utah State Office of Education employees on Thursday, April 11, 2013 at 4pm at the Alpine District Offices (575 E. 100 N, American Fork).  They will be presenting information on the new testing (really called 'assessment') system for the state, provided by the American Institutes for Research (AIR).  If you never attend another meeting about relating to the schools, PLEASE come to this one!

A couple of pieces of information, I will link to the research on AIR that my fellow board member, Brian Halladay has done below.  AIR is a behavioral research organization not an academic assessment company.  Additionally, the legislature, at some point, created a law that allows testing companies to use "student behavior indicators in assessing student performance."  So, since AIR's mission isn't academics and the state is allowing them to use behavior indicators, why is this a problem?

This goes back to our board discussion on Feb. 26, and a follow-up presentation in our March 12 Meeting... in a word, DATA, your child's personally identifiable information (PII).

Our board reviewed a speech given by US Sec. of Education, Arne Duncan in 2009 hailing the use of "robust data" and how that applies to the new Common Core standards and the ARRA 2009 Stimulus money.  One board member identified that at one point in the speech, Sec. Duncan talks about needing to close and reopen schools and assess teacher performance, as well as student performance, and at another point he says they don't want to use it to fire teachers or to shut down schools.  Incidentally, the No Child Left Behind waiver that Utah received has language about the state taking control of "failing schools".   In short, no local control, but I digress.  The overall tone of the discussion was that we, as the representatives, needed to be on guard in protecting and doing all in our power to make sure our students' data is safe.

We also addressed two other issues, briefly.

1) The change in privacy regulations on a Federal level, known as FERPA (Federal Education Rights and Privacy Act).  These changes did not go through Congress, and they essentially allow any educational entity (schools, districts, state boards) to share personal student information with any other government entity or private organization that has an educational interest.  This is something that I would be very opposed to.

2) The 2009 Stimulus package also included grants for every state to develop a Statewide Longitudinal Database (SLDS) which means your child is tracked at the state level from Preschool (or as early as they have data) through age 20 or into Workforce Services.  As a condition of this grant, the database has to be able to share/include data from other state agencies, like Workforce Services or Dept of Health etc., and the database must be able to share data with other states' databases, as well.  Incidentally, in the Duncan speech, he praises Utah's database efforts as one of six states that had all the elements required by the Data Quality Campaign.  For more information on assessments, read my previous blog here.   

So, based on those items, the desire of the US Secretary of Education to have robust data collection, his change to the privacy regulations, and the State database that Utah has on all our publicly schooled children, the idea of what and how much can be collected and shared is an actual concern to the board. 

On March 12, our data services director, David Smith, presented on how Alpine uses data collection and what information is shared and with whom.  While I was very pleased to hear about a lot of the hoops that we use to make sure private information isn't shared, there is one weak link: the State.  Because of State Law, we are obligated to administer the state tests and to have that data analyzed and computed to both assess student performance and to grade our schools.  So, when a class, say Mrs. A's third grade, is supposed to take the state math test, then our district sends the state office a file of all the students in Mrs. A's third grade class.  This data includes the child's name, unique student id, birthdate, grade, Mrs. A's name, school, and some demographic info.  Then the child takes the tests, they are scored and compared with other students across the state and sent back to the school.  So, at a minimum, your child's name, id, birthdate, demographics and test scores are in the state database, ready to be shared with whomever they choose. 

So, go back to the link above about allowing behavioral indicators to be used in the tests.  So, aside from testing math and English, they can test behaviors. 

Having said all of this, I am concerned by this intrusion into my kids' personal information. 

I don't know if you will be allowed to ask questions at the April 11 meeting, but it makes a huge difference to show elected officials that you are concerned.    Please make sure you clear your calendar for 4pm on Thursday, April 11.  If you can't make it, there are other meetings being held around the state.  Click here for a schedule. 

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Board Member Brian Halladay's research on AIR and the upcoming meeting

Next Thursday, April 11th, you are invited to participate in the SAGE assessment System presentation at 4pm at the Alpine School District Office Building.

SAGE is the acronym for the common core testing system that will be collecting data from our children.

I think it’s important for all of us to know before the meeting what SAGE is and it’s implications for our children, our privacy, and our school district.
...
Student Assessment for Growth and Excellence (“SAGE (http://www.schools.utah.gov/assessment/Adaptive-Assessment-System.aspx) ”) is being developed for Utah by the American Institutes for Research (AIR (http://www.air.org/about/) ). SAGE is Utah’s comprehensive adaptive assessment system, or the testing mechanism that will replace the CRTs. It is designed to replace and expand UTIPS, and provides the test delivery and administration of the Smarter Balanced Assessment Consortium.

So, who is AIR? AIR is not an academic assessment company - it is a behavioral research organization. AIR has been around for over 60 years. Their founder, John Flanagan, a psychologist, started AIR by developing the “critical incident technique (http://www.apa.org/pubs/databases/psycinfo/cit-article.pdf) ” one of the most widely used behavioral methods that is even now used in assessment models today.

In 1960, AIR initiated “Project Talent (http://www.projecttalent.org/docs/Designing_the_Study_(1960).pdf) ,” a research project administered by John Flanagan and a group of other behavioral scientists involving 440,000 high school students, collecting information on “aptitudes, abilities, knowledge, interests, activities, and backgrounds” of each student. These questions included questions about “hobbies, organizational and club memberships, dating and work experiences. There were questions about students’ health and about their school and study habits. Students were asked about their fathers’ occupations, parents’ education, financial situations, etc.” One question asked was, “How many children do you expect to have after you marry?” and “How old were you when you first started dating?”

What is AIR doing today? AIR is currently working with multiple partners, including the Department of Education, United Nations (http://www.air.org/focus-area/international-development/) , the Bill and Melinda Gates Foundation, and Open Society Institute (George Soros), (http://www.air.org/about/?fa=viewContent&content_id=351) to “conduct and apply the best behavioral and social science research evaluation towards improving peoples’ lives, with a special emphasis on the disadvantaged.” AIR prides itself on its "long history of contributing to evidence-based social change."

What does this mean for the Alpine School District, or even the State of Utah? In 2012 USOE developed the USOE Technology Standards 2012 (http://www.setda.org/c/document_library/get_file?folderId=169&name=DLFE-1560.pdf) . One of the standards is to have a network-enabled computing device capable of providing access to the school’s technology resources. A purpose of this is for the understanding “human, cultural, and societal issues related to technology and practice legal and ethical behavior.” I don’t think it’s a stretch to think that AIR will be heavily involved with this.

AIR will be developing these assessments, which will include behavioral questions. It’s what they do. One of their primary objectives is to use this data not only in collaboration with other states in relation to common core, but also in collaboration with the United Nations.

With the recent amendments to the FERPA laws, the question becomes what will we as parents do right now to protect the privacy of our children?

Come to the meeting next Thursday at 4pm at the Alpine School District Office Building and get informed!

Database: What Information is there on Your Child?

Database
On Tuesday, Feb. 26, our board professional development will be on the use of data and how that relates to Common Core.  At 4pm at Mountain View High School, I will be leading the discussion, based on the 2009 speech from Secretary Arne Duncan.  You can read it here. 

You need to understand that as part of the 2009 ARRA Stimulus money, the Federal Department of Education created grants for each and every state to set up a Statewide Longitudinal Database (SLDS).  Essentially, this database allows each individual child to be tracked from preschool through work and every stage in between (that's what longitudinal means).  Utah's database was praised in this speech by Sec. Duncan, as follows:

The Data Quality Campaign, DQC, lists 10 elements of a good data system. Six states, Alabama, Arizona, Delaware, Florida, Louisiana, and Utah, have all 10 elements. Other states are also making progress. For example, Arkansas has a data warehouse that integrates school fiscal information, teacher credentials, and student coursework, assessments, and even extracurricular activities.[emphasis mine]

As part of the these grants, "[t]he system must facilitate and enable the exchange of data among agencies and institutions within the State and between States so that data may be used to inform policy and practice." (pp.4)

A few more pieces of information for those who are interested:

Effective, Jan. 3, 2012, the US Dept of Education modified its regulations dealing with the Family Educational Rights and Privacy Act (FERPA, originally enacted by Congress in 1974). If you like, you may read the changes from the Federal Register here: http://www.gpo.gov/fdsys/pkg/FR-2011-12-02/html/2011-30683.htm.  Arguably, these changes violate Utah's version of the FERPA law, as well.

An organization called EPIC (Electronic Privacy Information Center) has filed a lawsuit against the US Government regarding these changes by the Dept of Ed. http://epic.org/apa/ferpa/default.html

The National Education Data Model has proposed the information contained at this site be included in any educational database: http://nces.sifinfo.org/datamodel/eiebrowser/techview.aspx?instance=studentPostsecondary Obviously, we can choose to populate the information or not, but it is important to know this is what is being suggested.

Finally, I just received a link from an out-of-state friend on this publication from the Western Interstate Commission for Higher Education (wiche) of which Utah is a member.  It is entitled "Framework for a Multi-State Human Capital Development Data System".  (No, that Orwellian name really is the title of the paper.)  I am happy to know that our children are reduced to "the stock and flow of human capital".  The conclusion states, in part:

A multi-state data exchange – what we have chosen to call a human capital development data system – that enables policymakers to look comprehensively at the stock and flow of human capital has become essential for effective policymaking and planning in the globalized knowledge economy.

The security of our students' data and parental oversight in the sharing of this data is one of my highest priorities.  As those responsible for watching over our school district, it is our responsibility, as a board, to take great care to protect this information.  Since data protection was one of the issues from our board priority discussion that received high marks, I think it is appropriate for you to be aware of the concerns I have with this database.

Oak Canyon JH Boundary Changes
The only action item for the Board Meeting will be the proposed boundary changes to Oak Canyon Junior High in Pleasant Grove. 

Everyone is welcome to attend the study session at 4pm, as it is a public meeting.  No comments will be taken at this time.  Public comments are always welcome at the 6pm formal board meeting.

 

What Should ASD Focus on This Year?

Board Priorities
On Wednesday, January 30, our Board will have our semi-annual retreat (open to the public: see below for agenda more information*).  At the retreat we will discuss and prioritize the priorities for the year.  This is the main opportunity for the Board to give direction to the District Administration.  As your representative, please let me know what you would like to see as the priorities for your school district.

Space Center
We received an update on the Space Center.  On February 11, the Space Center will re-open for field trips within the district.  Not all of the simulators will be available, but some of them will.  The committee is still meeting and discussing long-term options.  Of these, three were mentioned.
1) Build the Space Center on property right next to Central Elementary that ASD already owns.
2) Build the Space Center on the "Scow Property" that is near the water tower in PG. (I think we already own this property as well.)
3) Establish the Space Center at Thanksgiving Point.  They are very interested in working some sort of deal with us.  They are opening a "Museum of Natural Curiosity" with a specific STEM (Science, Technology, Engineering, Mathematics) focus, including ecosystems, ancient ruins, climatology, etc.  They currently have 4000 sq ft in the Dinosaur Museum that we could use right now.  Thanksgiving Point is incentivized to partner with us because it will allow them to qualify for additional grants.  Right now, the Space Center costs us about $4.50/student.  Thanksgiving Point currently charges $2.60/student and for every 10 students, one teacher gets in free.

Lehi High School
We reviewed plans for rebuilding Lehi High School on the current site (by the Roller Mills).  It is proposed that the Board budget $1.3 M from our budget this coming year to pay for an 18-classroom satellite, and $4.5 M for the construction of a 3-story classroom wing of 12 -18 rooms.  The permanent classroom wing would be completed by Fall of 2014.  After that, it would cost about $40M and roughly 3 years of construction to rebuild the "old" parts of the school in phases, so we can still use the existing facilities as we build new ones.  The $40M would require a bond to accomplish, we were advised.

*Board Retreat Information: Priorities for the District

Jan. 30, 2013
Mountainland Applied Technology College, Room 230-N
2301 W. Ashton Blvd.
Lehi, UT

PUBLIC MEETING, but no public comments

8:30 - 9:00 Continental Breakfast
9:00 - 9:30 Past Basket Items Report (Priorities)
9:30 - 10:30 Current Basket Items Conversation/Suggestions
10:30 - 10:45 Break
10:45 - 12:00 Current Basket Items/Rating/Ranking to Prioritize
12:00 - 12:30 Lunch
12:30 - 2:30 Question: "How do we unite and move forward as a Board to make sure these priorities are realized?"

We used to discuss the Code of Conduct.  It appears, we will address only the question listed at the end of the agenda.  However, that is the "stickiest" point for me in the Code of Conduct.

I welcome your input and your attendance.

Transparency, New Leadership, Code of Conduct, USBA

Welcome to 2013!  For two years, I have had the privilege of serving you on the Alpine School Board.  I want to thank you for your trust, your input, and your involvement.  I have never believed I had all the answers, but I believe you can help guide us and direct us to become even better than we currently are.

I would like to give you some information on a few things for the start of the New Year and ask for your feedback. 

State School Board
As part of my desire to be "information-rich", I plan on keeping you updated on the actions of the State School Board, since they have considerable power and most of us aren't aware of what they even do.  (I know I wasn't.)  In short, they dictate the minimum standards, graduation requirements, and number of school days/hours required by every public school in the state.  They maintain a committee to review/approve educational materials for use in the schools.  This year, the State School Board will be addressing standards for Social Studies and Science, as well as working through any new state testing issues in preparation for the new Common Core tests in 2014-15.  The State Board holds public board meetings on the first Friday of every month.  The meetings are live-streamed on their website: http://www.schools.utah.gov/board/Meetings.aspx  The audio of all their meetings, as well as their minutes, are available a few days after the meetings take place.  I have found the minutes and the audio to be quite informative. 

Code of Conduct
On Jan. 30, the Board will be discussing our Code of Conduct.  When I first came onto the Board, I was told the most important thing for me to learn and follow was this Code of Conduct.  The Board hasn't formally voted on it, but every year in January, we review it and make changes.  At one of the first Utah School Boards Association (USBA) meetings I attended, drawing up a Code of Conduct was discussed and encouraged.  One of the board members (not on our board) suggested a Code of Conduct would be important, "since there are now infiltrators among us."  I found that comment very insightful.  To my knowledge every board member in this state has been elected or appointed consistent with state law.  So, the concept of an "infiltrator" is more of an ideological infiltrator and not an actual infiltrator.  I want to make sure that our Code of Conduct is consistent with allowing the disparate voices in our community to be heard and represented on the board.  I want to make sure you are well-informed and able to see the workings of your School Board.  Since you are the ones who are, ultimately, supposed to be in control of public education in this district, I would appreciate your feedback on our Code of Conduct.  

New Leadership and Transparency

"You have to be prepared to make those decisions in view of the public ... and while it may be uncomfortable for certain members and maybe it would be easier to do it in a secret session, expediency and comfort are not the prime values served by the Open Meetings Act. Transparency and accountability are." --Salt Lake City Attorney Jeff Hunt

The above quote comes from a Salt Lake Tribune article about the Utah State School Board's recent Leadership election. They used secret ballots in a Open Public Meeting that may have violated Utah law (the Open Meetings Act). I found it interesting for two reasons, and I'd like to share them with you.

First, on Tuesday, Jan. 8, 2013, our board will also elect new Board Leadership.  The President and Vice-President have no more voting authority, but they do set the agendas, preside at the meetings, sign all legal documents, maintain our Code of Conduct (see above) and represent the Board to the media. 

Our Alpine School Board Handbook says the "Board President:

• Represents the Board of Education
• Facilitates and protects Board processes
• Responsible [sic] for Board professional development
• Understand [sic], support, promote and teach the MVVG [Mission, Vision, Values, and Goals] of the District"

Our process for selecting our leadership began last month in a Closed Meeting.  Because character and competency of personnel are legal topics for Closed Meetings, we discussed, as per our Board Handbook, the character and competence of those board members who were interested in serving as President and Vice-President for the next two years.  It is assumed this process might involve sensitive issues.  All things allowed in a Closed Meeting, legally, can be discussed in an Open Meeting, but, in some situations, like personnel or security devices, it would be wise if they were not made public.  Closed Meetings are not required by law, but they are permitted.  On the 8th, motions will be made for President and Vice-President, discussion will ensue, and votes will be taken.  Our process, unlike the State School Board, will be done by voice vote, and every board member will be accountable for his or her vote.

Second, the Trib article spends considerable space discussing transparency.  Everyone talks about transparency, but it is something you have to constantly emphasize.  The article says, "voting by secret ballot can help members vote more freely without fear of hurting fellow board members."  While I can appreciate the desire to spare fellow board members hurt feelings, it is important for public officials to conduct as much business out in the open as possible.  The more we are in the public view, the greater the opportunity for the public to feel comfortable that things really are what they seem.  If there is a tendency to go "behind closed doors", it shuts out the public and creates a level of mistrust, whether justified or not.  Every year, each board member must take a class on the Open Meetings Act and be accountable for it.  We are responsible for following that law and allowing you into our proceedings.  If we truly believe this is "a government of the people, by the people, and for the people", we must not shut "the people" out of the process.  I hope the State School Board will redo their vote, despite the potential hurt feelings, to be fully transparent and accountable to the people they serve.  I am glad that our board vote will be Open and Transparent, and I invite you to attend.

USBA Convention
Finally, Jan. 10 -12, I will attend the Utah School Boards Association Annual Convention in Salt Lake City.  Our membership dues and expenses for the conference are paid for by the taxpayers.  For the third year, I will not be staying on-site, but will commute to the conference daily.  (Board Policy allows for one in-state conference and one out-of-state conference/year for all board members.)  Since this is funded by taxpayer money, I will be reporting on the information received.  USBA leadership will be elected at the Convention, and our board will elect a delegate for the purposes of determining positions on upcoming legislation and the overall direction of the USBA.  The USBA, along with the Utah Business Administrators' Association and the Utah Superintendents' Association collaborate on education-related bills before the Utah Legislature and vote on whether to support, stay neutral, or oppose legislation.  This vote takes place weekly during the legislative session.  Only delegates are able to vote; although, any board member may participate in the discussion.  I will send you links to the education bills as I receive them.  The Legislature meets for 45 days from mid-January till the beginning of March.

AGENDA: Jan. 8, 2013
6:00 pm (NOTE: No Study Session will be held)

PLEDGE OF ALLEGIANCE

REVERENCE

OATH OF OFFICE FOR NEWLY-ELECTED BOARD MEMBERS

ELECTION OF BOARD PRESIDENT

ELECTION OF BOARD VICE PRESIDENT

RECOGNITIONS

COMMUNITY COMMENTS

MINUTES

CLAIMS FOR DECEMBER

ROUTINE BUSINESS

1. Budget Report

2. Personnel Reports

3. Alpine Foundation Report

4. Student Releases – BA, BA, MA, HB, JC, SF, MH, JH, JJ, BR, CS, NT, BW

5. Student Expulsion – AW

 

6. Investment Report

ACTION ITEM

1. Proposed Name for the New Middle School in Eagle Mountain

REPORT

1. Membership Report

BOARD MEMBERS’ AND SUPERINTENDENT’S INFORMATION ITEMS

CLOSED SESSION

ADJOURNMENT

2012 Year End Post

Note: Audio for the board meetings can be downloaded at the bottom of each of the following links.

Nov. 13, 2012: http://sbs.alpinedistrict.org/cgi-bin/WebObjects/eAgenda.woa/wa/displayMeeting?meetingID=1297
Nov. 27, 2012: http://sbs.alpinedistrict.org/cgi-bin/WebObjects/eAgenda.woa/wa/displayMeeting?meetingID=1312
Dec. 11, 2102: http://sbs.alpinedistrict.org/cgi-bin/WebObjects/eAgenda.woa/wa/displayMeeting?meetingID=1314

I want to thank Board Members, Mark Clement and Terry Peterson for their service.  I will miss our discussions.  I wish them the best in their future endeavors!

Welcome to our two new board members who will be sworn in this January, Scott Carlson and Brian Halliday. I look forward to working with you both.

Board Leadership and Code of Conduct
During the January 8 Board Meeting, our newly-elected board members will be sworn in. We will also select a new Board President and Vice President. I was told the Board President is responsible for upholding our Code of Conduct. I would recommend that everyone read the Code of Conduct here. You can read the official About the Board from our website here. Every January, we review the Code of Conduct.  I would like to bring your input to our discussion.  Please feel free to email or Facebook message me with your suggestions and thoughts.

Here is a quick overview of November and December.

November:
Space Center
Probably the biggest issue in November was the Space Center.  So many people showed up at the Board Meeting to show their support for the Space Center.  It was great to see that level of public involvement.  A committee has been established to explore options and to make recommendations to the Board.  Right now, they plan on presenting options in February.  For my part, I am very supportive of the Space Center. (My kids would be very disappointed were I not.)  I want to continue the simulators and the current experience in whatever way makes the most sense.  If there is a cost-effective way to get part of the Space Center back up and in operation, I am supportive.

Also, during the public comments, Robin Allred took the time to support the idea of incorporating families into our district values. (Thanks, Robin!)

CAFR
We accepted the CAFR (Comprehensive Annual Financial Report) which is a required document detailing the financials for the district for 2011-12.  The auditors gave us a clean bill of health.  There are some very interesting pieces of information, especially toward the end of the report, e.g. salary schedules, amount spent per student, number of employees, tax rates over time, etc.  You can view it here: http://alpineschools.org/accounting/cafr/2012-cafr-audit-services-provided

Closed Schools
The following schools will be closed for 2013-14.  Note: Lone Peak HS is not on this list.  I mentioned concerns that have been raised about Lone Peak.  The principal says they may have room for only 30 more students.  I have been told principals can limit those who want to attend from "out of area" when there are reasons such as limited space and/or teachers.  I will follow this closely.

Fox Hollow Elementary – Due to the capacity of the school.

Freedom Elementary – Due to the capacity of the school.

 

Hidden Hollow Elementary – Due to the capacity of the school.

 

Meadow Elementary – Due to the capacity of the school.

Pony Express Elementary – Due to the capacity of the school.

Snow Springs Elementary – Due to the capacity of the school.

American Fork Junior High – Closed to out-of-area students with the exception of students who will attend American Fork High School. These students would still be required to apply for an out-of-area exception through Student Services during the open enrollment window.

Lakeridge Junior High – To continue educational offerings.

 

Vista Heights Middle School – To help equalize boundaries with the new school.

 

New Eagle Mountain Middle School – New school

Enrollment Projections
Our district has a great track record on enrollment projections.  The latest projections were discussed, as well as what additional schools might need to be constructed and when.  This information can be viewed here: http://alpineschools.org/administration/enrollment-history-projections/2012-13-enrollment-history-projections
These projections are used to make recommendations about bonding and building.  For those of you concerned about bonding, this is the time to start thinking about alternatives.  We will need to accommodate these projections, unless something drastic occurs.  Please take the time to review this information and give me feedback.

Eagle Mountain Elementary School
Property was purchased in Eagle Mountain for a new elementary school, planned as part of the bond projects.

Utah Consolidated Application
Every year the district has to fill out this application for the state.  It provides our accountability for certain programs that come with strings, both Federal and State, e.g. Special Ed, Optional Extended-Day Kindergarten, etc.  From my perspective, it is a lot of hoop-jumping, and many of the options are for ways that allow children to spend more time in school and less time at home.  (I will refrain from editorializing.)  There are about 40 different funding sources, most of which come from the state.  As mentioned, in order to get the funding, you have to show your compliance with the "strings".  I would prefer to have the state just give the local districts a lump sum and let us divvy it up as we see fit.  (Pipe dream, I know.)

December:
Graduation Requirements Policy
The State Board sets the minimum graduation requirements.  Alpine School District has placed additional requirements on our graduating students.  The policy has been changed to reflect two different kids of diplomas: a basic and a traditional.  A Basic diploma (e.g. Fast Track) will be offered with 24 credit hours.  All the required courses (3 English, etc) must still be earned.  However, students can graduate with fewer electives, if they choose.  A Traditional diploma requires 28 credit hours to obtain.  A few interesting things.
1) Students with an IEP can earn a traditional diploma with those 28 credit hours, and whatever course accommodations needed to made in accordance with the IEP. 
2) There are also 2 certificates offered to special ed students who do not qualify for the traditional diploma. 
3) A student who successfully completes Calculus has met the math requirements regardless of number of math credit hours earned.  However, that student would have to still meet the 24 or 28 credit hours by taking electives instead of math.
4) The SEOP has been changed, by the State Office, to a CCR (College and Career-readiness) Plan.  The policy stipulates that each student will have one.  I tried to get clarification on whether a parent can opt their student out of the CCR Plan.  I was told each counselor will be following the student to make sure they are on track for graduation.  There are additional pieces of information, such as career testing, that are optional, since they would fall under the Utah FERPA (privacy) law.  Any private information, likes, dislikes, family circumstances, etc. all require written permission from a parent. 

The policy can be viewed here: http://205.118.9.15/cgi-bin/WebObjects/eAgenda.woa/files/MTM1NTM3MjAyODQzOC9BbHBpbmVBZ2VuZGEvMTMxNC8zNzUxL0ZpbGVz/graduationpolicy-1.pdf

School Calendar Update
The school year for 2013-14 will start on Tuesday, Aug. 20 instead of Thursday, Aug. 22, so teachers can have two full professional development days, instead of the current minimal days.  (Yea! Not a fan of the minimal days, personally.)


Wishing you all a Merry Christmas and a Happy New Year!

Responsible Participation in a Democracy

Note: I am NOT aware of any of these materials being used in Alpine District Schools. However, where they are recommended by the USOE's Materials Committee, they are fair game for any public school in Utah to adopt.

Imagine your daughter comes home from school.  She presents you with an essay on a political topic she is, all of a sudden, very passionate about.  Her essay makes you angry and afraid.  She deliberately projects the worst that could happen with this particular situation.  And finally, she wants you to join her cause.

...Now imagine she's six years old.

Too far-fetched?  Read on.


One of the big issues for parents has to do with textbooks. Which textbooks are used?  Can they bring them home?   I have been told we want to allow our teachers to use whatever materials and resources they need to accomplish their objectives.  However, parents want to know what their kids are learning and have some idea of what is being taught.  How do parents stay involved in that process? Should the local school board have oversight in this regard? Or should it be left to the individual teachers? Should teachers provide a syllabus and a list of materials for parents? Should parents even want to know, as long as the kids are doing well and meeting the objectives?

And just what are some of those objectives?

At a Utah School Boards' Association meeting last January, the President of the National School Boards' Association gave the keynote address.  She concluded her speech with the idea that if public schools ceased to exist, we would lose our democracy. 

At a recent Governor's Education Summit, it was reported that while it is important for us to educate our students for employment, it is also important they know how to treat people in society and act "civilly".

The State Board of Education says, "Utah's public education system is created in the state Constitution to 'secure and perpetuate' freedom."

Alpine School District's first value statement is, "To prepare our students for responsible participation in a democracy."

Currently, the emphasis of public education seems to be more on perpetuation of our democracy/way of life/democratic republic/[insert your preferred description here] than on the 3 R's.  Nationally, as I read publications, teachers are being told their role is to make sure their students become good citizens.  Reading, Writing, and Arithmetic take a back seat to participatory democracy. 

"So what?" you say. "Who can argue against good citizenship?"  I would submit that while securing and perpetuating freedom are very good and noble goals (ones I whole-heartedly support), good citizenship (however defined) is not the sole purpose or even the primary purpose of education, public or otherwise.  When you make good citizenship the primary objective, you remove the focus from the individual child.  The child becomes a cog in the wheel of the larger society.  At one point, education was about providing skills for discerning truth from error; classical education was about creating an educated individual without any other expectation.  Citizenship and public involvement were the by-products instead of the objectives.  Public involvement was also reserved for adults, not children.  Furthermore, depending on who determines what "good citizenship" looks like, you could be opening a big can of worms.

That brings us back to the original questions: how do we know what our kids are being taught, and how involved should parents be in following along?

The Utah State Office of Education has an Instructional Materials Database.  A committee, made up of educators from the Utah State Office of Education (USOE) along with appointed citizens, reviews materials and makes recommendations. The official purpose of the Instructional Materials Committee is to determine how closely materials align with the Utah Core standards for a given grade and subject. Recommended materials may be used without reservation for that grade/subject. Recommended Limited materials may be used in the classroom but require supplementation.  So, someone is watching over us and determining what our kids should learn.  No need for us to be concerned, right?

Let's take a look at a few examples.

MATH
In our district, it's safe to say the majority of parents want a more traditional approach to math.  Since implementing Common Core, we have been trying to find textbooks that would appeal to our parents.  Unfortunately, we couldn't find any Common Core integrated math textbooks for Grade 9. Only one other Common Core state adopted the integrated math approach besides Utah. The other 45 states still teach Algebra 1, Geometry, Algebra 2, etc.  Obviously, the textbook publishers didn't have a market for the integrated textbooks.   Alpine's ninth-grade teachers are having to use whatever they have and put things together on their own. (As a side note, a parent at a School Community Council asked what the approval process was for teacher-developed materials. There is no formal process.)

One integrated textbook the State's Review Committee recommends is the Interactive Mathematics Program (IMP). This math book doesn't have any examples, but does have a political agenda. The introduction says this program is appreciated for the "communication skills...developed....The ability to persuade people and to effectively argue ideas has proved priceless...in personal, academic, and professional situations." This is a math book, remember. 

Here is a link to the IMP evaluation from the Materials Review Committee. "Lessons consist of single-page individual or group tasks without traditional mathematical instruction or explanations. Mathematics is learned through the culture and practice that is developed within the classroom as students work on the various tasks.[emphasis mine]"  This is an approved textbook. 

By contrast, Saxon Math, considered a traditional math text, didn't have an integrated approach available yet.   Even so, a pre-Common Core review of Saxon was considered "Recommended Limited" by the Materials Review Committee. "While we found much of the content of the Utah State Core in Saxon Math, the philosophy in how children best learn math differs greatly. The following skills and pedagogy were considered by the review committee...Problem solving is more teacher-driven. It does not encourage students to develop their own ideas. Lessons in problem solving are very superficial. Students are told how to solve each problem. [emphasis mine]"

The more traditional approach is marginally recommended, not because of WHAT is taught. The problem is HOW it is taught. So, the review committee reviews for content but can also "blacklist" a teaching philosophy most parents prefer for their kids. In short, if a math book shows kids how to solve problems and doesn't force them to develop those solutions on their own, the State Office of Education doesn't think it should be used to teach math. 

Rather than the Materials Committee being a resource to the districts, it has an obvious philosophy and an agenda. Should local schools and their constituents wish to pursue a method of math instruction varying from the preferred philosphy of the USOE, they are hindered in their ability to do so, even IF the content matches the state standards. Remember this, when you hear how Common Core is "just standards, not curriculum".

LANGUAGE ARTS TEXTBOOKS
Language Arts is even more subjective and values-laden than math.  And, it, apparently, is a great opportunity for encouraging responsible participation in a democracy.  Here's an example. 

The Zaner-Bloser Voices First Grade Langauge Arts series is Recommended Limited for elementary reading but Recommended Primary for Character Education. You can see the official review here. (All emphasis below is mine.)

• Six- and seven-year-olds are taught to deliberately make their parents "upset or angry". This is done in order to get parents to participate in specific social or political activism. "Say: We're going to write a letter to parents about our problem. We need parents to understand our problem, so we're going to use words that make them feel how important it is to help us. Write anger, fear, and joy." Say: Now remember...this is for your parents...Guide discussion, as needed, to the idea that parents might be upset or angry [i.e. it will be a good thing to get your parnets upset or angry for your cause]." (Assessment Handbook, pp. 38)
• An exercise about using "emotional words" teaches children the phrase "my mom always 'nags' me to clean my room" is better than "my mom always 'asks' me to clean my room."
• The materials teach First Grade children to deliberately exaggerate or distort reality in order to stir up emotion and action in others. "By stating the worst that could happen, the writer appeals to the readers' feelings of anger." (Good Neighbors, pp.T79)
• "The purpose of the book is for students [ages 6-7] to use their voices to advocate solutions to social problems that they care deeply about. They are engaged in learning...social advocacy." (Good Neighbors, pp. T1)

So, instead of learning to read and write about pets or fairy tales, your six-year-old is learning to use emotional words to manipulate you into becoming an involved citizen in some "good" cause the publishers are advocating and the teacher is facilitating. When I was in school, manipulating your parents using emotional words wasn't a character trait to be desired. It was called a tantrum, and you were sent to your room. These days, it's taught as "character education" and "political advocacy" in a First Grade writing class. (Incidentally, does anyone really believe a six-year-old is advocating something other than more Oreo cookies and a later bedtime on their own?)

This series also comes with a selection of Informational Text readers (instead of literature--Thank You, Common Core). These readers include a lot of emotional words to inspire the children to action. The books in the series include a political agenda and encourage activism. One book from probably a Fifth- or Sixth-Grade series is The Highlander Center.  Not only is there an entire book on this center, it is then referenced in another book called Education for All. By way of information, from Wikipedia: "Current focuses of Highlander include issues of democratic participation and economic justice, with a particular focus on youth, immigrants to the U.S. from Latin America, African Americans, LGBT, and poor white people."  Nope.  No agenda here, right?

MVVG and You
In our school district, we have our Mission, Vision, Values, and Goals (MVVG).   Our website says they "guide the focus and priorities of the Board..."  The Goals were determined by a very-involved community process several years ago. The Mission, Vision, and Values were adopted and promoted, over several years, by our district administration.  Remember our first value: To prepare our students for reponsible participation in a democracy.  Given this value, the recommendation by the State Office's Review Committee for character education, and all the rest, is it any wonder that a good and decent teacher might feel this reading package is exactly what everyone wants their children taught in First Grade?  And if parents are not happy with this, who should they blame?  the teacher? the district? the *State Board? the Governor?

As we are laying blame, we should first take a look in the mirror. This Tuesday, Oct. 23, 2012 at 4:00 pm at Timpanogos High School, our board will be reviewing our district value statements.  Is the primary purpose of education democratic participation?  Good citizenship?  Or are we looking to create educated individuals, the by-product of which may include securing and perpetuating our freedoms?  What do you think our values should be?  If you aren't there, our district values will be left up to those who are.

*About half of the State School Board members are up for election this November. The State School Board appoints the State Superintendent who oversees the entire USOE. (Here is a map for the State School Board districts.) I would encourage you to find out who is running, and vett them.

P.S. Special Thanks to Zaner-Bloser's "Voices" series for instruction on using emotional words.

Sunday Competition and other items

In September, we've had two board meetings.  In summary, this blog will touch on these issues:

Sunday Competition
Community Input Meetings: We NEED YOU!
RDAs (Redevelopment Plans): Your Tax Dollars at Work


Audio for Sept. 11, 2012 located at the bottom of the page here: http://sbs.alpinedistrict.org/cgi-bin/WebObjects/eAgenda.woa/wa/displayMeeting?meetingID=1223

Audio for Sept. 25, 2012 located at the bottom of the page here: http://sbs.alpinedistrict.org/cgi-bin/WebObjects/eAgenda.woa/wa/displayMeeting?meetingID=1245

Sunday Competition
The most recent issue was an inquiry into a "new policy" forbidding Sunday competitions in the district.  The short answer is the Board has no policy (new or old) regarding Sunday competitions.  In the past, some teams have asked students to commit to competing on Sundays, should they rise to a national level of competition.  Our administration has recently reiterated that this practice is not allowed.  Because of some of the requirements at national competitions, the lack of participation by one or more of the team would disqualify the entire team.  Coaches and principals have been asked to work together with parents and students to find options for this Catch-22 situation.  By way of information, individual schools, as long as sufficient public input has been sought, can establish a practice of forbidding school competitions on Sundays.  This is what Lone Peak has done, but it has been done at a school, not a district, level. 

PTA/SCC Meetings: ACTION ITEM!!!
We hear a lot about government being by "We, the People".  Well, this is your chance to have a direct impact on your school district!  District administrators (and, when feasible, board members) will be at combined School Community Council/PTA meetings for the next 4 weeks or so.  These meetings are open to the public, and every school will host one.  You can attend any one that you choose, even if you don't have kids in the school.  They will be addressing Common Core, our Mission Vision Values and Goals (MVVG), and any other issue you would like to discuss.  I would recommend you attend and share your thoughts and observations.  This is your opportunity to give direct input on the things that are important to you in our schools.  Bring a friend with you.  Here is a partial list:

Oct 3:
10:00 am Westfield
1:30 pm Mountain Ridge
Oct 4:
9:30 am Alpine
Oct 10:
1:00 pm Lone Peak
Oct 16:
3:40 pm Highland
Oct 17:
9:30 am Cedar Ridge
Oct 18:
1:00 pm Ridgeline
1:30 pm Timberline
Oct 23:
3:45 pm Deerfield

Redevelopment Agencies (RDAs: Your Tax Dollars at Work)
Many of you remember the Vineyard Redevelopment from last year.  For more detailed information, please go here.  As a quick refresher, RDAs are an arrangement where a portion of the additional taxes that will be coming to the district (and other agencies) from increased property values on a development are not collected by the district for a set period of time, but returned to the developer for aid to move more quickly.  The thinking is that, over time and with the tax incentives, additional businesses will come and the development will progress more rapidly.  The end goal is to increase the overall tax base faster than would have otherwise happened.  The district has several criteria used to determine whether or not an RDA is something to consider.  It's important to remain consistent with each entity asking for this type of tax-incentive/deferral. The district has the opportunity to participate in two additional RDAs, currently. 

The first one is with Eagle Mountain City and is called an Economic Development Agency (EDA).  As far as I can tell, this one requires our participation by state law.  It will help develop infrastructure in Eagle Mountain City so a business park can be established and the anchor client can begin operations.  The advantage to this agreement is a cap on the amount of tax dollars to be reinvested, as well as the time commitment.  So, if the tax dollars allocated are spent prior to the 20-year time frame, the district (and the other taxing agencies) start receiving 100% of their tax dollars at that time.  The Board's overall feeling is they want to help Eagle Mountain City with their infrastructure, and this seems to be a reasonable way to do so. 

The second one is an optional situation where we are asked to return a portion of tax revenue for a business park located between Adobe and IM Flash.  The appeal is for the higher tax base that comes with HighTech jobs.  The question is whether or not those jobs would come anyway.

I thought, with Vineyard, this wasn't something that happened very often.  I am finding this is really a fairly common occurrence.  The question for you is what do you think of this kind of practice?  At best, it is the way things are done, and brings additional jobs into our local community.  At worst, it is crony capitalism--government giving incentives to select businesses for some pay-off down-the-road. 

Additionally, the legislature changed the laws on RDAs this past session.  It used to require 2/3 vote of the taxing entities to go forward with a plan.  This put the district (with 2 votes) in a position to lobby the State Board's rep (1 vote) to block anything unfavorable to the school district.  (In the case of Vineyard, the State Board rep voted AGAINST Alpine, as did Commissioner Larry Ellertson, increasing your taxes last year, but that's another story.)  Now, with a simple majority, any taxing plan can be approved without buy-in from the district, even though our tax-incentive will comprise roughly 60% of the total.  I find this change egregiously unfair, because it allows taxation without proper representation.  The legislature makes changes to these rules, by my count, on almost an annual basis.  This is something with great potential impact on all taxpayers, but it doesn't register on the average person's radar.  It would be good to contact your legislators and ask that a proportional representation on these committees (called TECs: Taxing Entity Committees) be put into law, instead of one that allows everyone else to run roughshod over the school district.  Also, the 2/3 majority seems like a better threshold for providing tax-incentives that will impact the local taxpayers.

I don't think this is the proper role of government--determining winners and losers.  I am sympathetic to the argument that some of this helps to bring in new businesses and increase our tax base.  However, a lower tax rate, treating all people and businesses the same, should accomplish the same goal.  So, on the promise of a greater tax base, in say twenty years, our kids now will not reap the benefit of increased development that might have come anyway.  Of course, all this requires a crystal ball, so it's anyone's guess whether the tax-dollar investment will be worth it.  But, as stated in our Board Study Session, we are never presented a proposal where the district isn't supposed to get more money in the long run. 

If you support RDAs, you need to let the local governments know, as well as the legislature.  If you do not support them, you need to get involved in changing the laws at the state level, and lobbying your local government agencies to stop approving them.  If a majority of the entities doesn't vote in favor of the RDA, it doesn't happen.  But, how often does this become an election issue so our officials are held accountable?   It hasn't been, but it should be. 

Next blog: New Assessment/Accountability Requirements from the State/Feds, Differentiated Diplomas and State Textbook Reviews