Archive for the ‘waive3rs’ Category

Waivers Set Off More Change

Friday, July 13th, 2012

The news that five more states have received waivers from Congress’s 2001 No Child Left Behind Act adds up to 29 states so far that have requested help from the United States Department of Education.

No Child Left Behind (NCLB) legislation which has cluttered Senate and House committee desks since the 2007 date for revision, still has not made it to any votes. Therefore, action by the U.S. Department of Education allows states to make changes. Several other states who have sent applications for waivers have not received notification yet. And Iowa, for instance, had no measures for teacher performance in its application and was returned for further development.

For a state to get a waiver to abandon NCLB goals of 100% student academic grade level status by 2014, the application must have new reasonable standards in place that evaluate school and teacher progress for student academic success. The waivers must emphasize service to special education, English Language Learners, and economically disadvantaged youth. Test scores on a yearly summative test must be used as only one of several factors such as peer review, graduation rates, and attendance to establish school success.

Waivers are big news. Another specific issue in the media concerns middle school age students. (See New York Times, 6-18-2012, The Middle School Conundrum) Should those students be relegated to separate schools with teachers who are isolated from elementary teachers? Often, especially with budget cuts by state legislatures, teachers do not receive professional development that may open eyes to the range of academic and social/emotional issues for that age student.

The question comes down to support K-8 schools or 6-8 middle schools. Honestly, the configuration of school demographics and infrastructure for each school district will determine the outcome. Either way, the administration and faculty must set up the school program to care for the intellectual range and be sensitive to the emotional needs of these students.

No state education department want students to fail a reading or math course, have a poor attendance rate, receive marks for unsatisfactory behavior. That student is unlikely to graduate.

With the possibility of failure or success in mind, Ohio has been in the news for revising its school goals. (See The Plain Dealer 7-2012) With a GOP governor and legislature, a Democratic mayor in Cleveland, a strong superintendent of Cleveland schools, and 2010 Race to the Top funds, the state will put a new plan in place by the 2013-2014 school year, affecting all state schools but especially Cleveland.

The most important changes were agreed to by all from the governor to the teachers. The school principals as well as teachers will be observed, asked to establish yearly goals, and be evaluated on them. Principals will be required to assert more academic leadership, not just address the budget and discipline. Evaluations for all school employees will determine hiring, moving to another school, and raises. Seniority will not be the factor it once was. Besides test scores, staff will take part in team professional activities and engage the community.

For Cleveland Schools, the need for change is most important. The schools have depressed scores which has led to Watch status. Passage of a tax bond will be required to support changes in Cleveland.

Hope for success.