Congrats to NYC Teachers....

... on completing the longest school year in the history of the universe.

The last day of school, is one of the glorious days and one of the things I miss about teaching - the sense of completion, the free feeling that lasts until you wake up the next morning and say, "Damn, 65 days and I have to go back."

Enjoy!

The UFT Survey Says...

When Joel Klein was appointed as Chancellor and even though he had zero ed background, the UFT cheered instead of taking a stand and calling on the state Ed department not to grant a waiver (something ed notes, by the way, called on them to do.)

In the early years of BloomKlein, when it was clear these people had no clue about education, many of us called on the UFT to hold a vote of "no confidence" in Joel Klein as Chancellor. Nadaa!

The UFT wanted to continue to play nice. Now, with the sun about to set on BloomKlein, the UFT does a survey. Jeez!

The survey on Joel Klein and the Tweedles is out and guess what? Teachers are unhappy with the Klein administration.

I'm pretty disappointed about the only 80-something percent, as I thought it would be in the mid-90's, demonsrating that the CEO of the DOE has no support, a big would be a big no-no in the corporate world the Tweedles want to play in. Still. Klein's numbers rival George Bush's. How about Bush for next Chancellor? He was the "education" president?

The UFT took out a full-page ad in the Times (see below). But so what? Does the public really care if teachers are unhappy? They think it is a good thing and a sign Klein is doing a good job.

The UFT might as well dig a hole and throw the money in. The money wasted on PR. There will be a couple of short articles in the press for a day or two and it will all be forgotten. Jeez!

So is the survey just another public relations stunt with no real follow-up? The UFT dies at the chapter level as principals get stronger, using techniques they get from some kind of training. Their first priority is to make sure they do not have the "wrong" kind of chapter leader. Instead of organizing to defend their chapter leaders, the UFT worries more about having a Unity Caucus loyalist in these positions and uses its machinery to undermine chapter leaders who are critics.

Here is part of the UFT statement:
.....our attempt at 360-degree accountability that holds the DOE responsible for its role in student achievement and school improvement. An impressive 61,257 educators filled out the confidential evaluation. The key findings include:

• 85 percent of members do not believe that Chancellor Klein provides the supports and resources they need for success in the classroom
• 82 percent say that the chancellor and the Department of Education are not focused on educating the whole child and 85 percent say his emphasis on student testing has failed to improve education in their schools.
• 80 percent say that the chancellor is not doing enough to promote order and discipline in schools.
• 80 percent say the chancellor fails to prioritize the learning needs of all students, including English Language Learners and special needs students.

Go here to see the complete survey results.

Go here to read the full press release.

Go here to download the New York Times ad.

Michelle Bodden to Resign as UFT VP

Will run UFT Elementary Charter School

As reported in an ednotes online exclusive, Michelle Bodden, who many people were betting would be Randi Weingarten's successor as UFT President, will take over the UFT's troubled elementary charter school.

We raised the question as to whether a UFT VP for elementary schools could be in that position. Now we have been informed that she has sent a letter telling people she will be resigning her VP position. (Will she also be resigning from Unity Caucus?)

The signs have been there for a long time that Bodden was not in the running and I had to convince even people inside 52 Broadway that she would never head the UFT. Perhaps she was getting too popular. "She's really an educator," said one insider. "Not a politician like Randi. You can actually have a conversation with her about real things. Some people can't wait for Randi to be gone so we can start solving the real problems we face."

I won't go into the details, but long-time observers can tell a lot about the UFT by who stands where, what kinds of events people get to represent the UFT at, and other signs. The surprise appointment of Leroy Barr as UFT Staff Director in January made it clear that another African-American had superseded Michelle in the UFT hierarchy.

Aside from the UFT political mishegas, I think putting Michelle in charge of the school is a good move. I had some contact with her when Randi put me on a charter school committee headed by Michelle in the late 90's. We only met a few times until Randi abandoned the idea, but Michelle was very easy to work with.

Teacher Power
If I had to choose one principle that has driven Ed Notes, it is the empowerment of teachers, who have been viewed as just barely above the kids in terms of respect (in today's NYCDOE, it's probably even.) I was on the first UFT charter committee because at the time I was an advocate of charter schools and even had a resolution urging the UFT to set up an office of charter school support to enable teachers to begin running their own schools. My idea was not for the UFT to run a school, but to empower teachers who were sick of working for idiot supervisors. In my plan, teachers got to choose their supervisors, not the other way around. We would get the very best principals that way.

When I proposed the idea of the UFT helping teachers run schools, Randi's immediate reaction was some reluctance and it gave me an early insight into her wish to exercise control. It took me 3 or 4 years to get what she was really about.

But, though I am opposed to the very idea of a UFT charter school, I wish Michelle well in her new position.

As to who will replace her as elementary school VP, we can be sure of one thing. It will be the personal choice of Randi Weingarten and rubber stamped by the UFT Executive Board, not through any kind of democratic process.

Progressive Ed Reform: Why Have Grades?

The NY Times has an article (Holding Back Young Students: Is it a Gift or a Stigma?) that touches on the issue of holding kids back and then tracking the holdovers into a segregated class in order to close the gap. "Oh the stigma of tracking" say some parents and educators.

I spent my entire career in a tracked system and could make a case for it - if the classes in most need get lower class size and real services. Sometimes that happened, but not in a rational way that made a big difference.

On the other hand, the one somewhat heterogeneous class I taught did seem to push the bottom kids up, though they were just 1/4 of the class. If it were reversed, that wouldn't have happened.

The Times reports that in Spring Valley they are holding back first graders but keeping the holdovers together and giving them intensive services:

Iraida Hada, the principal of Hempstead Elementary, said that merely holding back students without a special program to address their needs would not have been as effective.“How are we going to make it work the second time around, if it didn’t work the first time?”

The numbers they report make is seem that it worked, though there's enough research to suggest that both tracking and holding kids over does not work.

What I have never understood pretty much since I started teaching was why the idea of putting kids in a grade is so important, especially in elementary school. I know all about the problems with abolishing this age-old system, but why not try it in some schools? Mix various grades together in a one room schoolhouse type system, but with multiple teachers and teaching assistants. In that way there's little consciousness of holdovers or tracking. Kids move on when they are ready.

Sorry, I forgot. This might cost some money and as we know the regressive ed reformers want to spend it all on merit pay (gee, how would you figure that out in this system?) and other phony reforms.

With total control of the school system, the kinds of reforms the BloomKlein team could have installed that would really impact in a positive way on kids and teachers, somehow fell through the crack.

Hebrew Language charter School in Brooklyn

For the record, we are now opposed to the concept of all charter schools, no matter how well-intentioned, because they are part of the fabric of the undermining of public education. Fix what's wrong with the public schools without the bogus distractions of setting up phony competitive models. That the UFT chooses to join the chorus is beyond the pale.

Remember the attacks on Debbie Almontaser who tried to start the Khalil Gibran school which was branded a Madrassa and a Jihad school by the NY Sun and the NY Post and by groups like Militant Islam Monitor? Remember how the UFT's Randi Weingarten dropped Debbie like a hot potato after Debbie was ambushed by the Post?

"I write as a White, Jewish anti-racist educator who is heartsick over the role his union played in this sordid affair." - Steve's full letter is here.

How will the Sun and the Post cover the proposed Brooklyn Hebrew language charter school which will teach Hebrew and the Israeli culture to which it is tied and will cost the NYCDOE $200,000 in start-up costs and will be filled with what could be the best guess (no matter the disclaimers), a slightly homogeneous population?

It reminds me of the bi-lingual Yiddish schools in Williamnsburg that were set up by the District 14 school board as a sop to the Hassidic community, which held 3 out of 9 seats and the balance of power.

Brooklyn's District 22 is an area running from central Flatbush south to Sheepshead Bay. The central/south end of the district is generally white with the north-end and parts of Sheepshead Bay black. There's a high number of Orthodox Jews in the area who do not use the public schools. But there are also a number of secular Jews of Russian and Israeli background. The organizers of the school claim that they hope to attract all ethnic backgrounds, just as the organizers of the Khalil Gibran school did. There will be just a slight difference in coverage.

"[I]s a religion-free Hebrew-language school possible," Jewish Week asks?

The Forward says,
"In a sense, Hebrew charter schools reflect a very old model of religious groups educating their own... [They] have emerged as a new potential strategy for building Jewish identity, as they are both cheaper and less parochial than day schools. But some have argued that this strategy is, if not illegal, then at least inappropriate."

Neither the Forward (run by the same people who run The NY Sun) or the Jewish Week article mention the controversy over the Arab language school.

Will the Sun and the Post look for nefarious and hidden agendas?

Here is a report from a parent with links to the Forward and JW articles:

I attended the public hearing on the proposed Hebrew language charter school in district 22 tonight. It was an interesting experience. Although this has been in the works for months now, the district only recently learned of its plans via Internet recently and started asking questions. Although the turnout wasn't particularly good, considering this is the middle of graduations and many parents have too much going on, the people that were there did ask some very valid questions

Aside from my personal opinion that any type of school that insulates a group rather than causing them to become part of the diverse population and part of the "melting pot" that is America is the wrong way to go this in particular smacked of an attempt to create religious oriented schools albeit within the confines of the law with tax payer dollars. If I did not believe that to start with, the two attached websites with interviews with the sponsors of this school as much as come out and say that.

Jewish week: Steinhardt Seeks Hebrew Charter School Here

The Forward: Charter School Effort Opens Rift on Civic Values

However, our biggest objection is that the charter mandate is to go in and try to help at risk students that cannot obtain a proper education via their public schools. However, District 22 is one of the highest performing districts in the city and the at risk students we do have, would most likely not embrace a Hebrew language school. Therefore, why place this school in D-22 at all and how does the DOE accept that they are fulfilling their charter mandate? Also the startup costs for this school even with the private funding would cost over $200,000 from the DOE based on the actual paperwork the DOE gave out at the meeting and this at a time when other schools in the district are being forced to cut art/music, after school, etc. How can they justify this expense right now?

George Carlin on Dumbing Down America

In honor of the great George Carlin, here's his take on education in America.
Show this to all kids who are thinking of boycotting a test.

NYC Teacher Charged With Verbal Abuse - for Teaching Evolution

The cockroaches at the DOE go to all ends when they are after a teacher,including sending signals to the kids it is open season on their teacher. So when a kid who has just bullied another kid during a middle school science lesson walks out of class and feels comfortable enough to visit the assistant principal and charge the teacher with abuse for supposedly saying his ancestors cockroaches this is the result:

I have received a file letter in which Assistant Principal Z makes the following conclusion: "It is my professional judgment that you committed an act of verbal abuse when you made a statement in front of class 8C that made Steven Smith conclude that you called his ancestors and family cockroaches. Please be advised that any repetition of verbal abuse may result in further disciplinary action including a "U" rating and/or recommendation for termination."

Read the full story at Moriah's Untamed Teacher.

Special Ed Placement: ETTTTS Part 2

If you need a reminder of the meaning of ETTTTS: Everything Tweed Touches Turns To Shit
Today's lesson, kiddies, is on the placement of special ed middle students, or the lack thereof.
The great civil rights advocates (aka Klein, Sharpton, Rhee, etc.) talk about the shame of the nation, when they daily commit do shameful things. Oh, and good luck to the DOE's Sandy Ferguson, who is new to the job but stepped in the doo doo right away. Well, at least he's sad about it. And the buck stops at him - next year - if he's still there.

Report from Inside Schools:

Parents and special-ed committee members met with DOE <http://schools.nyc.gov/> officials tonight at in the far reaches of Brooklyn, to ask about two-week delays in middle-school admissions for students with special needs.

Parents spoke passionately of frustrations in getting information about the process; of second-rate attention for special-needs students; of questions long unanswered, from parents, guidance counselors and principals. Many protested the punishing rate of DOE change, and charged that a similar pace -- four major reorganizations in five years -- would likely have cost a CEO in the marketplace his or her job.

Sandy Ferguson, in his first year as executive director of middle-school enrollment, listened with equanimity and responded with welcome candor. "To be frank, we never expected this [process] would run as long as it did," he said. "We did not communicate with parents. This was a mistake and we will look to correct this for next year." According to Ellen Newman, executive director for special ed enrollment, letters went out to parents and to school guidance counselors today, Wednesday -- except for one set that were hand-delivered to The Children's School <http://insideschools.org/fs/school_profile.php?id=451> , which held graduation today (thanks to a coordinated email campaign spearheaded by parent coordinator Roxana Velandria).

One PS 295 <http://insideschools.org/fs/school_profile.php?id=449> parent noted a "general air of secrecy" regarding special-ed placements, and said that "when the general-ed kids got placed first, that hurt more than anything else." (The parent asked not to be quoted, out of concern that she might somehow threaten her child's still-unknown placement.)

Ferguson agreed, saying "It's the thing I'm saddest about. Frankly, we just ran out of time, and [the burden] came out on exactly the wrong folks. It's something I'm not proud of, and something we plan to correct next year."

Broad and deep issues persist -- space, crowding, access, and the practical fact that students with special needs are essentially excluded from a process ostensibly geared to inclusion, as they're not permitted to interview or audition for middle schools along with their gen-ed peers. Whether these issues can be effectively addressed for the coming year is unknown; for this year, it's moot.

But for those who ask, where does the buck stop? Sandy Ferguson answered, loud and clear, it stops at his desk. He's aware of the problems (although he was unaware of their historic dimensions, as special-ed results have been consistently delayed), and seems sincerely committed their resolution -- next year.

Read all about the rally to oppose privatization

.... last Thursday at the ICE blog - with more pics, thanks to Jeff Kaufman.

The power of these protests is the chance to mingle with other rank and file trade unionists from other municipal unions.

Right: Protest leaders Billy (left) and Marvin (with bullhorn)


UFT Chapter Leader John Powers who has led and informed teachers about this issue speaks below.












Transit Workers were there too.

Responding to David Brooks

Posted at: http://susanohanian.org/show_letters.html?id=977

Also see the ednotes' post on the Brooks column.

Dear Mr. David Brooks:
From Joseph Lucido, Educators and Parents Against Test Abuse/CalCARE
Submitted to New York Times but not published (06/18/2008)

Dear Mr. Brooks,

I read your column with regards to public schools and Obama's perspective of education. Over the last seven years, as a teacher, I have seen and experienced the tyrannical, abusive, and destructive side of standardized tests. I teach at a very high performing school, where at one time students came to school with passion for learning. That passion was instilled by their parents and myself. As time has progressed, what I have seen is the degeneration of critical thinking skills, an increase in impatience and discipline problems, and a loss in the internal desire to learn by many of my students. I am a VERY good teacher. I research, apply, and restructure lessons to best suit my pupils. However, they are so tired and beaten down by the myriad of tests that they are crushed by the end of the year. It is NOT MY CHOICE that allows this. It is the ridiculous NCLB law that has guaranteed nothing but misery for them. You stated, "Most importantly, accountability has to be rigorous and relentless.
No Child Left Behind has its problems, but it has ushered in a data revolution, and hard data is the prerequisite for change."

The "hard data" as it stands means very little, and the "relentless" beatings on children are unconscionable. The ultimate failure of your argument is that you believe TEST SCORES TELL THE TRUTH ABOUT WHAT CHILDREN KNOW AND ARE ABLE TO DO. You are wrong.

No evidence has ever been produced that shows using standardized tests increases learning. In fact, the opposite is true. Since the inception of NCLB, numerous studies out of the Univ. of Chicago, Rice University, and even the US Dept. of Education (Reading First debacle) have shown that the testing-mired NCLB has had ADVERSE effects on students. Katy Haycock, Roy Romer, and anyone else connected with the Ed in 08 campaign have designs, not on helping kids, but profiting from kids. The facade of defeating "the status quo" of unions for the "children's sake" is pure hogwash. Testing abuse is destroying our public school system, and Susan Neuman's latest comments about NCLB are only the tip of the iceberg of revelation about the profiteering that has resulted from it.

I find it obscene that you support "thorny" accountability practices from those whom you view as successful in a businessman's eyes, yet when it comes to business no doubt you support similar tycoons who have taken huge sums of money, yet have not "performed." In yesterday's AP story, CEO pay chugs up in '07 despite economy it states, "Last year was rocky for the economy and the stock market, making it a useful test of a concept called pay for performance--a term companies use to sell shareholders on the idea CEOs are being paid based on how well the company does...but the AP analysis found that CEO pay rose and fell regardless of the direction of a company's stock price or profits."

The concept of pay for performance is abused even in the business world! And that's just based on numerical figures of sales and such. How much more will children be corrosively affected by the continued use of numbers and percentiles to determine their value in our society? We need to come up with something better than this. Our creativity as a nation is being lost to useless deciles and meaningless "data."

I am all for the American Dream, but your ideas of how to get us there won't cut it. We need to look at other forms of evaluating teachers by IN CLASS observation. Students need science and engineering centered portfolios, emotional intelligence development, and group centered mastery evaluations that are judged by credentialed teaching experts, not politicians or businessmen (you know, you don't call a plumber to do a surgeon's job). It is in this way that students will truly be ready for society.

Sincerely,

Civil Rights for Suburbs, Mayoral Dictatorship for Cities

Those great civil rights activists Joel Klein, Michelle Rhee and Al Sharpton believe in the dual education system. White suburbs get to run their schools. Black and Hispanics in urban areas get no say in schools run by dicatorial mayors who put in chancellors with no experience in education (think it shows?)

The very idea of Joel Klein as Superintendent in towns like Scarsdale and Great neck would create howls of laughter.

Why have the scores at my elementary school all gone up so much?

.... a Brooklyn teacher writes.

The math scores especially have never been higher with only a few 1's, and, for the first time, we had a handful of 4's. The administrators at my school are celebrating this achievement but I am eager to see the citywide results. And I will not be surprised if all of the scores are higher.

Many factors could account for this. We have become better at teaching to the test. The test makers have become better at designing easier tests. And the scorers have become better at scoring the tests with help from the State Ed Department [ed. note - call it "relaxing the rubric."]

Commentary:
Everyone knows that test scores will rise dramatically in NYC as the politicians and a complicent state ed dept. have so much to gain from gaming the system and setting things up so teachers and administrators have too much to lose if they don't go along. That is what is behind merit pay schemes and attempts to tie teacher ratings and tenure to test scores. Make things high stakes enough to force teachers to give up any vestige of academic integrity, the very reason for tenure, which pre-dates the existence of teacher unions by many years.

By the way, is there tenure in high priced suburbs?
Are there calls for those teachers to be rated on test scores?
A hint of merit pay?

G&T: Everything Tweed Touches Turns to Shit

Where are those great civli rights activists Joel Klein and Al Sharpton now?
Another example of non-educator ideologues who think they know it all. Jeez, we status quoers just have to stop being so negative.

Comment by Leonie Haimson of Class Size Matters.
www.classsizematters.org
http://nycpublicschoolparents.blogspot.com/

The NY Times has a front page story today describing how the G and T admissions process this year led to a much less diverse group of students being served, both economically and racially, a fact that was pointed out on our blog as well as Eduwonkette’s weeks ago.

Months before that, when the city first proposed to centralize the G and T admissions process and base the decision solely on uniform cut off scores on standardized exams, we pointed out that this would likely restrict diversity and benefit wealthier students at the expense of poor and minority kids. Apparently others warned the DOE directly, including Joseph Renzulli, who serves as a consultant to a city task force on the gifted.

Using standardized exams for high stakes decisions has a racially disparate impact, according to the National Academy of Sciences task force on the subject – and thus is racially discriminatory.

But Joel Klein’s notion of “equity,” as it is becoming more and more clear, is not to increase diversity and opportunity for all kids – but to base all decisions on an abstract, numerical formula that he and his minions devise without input from others– like the FSF formula and the formula for school grades -- no matter what the results or the real impact on kids.

http://www.nytimes.com/2008/06/19/nyregion/19gifted.html?_r=3&hp=&pagewanted=all

Rumor Mill: Michelle Bodden Goes to UFT Elementary Charter School

There are rumors - even that Michelle will be the new principal - can a UFT VP also be a principal?

Many people at UFT HQ and in Unity Caucus looked at Michelle as the obvious choice to replace Randi Weingarten as UFT president. But we have been pointing out in in our articles on the Randi Succession Obsession that her star was descending. Beside, astute UFT watchers know full well Randi may try to break Al Shanker's 10 year record of holding both AFT and UFT presidencies. (I already have a bet that she is running in 2010 for UFT Pres.)

The speculation is who will be the strong man to ride herd - play the role Tom Pappas played for Feldman and Weingarten - and the guessing is it will be that fellow with the lean and hungy look, Mike Mulgrew.

UFT and Grievances: Daring Not to Win

UFT grievance procedure: Go in young, emerge ready to retire.

I attended the UFT Delegate Assembly yesterday (see James Eterno's full report at the ICE blog) and so many issues came up, I am going to tackle them one at a time in separate posts.

Randi Weingarten made a big deal about an arbitration decision based on a grievance filed by teacher Todd Friedman over getting a U-rating based on taking more than the 10 days as specified in the contract. He took 11. He had an illness and his dad died and he had to go to Florida and he took a few extra days beyond his bereavement time.

His arbitration victory means circumstances of the teacher like illness and death in the family must be taken into account by principals before they bestow a U-rating for excessive absence.

Now, we have heard that principals are will nilly deciding to give U-ratings based on whatever number of days they decide is too much. They want to show Tweed they are rooting out evil doers.



They are able to do this because of the enablers at the UFT.

Randi celebrated the fact that Todd had the guts to stand up and file a grievance and said the union can't do anything unless a teacher stands up. Huh? Don't get me started with this "blame the victim" attitude on the part of the union. There's plenty they could do but choose not to.

"You see, you have to fight City Hall," said Randi as she called Todd up to speak.

"I had to fight the union grievance department to get them to file the grievance the way I wanted," said Todd. "It was only after I appealed to Randi that I got them to change it."

Ooops! Fighting City Hall turns out to be the union grievance department itself.

Randi sort of stood there with egg on her face and repeated her statement about fighting City Hall, even if it's her own grievance department.

Later, I caught up with the special rep who handled Todd's case. "Nice job," I said. "But the people making these decisions that force a teacher to appeal to the union president should be punished," I said. We have to be careful not to risk lose cases that would hurt more people was the gist of her answer.

That attitude has been our complaint for 35 years - first allow incredible loopholes that allow administrators who know what they're doing (and the Leadership Academy has made sure to train principals to expose every loophole) to hammer teachers and then don't take a militant stand in the hope some principals don't know better.

But here's the real rub. Now that we have this "victory" let's say a principal ignores it and does the same thing. What recourse does the teacher have? Do they get an expedited "show them the arbitration and the U comes off immediately?"

I bet not. The union will tell them to, guess what, file a grievance and cite the arbitration.
Follow the bouncing ball:

Step 1: Principal says he/she doesn't accept the teacher's reasons.
Step 2 - oops! The UFT gave that up in the 2005 contract
Step 3 - the chancellor's level where the hearing officer works for, guess who? - Joel Klein. Automatic win for the principal, who is always right.

Now wait a year to go to an arbitrator who might rule in favor of the teacher (not a sure bet as the arbitrator could look at the circumstances and say the principal was right - these people have to split the wins between the union and DOE to stay employed, so if your turn comes up bad, too bad.)

In the meantime, the teacher's U-rating has prevented him from getting per session or maybe even taking a transfer.

Thus, the great union victory on grievances.

Play Bullshit Bingo at Staff Conferences

(Reprised from Ed. Notes, Jan. 2004)

anonymous

Do you sometimes nod off in staff conferences and staff development?
What about those long and boring pre and post observation conferences?

Here’s a way to change all of that:

1. Before (or during) your next staff conference or staff development day, prepare your “Bullshit Bingo” card by drawing a square--I find that 5”x 5” is a good size.

Divide the card into columns--five across and five down. That will give you 25 one-inch blocks.

2. Write one of the following words/phrases in each block:

staff development, leveled libraries,UFT, professionalism, standardized test scores, revisit, blocked reading/math, genre, 25 books, standards, workshops, learning objective, innovative, observations, strategies and skills, result-driven, goals, knowledge base, supervisors, superintendent, chancellor, student-directed, learning centers, CEP, district goals, instructional plans, evaluation

(feel free to add your own.)

3. Check off the appropriate block when you hear a speaker use one of these words/phrases.

4. When you get five blocks checked off horizontally, vertically, or diagonally, stand up and shout “BULLSH_T!”

Testimonials from satisfied “Bullshit Bingo” players:

“I had been in a faculty meeting for only five minutes when I won.” Jack W., Staten Island

“My attention span at meetings has improved dramatically.” --David D., Brooklyn

“What a gas! Staff Development will never be the same for me after my first win.”
Bill R., New York City

“The atmosphere was tense in the last faculty meeting as 20 of us waited for the fifth box.”
Ben G., Queens

“We use the Superintendent’s name in our game and people ask questions to try to get the staff developers to invoke the name so they can get their card filled. Everyone is on edge as we wait for the name to be said.What excitement! "
A Brooklyn elementary school teacher.

“The principal was stunned as eight of us shouted ‘BULLSHIT!’ for the third time in 40 minutes. " --Kathleen L.., Bronx

Note: Can be adapted for UFT Delegate Assemblies

More NYC Students Boycotting Tests?

"My students refused to take the tests seriously for several reasons: the weather (so hot), the timing (last week of school) and the fact that they KNOW these are practice exams, despite me straight-up lying to them, saying that our school would use their grades to place them in their English class next year. The fact that these test scores may be used as data about the capabilities of NYC students is truly frightening; these tests do NOT reflect what my students are capable of." - a NYC teacher

This teacher was required to administer 2 days of standardized testing during the last week of classes (last week) during English class to 9th grade. 10th grade had 4 days of standardized testing last week. The teacher was told by admin that these tests were city-wide. Anyone know if that is true?

Some speculation:

Will kids be leading the way in boycotting tests in the future?
Will teachers be blamed as Doug Avella was?
(Note this teacher, unlike Doug, tried to lie to the kids -- I can see why, given possible repercussions, but in the long run the kids need to trust the teacher.)

Are they being used instead for the teacher evaluation study/ scheme/ to rate teachers on their annual gains in test scores – for the purposes of eventually using this for tenure decisions, contrary to the supposed restrictions in the contract?

Thursday, June 19th, 5:00 pm - Protest: "National Day of Protest

Join New Yorkers on Thursday June 19th for a day of protest against health insurance profiteering. We will speak-out against the proposed privatization of GHI and HIP and claim Health Care as a basic human right! We will mourn the countless victims of the health insurance industry while marking June nineteenth – a day commemorating the emancipation of slaves in North America. The NYC action is one 17 others nation-wide in solidarity with activists in San Francisco, CA who will be protesting the annual meeting of 38,000 health insurance executives. On June 19th join fellow New Yorkers in declaring our emancipation from for-profit healthcare and support for the single-payer national health insurance bill H. R. 676.

Bring friends & signs.

5:00 pm - Meet at Office of GHI, 441 9th Avenue (34th & 9th)
5:30 pm – March to United Health, One Penn Plaza, (34th St. btw. 7th & 8th)
(A/C/E or 1/2/3 to 34th Street)

For more info on the movement to oppose GHI/HIP privatization:
http://nyc.indymedia.org/en/2008/06/97606.shtml
http://www.myspace.com/saveourhealthcare

For more info on the movement for Single-Payer National Health Insurance:
http://www.healthcare-now.org/
http://www.phimg.org/V2/

March Organizers
Healthcare Now!, The Coalition Against Privatization, Private Health Insurance Must Go! & Physicians for a National Health Program (Metro Chapter)

Supporters
Teachers for a Just Contract (UFT), Independent Community of Educators (UFT), the Take Back Our Union Coalition (TWU Local 100), The Hunger Action Network of NY State, Gangbox: The Construction Worker's News Service, UFT Retirees, D.C. 37 rank-and-file members, D.C. 37 retirees, Socialist Party USA (NYC), & Socialist Action.

More Info: (718) 869-2279, noprivatization@yahoo.com (request flyer)

Cartoon by graphic artist Gary Martin

Status Quoers Dare to Ask for a Piece of KBR's $20 Billion

With the NY Times report today on how an official was fired after refusing to pay $1 billion to corrupt food contracter KBR which has received a total of $20 billion, supporters of the status quo in education have requested a piece of the action to reduce class size, expand early childhood programs and provide services for at-risk teens.

Members of the secretly funded Educational Quality Project laughed at the idea, claiming comparing money funneled to corporations with heavy political contacts and educational funding is an apples and oranges comparison.

EQP founders Michelle Rhee, Joel Klein, Al Sharpton and Andrew Rotherham issued a joint statement claiming that no new funding was needed to solve educational problems. "Just get rid of teacher unions and turn public schools into charters and all will be well," the statement said. "However, we wish we could get a piece of that $20 billion to open 10,000 KIPP schools."

Henry Closes Eliza's Achievement Gap

Just watched "My Fair Lady" and it looks like Teach for America grad Henry Higgins managed to close the vast achievement gap of one Eliza Doolittle.

NYC Chancellor Joel Klein praised Higgins' work.

"When Doolittle had the cheek to ask 'What will become of me?' Henry blasted right back with, 'Who the devil cares what will become with you?' That's exactly the attitude we encourage our people to have. Look at the data only and ignore other factors. "

When it was pointed out that Higgins had a class size of one and took Doolittle in to live with him for 6 months, Klein responded:

Rubbish. These factors had no impact at all. We analyzed the data and the results are due to the differentiated instruction. And the word wall.