Liberal in the Land of Conservative

The first option is based on what we did in Chicago. We awarded planning grants in the fall so new principals and lead teachers could develop and adapt curriculum to better meet the needs of the students. During the spring, they begin recruiting teachers and they take over the school in June.

Under this model, the children stay and the staff leaves. Teachers can reapply for their jobs and some get rehired, but most go elsewhere. A few leave the profession, which is not all bad. Not everyone is cut out for teaching. Like every profession, people burn out. In our view, at least half of the staff and the leadership should be completely new if you really want a culture change -- and that may very well be a requirement of the grants.

Our second option also involves replacing the staff and leadership and turning it over to a charter or for-profit management organization. As I mentioned, Green Dot, Mastery Charters and AUSL are doing this, but we need more of you to get in the game. I know this is tough work – but there is an upside. You start with a school full of kids so there is no student recruiting and you also get a building – which has been a big obstacle for many charter operators.

Obviously, you need to build a full staff more quickly – but that can be done. I am confident that many charter operators will figure this out and succeed brilliantly. I also recognize that you won't always succeed. I accept that – but what I won't accept is a nation that turns its back on millions of children in failing schools – while successful models are flourishing in the next community or the next town.

Our third turnaround model keeps most of the existing staff but changes the culture in the following ways. Again, we are open to input on this, but at a minimum:

• They must establish a rigorous performance evaluation system along with more support, training and mentoring.
  
• They must change and strengthen the curriculum and instructional program.
  
• They must increase learning time for kids during afternoons, weekends, and in the summer -- and provide more time for teachers to collaborate, plan and strategize.
  
• And principals and leadership teams must be given more flexibility around budgeting, staffing and calendar.
  

They must use everything we know about how to create a successful school culture – but do it all at once – with enough resources to get the job done. This approach makes more sense in smaller communities where there isn't a ready supply of new teachers and leaders -- and where the current staff won't have other job options. This model also gives unions an opportunity to take responsibility for fixing schools without replacing staff. We are beginning a conversation with the unions about flexibility with respect to our most under-performing schools. I expect they'll meet us more than halfway – because they share our concern. They understand that no one can accept failure.

But we should also be crystal clear: This model cannot be a dodge to avoid difficult but necessary choices. This cannot be the easy way out. It has to work and show results – quickly – in real and measurable ways in terms of attendance, parent involvement and student achievement.

All of these models assume a year or more of planning. We should be starting today to build teams that will take over schools in the fall of 2010. Schools and districts can use Title I funds right now to start the planning process.

The last of our four turnaround models is simply to close under-performing schools and reenroll the students in better schools. This may seem like surrender – but in some cases it's the only responsible thing to do. It instantly improves the learning conditions for those kids and brings a failing school to a swift and thorough conclusion.

MISS KITTY IS A CONSERVATIVE PRIMER
Her story teaches children the elemental components of freedom in a humorous, entertaining and fashion. When Miss Kitty is made to appear before the House Too American Activities Committee (HTAC) for her protest of the National Mandatory Indoor Cat Act of 2008, her conservative principles are put to the test with the often ludicrous questions and comments she must bear at the hands of five far left Democrat congressional representatives.

MISS KITTY EXPOSES THE LUNACY OF LEFTIST IDEOLOGY
Miss Kitty, however, not only holds her own with the committee, she exposes their hypocrisy, and the idiocy of leftist political ideas such as the disregard for property rights, the thievery of wealth by those in control, nationalization of private companies, and other current day phenomena such as media bias, America bashing, disrespect of the office of the presidency, the ridicule of patriotism, etc.

SF372/HF0586: Instituting a freeze on salaries and wage rates for government employees

This is such bull! This is about faculty, staff and administrators wanting to get to their cabins early!! Don't these people have ENOUGH time off!!! So, we should cut our summer short and the kids (in some schools) suffer without air conditioning so they can "get out early" in Spring.

GOOD!!!! 1. The teachers would have to work a full year for their pay! (However, no raises should be given)
2. We need year round school, maybe our stupid kids could catch up to the rest of the world. Too many are falling behind. One of the main problems is that parents are basically on dates with their kids, they don't parent, they don't discipline or set high enough expectations for their kids.

YEAH, year-round school.

i blame the school system for caving to the union so they get a 3 month vacation on top of all their breaks.

Are they asking for more money for their union members or for the school districts in general? Every time we turn around, our public school systems are begging for more of our money. When is enough ever enough?

Yes, education is important. But where is the accountability for how that money is spent? For example, do the unions base teacher salaries on performance or merely on how long a teacher has been working?

Randi Weingarten, president of the American Federation of Teachers, a union with more than a million members, said in a statement that "teachers want to make a difference in kids' lives, and they appreciate a president who shares that goal and will spend his political capital to provide the resources to make it happen."

"As with any public policy, the devil is in the details," Weingarten said. "And it is important that teachers' voices are heard as we implement the president's vision."

That being said, study after study shows there is no direct correlation between education spending and test results.

College administrators have seen overly involved parents who call about every issue, no matter how small, and make decisions for their students. It’s not the norm, but sometimes parents need a reminder that college helps children grow up — and that lesson in reality is not always fun.

To direct the Secretary of Education to make grants to State educational agencies for the modernization, renovation, or repair of public school facilities, and for other purposes.

(4) modifications necessary to make public school facilities accessible to comply with the Americans with Disabilities Act of 1990 (42 U.S.C. 12101 et seq.) and section 504 of the Rehabilitation Act of 1973 (29 U.S.C. 794), except that such modifications shall not be the primary use of the grant

(8) upgrading or installing educational technology infrastructure to ensure that students have access to up-to-date educational technology

(9) modernization, renovation, or repair of science and engineering laboratory facilities, libraries, and career and technical education facilities, including those related to energy efficiency and renewable energy, and improvements to building infrastructure to accommodate bicycle and pedestrian access

Unlike most members of Congress, Tim Walz of Minnesota knows his way around a classroom. He taught for 17 years until 2006, when he took a leave of absence from his teaching job and head coaching responsibilities at Mankato West High School in Mankato, MN, to run for Congress. Both Walz and his wife, Gwen, are NEA members. Congressman Walz, who represents the first congressional district in southern Minnesota, decided to run for office after he and his class were turned away from a presidential campaign rally. His campaign, his first ever, was fueled by a small army of current and former students who knocked on doors, made calls, raised and contributed money, and volunteered long hours. The result was one of the biggest upsets in the history of Minnesota politics.

Q. Many people have turned away from politics recently because of its negative reputation of "business as usual." Did you encounter that with other educators?

A. I hate to say it, but I think there has been a concerted effort by some people to try to make politics not seem like a noble profession. I think it's a public service much like teaching. We're here to try and make a difference and represent people and work as hard as we can. And I think a lot of people are just so sick of the partisanship, and that's why we are working very hard to open the process up to people, make it transparent, be as open as we can. We want to convince people that when they are talking about government and when they were talking about Washington, it's their neighbor; it's the guy teaching high school, it's the doctors, it's whoever. And we really want to reinstate that this does matter and that politics isn't a dirty thing; it's how we make our society function.

A. Yes, there are some that did. I come from a long tradition of people back in my district and the state legislature who are educators either at the high school or college level. And so whenever I talk to groups of high school teachers, I do talk about the importance. Because teaching is a humble profession, many of us sell ourselves short on what we can do, and I don't think we should. I find we are well versed, as I said, on the issues and I think we have a strong work ethic, we can articulate, we HAVE to build coalitions, and as I said, we are the thriftiest people on the planet. So, yeah, I think some are getting more excited and saying, "Yeah, I think I can do this." The bottom line is after years of people pounding on public educators, of trying to undermine people's faith in us, the public still trusts us, and they trust us almost above all professions because they know that we care. And I think that is something that can be brought back into politics.

A. Demand that people like me come out in front of them and hear the stories that are happening in the classroom. They need to demand open forums, they need to demand that as they are writing letters and calling, they are getting the attention that it needs. This is a critically important piece of legislation and I still feel like, for the most part, unfortunately, that it's being written without necessarily as much input from teachers as there should be. Educators are the first people that want to improve student achievement, but some of the things being proposed, for example, that you're going to be able to keep better teachers through performance pay, there's several things wrong with that. We didn't take an oath of poverty but we also have issues about the increased amount of paperwork, the increased testing that's distracting us, the narrowing of the curriculum where I find myself fighting to make geography relevant, all of those things. And I think other teachers need to realize it matters when they speak to their members [of Congress]. Call them to speak and have a frank discussion, and expect them to know your issues, to understand when you are talking about multiple measures what that means or we hold up a calendar of what it looks like in Mankato or somewhere else and see that every month is filled with testing. They need to get involved; they need to do it now. This is a critical time.

A virus that causes cervical cancer - HPV - was the most common, followed by chlamydia, trichomoniasis and herpes.

The CDC says the study is the first in its kind to examine the prevalence of common sexually transmitted diseases among adolescent girls.

The national policy of promoting abstinence-only programs is a $1.5 billion failure, and teenage girls are paying the real price.

CECILE RICHARDS
president of the Planned Parenthood Federation of America, on new findings that one in four girls is infected with an STD

A BILL

To authorize States to use funds provided for the Chafee Foster Care Independence Program to provide vouchers to cover tuition costs at private schools, and transportation costs to and from public schools, of foster children of all ages.

Be it enacted by the Senate and House of Representatives of the United States of America in Congress assembled,

SECTION 1. SHORT TITLE.

This Act may be cited as the `School Choice for Foster Kids Act'.

SEC. 2. AUTHORITY OF STATES TO USE FUNDS PROVIDED FOR THE CHAFEE FOSTER CARE INDEPENDENCE PROGRAM TO PROVIDE VOUCHERS TO COVER TUITION COSTS AT PRIVATE SCHOOLS AND TRANSPORTATION COSTS TO AND FROM PUBLIC SCHOOLS, OF FOSTER CHILDREN OF ALL AGES.

Section 477 of the Social Security Act (42 U.S.C. 677) is amended--

(1) in subsection (a)(6), by inserting `and to make available vouchers for tuition costs at private schools and transportation costs to and from public schools, to youths in foster care regardless of their age' before the period;

(2) in subsection (h)(2), by striking all that follows `vouchers' and inserting `as provided in subsection (i).'; and

(3) in subsection (i), by redesignating paragraphs (5) and (6) as paragraphs (6) and (7), respectively, and inserting after paragraph (4) the following:

`(5) Vouchers under the program may be available to youths in foster care, regardless of age, for the cost of tuition at a private school offering elementary or secondary education, or the cost of transportation to and from a public school offering such education.'.

The John H. Chafee Foster Care Independence Program (CFCIP) offers assistance to help current and former foster care youths achieve self-sufficiency. Grants are offered to States who submit a plan to assist youth in a wide variety of areas designed to support a successful transition to adulthood.

Clark: We must reform public school funding

At a legislative hearing on Tuesday, educators, parents and citizens from across the state sent a message to state legislators and the Governor: Property taxes cannot fill gaps in state funding for schools.

“On election day, a third of the school districts in the state asked property taxpayers for money to run their schools,” said Senator Clark. “In most places, including St. Cloud, they were asking for funds that should have been coming from the state.”

“Our state constitution says that state government is responsible for providing a ‘secure and thorough and efficient system of public schools throughout the state,’ said Clark. “Instead, Governor Pawlenty has successfully instituted a system that puts local school districts in the business of begging for money from over-burdened property taxpayers. Schools shouldn’t be running campaigns and elections. They should be educating our children.”

Clark pointed out that two-thirds of referenda passed last November. “That shows strong support, given the fact that homeowners are being asked to vote themselves a property tax increase.

“Property taxes are riddled with inequities. They’re not based on the ability to pay, and are particularly rough on seniors and others who live on fixed and reduced incomes. When you add other factors, like a loss of state funding for local police and fire, ballooning mortgage payments for some and a declining state economy, it creates conditions that makes you marvel that 2/3rds of the referenda passed, and many, like St. Cloud, were very close.”

A bipartisan School Finance Reform Task Force is currently at work at the Capitol to design a better funding system. It plans to present its findings to the Legislature in January.

“As co-chair of the education finance bill conference committee that included the task force in this years funding bill, I hope that we can develop a bipartisan proposal that will restore state government’s constitutionally-mandated role as the primary financier of public education in Minnesota,” said Clark.

Clark asked to consider the options.

“On one hand, we have referenda proponents and opponents spending money - even hiring political consultants – to debate paying to operate schools using a manifestly unfair source of funding. In one district, opponents are even suing to throw out a state law that prohibits lying in election materials.”

“On the other hand, we can fund public education in a way that sets high standards for learning, prepares this generation to meet the challenges of the 21st century and is funded by fair means, based on the ability to pay.”

Your turn: Local legislators support district's levy
By Sen. Tarryl Clark and Reps. Steve Gottwalt, Larry Hosch and Larry Haws

Published: October 31. 2007 12:30AM

We stand together to support our local levy, and we hope you will, too!

It has been said that a society's soul can be measured by the beliefs and practices of its citizens. A community whose citizens value each other regardless of differing economic, social and ethnic backgrounds is also a community whose schools grasp every opportunity to produce educated, confident students.

Since the days of Benjamin Franklin and Thomas Jefferson, the role of public education has evolved to ensure universal access, equity and opportunity for all students. While the next years will certainly focus on proficiency and accountability within our schools, we cannot lose sight of our fundamental goal to work alongside parents and guardians educating the whole child to produce healthy, capable and participating citizens.

Ninety percent of Minnesota children attend public schools and collectively, our most challenging goal is to teach all students effectively. Our need for additional public funding affects gifted and talented students as much as those at-risk children who face complex problems beyond the educational setting.

The St. Cloud school district's funding dilemma is not much different from its neighbors, who also seek local levy funding on Election Day.

The levy asks for dollars to cover basic costs of hiring additional teachers, providing a half-day option for kindergarten, ensuring athletics and extra-curricular activities, providing transportation to students who live between 1-2 miles from their school, achieving greater fiscal efficiencies and adding improvements in technology.

A $15 annual school tax increase added to current property taxes on a $150,000 home will continue those services the next four years. A "no" vote will require $6 million in cuts starting in 2008.

We seek your help in supporting this local property tax levy as we vow to work hard on public education funding. We pledge continued collaboration and renewed effort as we address funding, achievement and district inequities.

We know that there are higher costs to educate students who are challenged with English proficiency, low socioeconomic status, disabilities, access to technology, regional economic disparities, mobility and other differences.

We are acutely aware of the increasing costs to provide the best education. ... We are also aware that this must be done in close collaboration with parents and guardians as we work toward the ultimate goal of success and achievement for our children in an increasingly competitive global market.

Our local schools need our help and a "yes" vote for the district's operating referendum on Tuesday. We need your support and input as we work to address funding issues of equity, achievement and accountability for all our children.

It is our desire to work toward a long-term funding solution characterized by flexibility, innovation and transparency. Everyone understands our children need to be well educated, but getting there requires working together.

... Join us in voting "yes" for the St. Cloud school district operations referendum!

Sen. Tarryl Clark represents District 15 and is assistant majority leader. Rep. Steve Gottwalt represents District 15A. Rep. Larry Hosch is from District 14B and Rep. Larry Haws is from District 15B.

Biden proposed expanding the maximum amount available in Pell Grants from $4,310 a year to $6,300. Legislation signed by President Bush in September would increase the current amount to $5,400 by 2012.

Biden proposed hiring an additional 100,000 teachers to help reduce class size, aimed at average classes of 18 students. The federal government would assist states in doing so by providing $2 billion a year in grants to attract more teachers and pay for incentives. He added that teachers should be able to start their careers at a minimum of $45,000 per year.