DEFECTIVE STUDENT THEORY PLAGUES IA BOARD OF EDUCATIONAL EXAMINERS

8-11-17

Greetings, Iowa State Board of Educational Examiners and all—

This is the 5th in a series of superior educator Dr. Sue Atkinson’s posts on Iowa K-12 ‘education’ performance.  The first 4 are accessed with the following links.  This post  deals with the harmful impact of the percentage of defective student theory possessed by State Board of Educational Examiners’ members, falsely blaming students for poor K-12 school performance.

HARMFUL DEFECTIVE STUDENT THEORY IMPACT ON STATE BOARD OF EDUCATION

SPECIAL EDUCATION COSTS DRIVEN BY DEFECTIVE STUDENT THEORY

IOWA SCHOOLS INFLATE 'A' GRADES AND STUDENT PROFICIENCIES

RESPONSE TO 2nd ESSA DRAFT

EXECUTIVE SUMMARY

Here is what is known about Iowa’s Board of Educational Examiners and unacceptable K-12 school performance.

1.   Iowa has slipped from  12th in 2002 to 24th in 2015,  in the national rankings on the NAEP assessments (National Assessment of Educational Progress).

a.   The Iowa State Board of Education and the Iowa State Board of Educational Examiners fail to understand the problems with the flawed system of memorization Iowa schools use

                                              i.     Those in the system, including the Examiners, blame students for poor performance rather than the system’s poor curriculum AND ineffective teaching methods

                                            ii.     Examiners have failed completely in their mission, according to the reports of the National Council for Teacher Quality report (that consider elementary training an F, and the overall training system a D-), in addition to the falling rankings on NAEP (National Assessment of Education Progress). 

b.   The growing number of states out educating Iowa understand and use the competency-based system that effectively teaches concepts (understanding not memorization) to the various learning styles, with the system taking responsibility and being held accountable for improved student achievement results. 

                                              i.     Iowa’s flawed education system is posted on http://www.iowalive.net/iowak-12educationsystem.htm

c.    The first two drafts of Iowa’s flawed education accountability plan clearly reveal a lack of understanding and fails to mention improved student achievement results.

2.   Iowa educators adopted and utilize, and Examiners blindly follow, the lowest student Proficiency Standard in the Midwest, and the schools couldn’t meet it  and sought waivers.  http://www.iowalive.net/howandwhyiowagotalowproficiencystandard.htm

3.   The Examiners and educators are overly influenced by the flawed defective student theory

4.   Teachers are not adequately trained and there is no suitable facility in Iowa to train them!

a.   Online training is by far the best  choice

5.   To undo the influence of defective student theorists, remedial teacher training must be achieved online, as stated herein

a.   Remedial teacher training will boost average K-12 student achievement at least 25% in five years at a total cost of about $30 million

b.   Funding for training to be reallocated from Teacher Leadership, Training and Special Education

6.   Untrustworthy educators in the Department of Education, who are steeped in the defective student belief, wrote and proposed an assessment to show students are indeed disabled/defective, beyond remediation—rather than medical doctors making the diagnosis.   BUT NOWHERE have any educators in the Department, written or proposed a trustworthy assessment to show teachers now in the classrooms can effectively teach the concepts (understanding not memorization) of their discipline to the various learning styles.

HARMFUL  DEFECTIVE STUDENT THEORY IMPACT ON STATE BOARD OF EDUCATIONAL EXAMINERS

Iowa’s education sector continues to believe the lie that struggling students are to blame rather than a defective system – contrary to evidence-based research: Dyslexia and Teacher Prep Dysfunction  study released 9 September 2016: http://www.nctq.org/commentary/article.do?id=290  and  The Dyslexia Dilemma: A History of Ignorance, Complacency and Resistance in Colleges of Education  http://childhood-developmental-disorders.imedpub.com/the-dyslexia-dilemma-a-history-of-ignorance-complacency-and-resistance-in-colleges-of-education.pdf   released in 2016.    

Members hi-lighted in yellow have PhD degrees in education and are likely victims of Iowa’s flawed public education system.  The governor was misled to appoint them to fix Iowa K-12 education.  

The following table shows the harmful extent the defective student theorist have  penetrated and now influence the Board of Educational Examiners.  None of the five members hi-lighted in yellow have publicly raised significant issues about improving Iowa’s education system’s student achievement.  http://www.iowalive.net/iowak-12educationsystem.htm

DEFECTIVE STUDENT THEORISTS HEAVILY INFLUENCE STATE BOARD OF EDUCATIONAL EXAMINERS

IOWA STATE BOARD OF EDUCATIONAL EXAMINERS,  MEMBERS

AVERAGE % INFLUENCED BY DEFECTIVE STUDENT THEORY

http://www.boee.iowa.gov/about_us/members.html

Dr. Anne M. Sullivan, Chair

1%

Des Moines CSD, Administrator

Dr. Larry D. Hill, Vice Chair

1%

Thompson, Administrator

Kathy Behrens

95%

Carroll, Kuemper Catholic Schools, Teacher

Dr. Linda Carroll

80%

Iowa Department of Education, Bureau Chief

Dan Dutcher

1%

Public Member

Mary K. Overholtze

55%

Winterset CSD, Teacher

Dr. Jay B. Prescott

1%

Des Moines, V.P. for Student Affairs, Grand View University

Katherine E. Schmidt

1%

Norwalk, Public Member

Erin Schoening

1%

Council Bluffs CSD, Reading Interventionist and IB Program Coordinator

Dr. Anthony D. Voss

95%

Hudson CSD, Superintendent

Sara Yedlik

90%

Cedar Rapids CSD, PACT Resource Specialist

AVERAGE

38%

 

Weighted Average--Defective Student Theorists Are More Assertive Than Others

65%

Anyone  claiming to have better numbers is asked to provide them.

 

If the Board recognizes and accepts the defective student theory conditions stated above, it will take the following recommended actions.  If not, board members should continue reading about totally unacceptable school performance in the remainder of this release.

RECOMMENDED ACTIONS & RESULTS EXPECTATIONS FOR BOARD OF EDUCATIONAL EXAMINERS

ACTIONS

1.   Recognize and establish an understanding that teachers, themselves victims of a poor system of memorization, need effective remediation just as today’s students, also victims of a poor system of memorization, need effective remediation – neither group is defective.

2.   Recognize, admit and discard all board member beliefs that students are defective and can’t be taught and can’t learn

a.   Openly publicize the board’s rejection of the defective student theory

3.   Require teachers and administrators to sign a statement that emphatically states all students can be taught and can learn when taught effectively

a.   The statement to include a clause that emphatically states belief in the defective student theory will not be tolerated

4.   Write and implement a policy requiring an effective evaluation of all teachers to identify those who haven’t been trained to teach concepts in all subjects and the five essential scientific components for teaching reading.

a.   Label those teachers as being untrained.

5.   Write and implement a policy requiring all untrained teachers to be trained to effectively teach concepts (understanding not memorization) and to be trained in the five essential scientific components for teaching reading

a.   Specify the requirements to be met for proof of successful training

b.   The  table below provides the approximate cost for training

c.    Funding for the training to be reallocated from Teacher Leadership, Training and Special Education budgets

                                              i.     Funding for these programs is wasted on teachers not trained to teach effectively

6.   Website http://www.virtualeduc.com/common-core-standards-online-courses.php is recommended as a source of suitable online courses

ONLY 10% OF IOWA TEACHERS ARE ADEQUATELY TRAINED TO TEACH EFFECTIVELY

THEY ARE  MISLED AND OVERCHARGED BY UNIVERSITIES

IT WOULD COST ABOUT $38 MILLION TO TRAIN DEFECTIVE TEACHERS ONLINE, TO TEACH EFFECTIVELY.  Source:  Department of Education & Iowalive  8-8-17

IOWA Pre K-12 GRADES TAUGHT

TOTAL TEACHER COUNT--ACTUAL/ESTIMATED

% ADEQUATELY TRAINED

NUMBER ADEQUATELY TRAINED

NUMBER DEFECTIVE TO BE TRAINED

ESTIMATED TRAINING COST, EACH

TOTAL TRAINING COST

Preschool

1,000

7%

70

930

$600

$558,000

Kindergarten

2,800

7%

196

2,604

$1,000

$2,604,000

Elementary  Schools 1,2, 3, 4, 5

14,800

7%

1,036

13,764

$1,300

$17,893,200

Middle Schools 6, 7

5,600

9%

504

5,096

$1,100

$5,605,600

High Schools  9, 10, 11, 12

14,327

14%

2,006

12,321

$900

$11,089,098

Pre K-12 TOTAL

38,527

10%

3,812

34,715

$1,087.42

$37,749,898

Anyone claiming to have better numbers is asked to provide them.

MORE PROBLEMS WITH IOWA K-12 SCHOOLS

·      Iowa’s teachers fail to take responsibility for student outcomes because they continue to adhere to the false education theory of blaming students (for a variety of reasons) and considering them disabled.  The states pushing Iowa down on national rankings have figured out how to set national standards, train teachers to national standards, accept responsibility for this, and be held accountable for the results according to ESSA standards.  Iowa wants to continue their waiver to avoid accountability.

·      BOTH the Iowa Assessments as well as the FAST assessments use the 40th NPR as the student proficiency standard – when the national proficiency standard is the 65th NPR.  The percentage of Iowa students the state touts as “proficient” come close to matching what NAEP terms “basic” (entry-level not grade level).  The NAEP term “proficient” more closely matches the national grade level standards, and Iowa is failing to meet this.

·      As of the December 2016 report from the NCTQ on elementary training programs, only four in Iowa meet the reading standard of including all five concepts known as the science of reading.  Past reports have shown only three programs included all five; the last one to now be included was the University of Iowa (which formerly included only two of the five) – the change likely coming when the Iowa Reading Research Center was attached to the university.

 According to the National Council for Teacher Quality:

·      The critical role of the state is to make decisions and take actions for state-level policies and requirements that influence higher education institutions, because the state creates its own certification structure and determines what subjects each certification allows teachers to teach, as well as the standards used.

·      The selectivity, content requirements, oversight of student teaching, and provisions for methods courses are set according to policy, to avoid the continued graduation of teachers lacking in the knowledge of content, effective teaching techniques to the various learning styles, and classroom-management skills.

http://www.nctq.org/dmsView/StateofStates2015_Iowa

Since Iowa’s teacher training programs are not getting up to speed, they are of little help to teachers already in the classroom.  Just as students require effective remediation to make up for the poor curriculum and ineffective teaching methods that put them behind (which responsible educators should be trained to do and realize they NEED to be doing), the educators in Iowa’s classroom need effective remediation to make up for the poor teacher training programs that continue to function on the old education theories rather than competency-based, but they are not getting it from Iowa’s teacher training programs.  Here is an alternative:

http://www.virtualeduc.com/common-core-standards-online-courses.php

Unfortunately, the Iowa State board of Education and the Iowa State Board of Educational Examiners have failed to abide by the following:

The Common Core State Standards Initiative is a state-led effort coordinated by the National Governors Association Center for Best Practices (NGA Center) and the Council of Chief State School Officers (CCSSO). The standards were developed in collaboration with teachers, school administrators, and experts, to provide a clear and consistent framework to prepare our children for college and the workforce.

These standards define the knowledge and skills students should have within their K-12 education careers so that they will graduate high school able to succeed in entry-level, credit-bearing academic college courses and in workforce training programs. The standards:

Evidence includes:

·      Iowa 40th NPR for student proficiency standard fails to meet the national standard of 65th NPR.

·      Iowa’s teacher training programs fail to meet Common Core Standards, according to the NCTQ.

·      Iowa’s teacher licensing exams fail to meet Common Core Standards

·      Iowa’s NAEP scores are falling in national ranking as other states step up to take responsibility for the higher standards.

Sue Atkinson, PhD

P. O. Box 301

Baxter IA 50028

641-227-3786