Iowa Live

IOWALIVE IS A NETWORK OF PROFESSIONALS INCLUDING PROCESS AND PERFORMANCE IMPROVEMENT SPECIALISTS, EDUCATORS, SCHOOL ADMINISTRATORS, ENGINEERS, BUSINESS EXECUTIVES AND THOSE IN ACADEMIA.

DISASTROUS IOWA EDUCATION

AGENDA 

       1.  DATA DENIAL AND SPECIAL EDUCATION
    2.  DISASTROUS STUDENT ACHIEVEMENT
3.  IMPROVED STUDENT ACHIEVEMENT
       4.  DISASTROUS CURRICULUM & PLANNING
                                                           5.  DISASTROUS IOWA EDUCATION DISASTER RELIEF  (RECOMMENDATIONS)

                                                                              #1 DATA DENIAL

 

Thank you. Let me begin our short presentation today with the only document we have located over the past five years that reveals the TRUE direction of public education over the past half century.

        

          1 –Not only did the system not expose the decline in achievement but school

districts, the State DOE and Testing Agencies denied access to test records

that would have revealed it.

         

          2- Our network was forced to obtain legal assistance to gain access to records.

 

          3- Iowa Testing Program Table from 1940 - 2000

4- 60 Years Of Test Scores in Trend Chart—Produced by Iowalive Network, not educators.


IOWA STUDENT ACHIEVEMENT TRENDS

You are about to view a history of the decline in Iowa student achievement starting in 1960.  While the chart shows a temporary upturn in the 70s, you will find it was likely artificially caused by dumbed-down tests and inflated norms.    Who did this, who authorized it and why are yet to be determined.  
 

 

 

 RISE AND FALL OF IOWA TEST SCORES (TESTING NORMS)

The sharp turn-a-rounds (inflection points) shown at points C, E, and F are impossible to achieve with complex systems (such as State education systems)--in a legitimate manner.  There is far too much inertia for such systems to stop and radically change direction.  Inflection points B and D are more realistic, but still require monumental effort to achieve in a meaningful manner.   Of equal or more significance—there were loud public complaints of falling test scores during the decline from point A to point B.   Similarly, there were loud, legitimate public complaints of dumbed-down tests during the rise form point C to point D.  

Similarly, the fall from point E to F was accompanied by loud public cries of poor student achievement that continue to this day.  The ITBS tests were re-normed in 2000-2001 so it is likely another artificial upturn will result.   It could be reasonably argued the upturn from point C was artificial as well.

 THE ABOVE CHART WAS MADE FROM THE TABLE PROVIDED BY Dr. DAVID FRISBIE AT THE IOWA TESTING PROGRAM IN THE FALL OF 2001.

 

 

  5- The first visible proof of student achievement decline
  6-     The difference between the Table and Graph reflect what

the education industry did not want the public to know. 

  7-     For 20 years, achievement remained stagnant then began falling. 

  8-     The industry did not reveal the decline because it does not know the cause. 

  9-     The chart proves Iowa education zenith reached in 1960.  

10- Most probable decline causes are flawed and inadequate management and

outdated teaching processes and incorrect curriculums. 

11- The public is angry they were not told until recently that a new period of decline began over 10 years ago and the industry kept that revelation from the public. 

12- The education system, as we now know it, has fallen to a new all time low

in Iowa.

SPECIAL EDUCATION DISASTER

13- The dismal status of Special Education in Cedar Rapids and all Iowa

 

DATA OBTAINED FROM CEDAR RAPIDS SCHOOL DISTRICT

 

           14- In the year 2000, our network uncovered the fact that the Cedar Rapids

District had, at least since 1992, reported to the public the number of Sp. Ed.

Students at only about 50% of the actual number being reported to and

funded by the State. 

          15- The State Auditor agreed to audit Cedar Rapids books but decided to

allow a full year to elapse before conducting the audit. 

16- Special Ed. statewide grew by 39% from 1992 through 2002 while total

statewide enrollment actually fell by 1.4%. In Cedar Rapids alone Sp. Ed. grew by 48% in the same years while its total enrollment also fell.

 

. 

17- In K-5 grades in Cedar Rapids Sp. Ed. represents about 11% of all students.

Yet that percent grows to 20-22 % in the Middle and High school years. 

18- 1970 decision to eliminate medical determination for Sp. Ed. opened the door

to abuse of the classification and established a new class of students destined to fail.  

19- Iowa spends over $300 million on Sp. Ed. of which about $200 million is spent

because of inadequate primary education and has nothing to do with medical causes. 

20- More Money Is Still Not The Answer

21- The answer lies in Edison Schools Management’s supported, superior, integrated curriculum—used at Jefferson-Edison Elementary school in Davenport, IA!

a.      78% OF JEFFERSON’S ENROLLMENT ARE ON FREE AND REDUCED LUNCH

b.      ONLY 15% OF ENROLLMENT ARE IN SPECIAL ED.

c.      STUDENTS ARE TAUGHT TO READ—RATHER THAN FORCED INTO SPECIAL ED.—YOU WILL SOON SEE MUCH MORE ABOUT THIS.

 

#2 DISASTROUS IOWA  STUDENT ACHIEVEMENT

 

  1. INTRODUCTION—SUGGEST YOU ENCOURAGE YOUR GRAND CHILDREN TO LEARN TO SPEAK ASIAN SO THEY CAN COMMUNICATE WITH THEIR EMPLOYERS AND BOSSES.
  2. THE DISASTROUS IOWA ‘EDUCATION MONOPOLY’ GIVES IOWANS:
    1. DATA DENIAL—SENATORS CAN’T EVEN GET TIMELY, MEANINGFUL SCHOOL PERFORMANCE DATA FROM SCHOOL OFFICIALS!

                                                              i.      THE RIVERSIDE PUBLISHING COMPANY HAS AN “ALL RIGHTS RESERVED” COPYRIGHT ON ITBS AND ITED SYSTEM AND BUILDING SUMMARY REPORTS!

1.      HOW CAN A COMPANY HAVE A COPYRIGHT ON A PUBLIC RECORD?

2.      IT HAMPERS IOWALIVE FROM FREELY POSTING PROOF OF IOWA’S POOR STUDENT ACHIEVEMENT—TO THE DELIGHT OF EDUCRATS!!

                                                            ii.      SINCE DATA WAS NOT PROVIDED IOWALIVE AS REQUESTED FROM SENATORS—SOME EXTRAPOLATIONS HAD TO BE MADE TO PRESENT SOME STUDENT ACHIEVEMENT LEVELS CONTAINED HEREIN.

    1. INSANE EXPECTATIONS—DOING THE SAME THING IN THE SAME WAY AND EXPECTING DIFFERENT RESULTS, SUCH AS $150 MILLION WASTED ON SMALLER K-3 CLASS SIZES TAUGHT IN THE SAME MANNER WITH THE SAME CURRICULUM. 
    2. NO SAFEGUARDS AGAINST CHEATING—WHICH IS GETTING WORSE AND MORE CREATIVE ACCORDING TO INSIDERS
    3. MISMANAGEMENT--MORE MONEY FOR ‘EDUCATION’ MANTRA—‘SCHOOL’ COSTS SKY ROCKET AS STUDENT ACHIEVEMENT FALLS AND INFRASTRUCTURE CRUMBLES

                                                              i.      EDUCRATS RECEIVE ANNUAL PAY RAISES FOR POOR PERFORMANCE

                                                            ii.      SCHOOLS RECEIVE MORE MONEY FOR ‘SPECIAL ED.’ STUDENTS WHETHER OR NOT THEY ARE MEDICALLY DIAGNOSED AS LEARNING DISABLED

    1. STRONG TEACHER’S UNION—A BY-PRODUCT OF SCHOOL MISMANAGEMENT
    2. MISGUIDED EMPHASIS ON TEACHER DEMANDS RATHER THAN IMPROVED STUDENT ACHIEVEMENT

                                                              i.      TEACHER UNIONS HAVE NOT IMPROVED INSTRUCTION PROCESSES OR  STUDENT ACHIEVEMENT

                                                            ii.      THEY ARE NOT ON THEIR AGENDA 

                                                           iii. DISASTROUS 40TH NATIONAL PERCENTILE RANK (NPR) “PROFICIENCY” STANDARD—STUDENTS READING AT THE 3.1 IOWA GRADE EQUIVALENT ((IGE) LEVEL ARE SCORED AS BEING ‘PROFICIENT’ 4TH GRADE READERS—WITHOUT COMPLAINTS FROM THE GOVERNOR, SNOOZEPAPERS, TV ‘NEWS’ OR EDUCRATS!  FOR EXAMPLE, 4TH GRADERS AT GARTON ELEMENTARY IN DES MOINES, IA SCORED 41 NPR AND 3.2 IGE—AS SHOWN BELOW, AND NO ONE HAS PUBLISHED A COMPLAINT!

                iv.

    1. THIS TEST SCORE EXCERPT FROM THE GARTON ELEMENTARY BUILDING IN DES MOINES CLEARLY SHOWS HOW A 40TH NPR PERCENTILE RANK EQUATES TO A 3.1 IOWA GRADE EQUIVALENT LEVEL FOR 4TH GRADE PROFICIENCY. 

                                                              i.      WHO SET THIS DEVIOUSLY LOW STANDARD?—PLEASE GIVE US SOME NAMES!

                                                            ii.      WHO IN THE LEGISLATURE APPROVED IT?—PLEASE GIVE US SOME NAMES!

                                                          iii.      WAS IT DOE DIRECTOR TED STILWILL & THE AREA EDUCATION AGENCIES?

                                                          iv.      WAS THE GOVERNOR INVOLVED?  IF, NOT—WHY WASN’T HE?

    1. .  4TH GRADERS SHOULD HAVE BEEN READING AT THE 4.3 IGE LEVEL WHEN TESTED IN NOVEMBER—SO THE AVERAGE FOR GARTON ELEMENTARY STUDENTS WAS 1.1 GRADE LEVELS BEHIND WHERE ALL STUDENTS SHOULD BE!!   NOTE ALSO THAT 4TH GRADE WORD ANALYSIS WAS AT THE 1.3 IGE GRADE LEVEL!!!
    2. DISASTROUS NUMBERS OF STUDENTS CLASSIFIED AS SPECIAL ED.---BECAUSE THEY WERE NEVER TAUGHT TO READ
    3. DISASTROUS NUMBERS OF STUDENTS BELOW GRADE LEVEL—HIDDEN BY 40TH PERCENTILE RANK STANDARD, EXCLUDED SCORES, AND BY INCLUDING PRIVATE SCHOOL AND HOME SCHOOLER SCORES TO INFLATE STATE ‘EDUCATION’ REPORTS.
    4. DISASTROUS NUMBERS OF STUDENTS NOT TESTED OR SCORES NOT REPORTED—NOT IN AVG. (NIA) DESIGNATION RECENTLY REMOVED FROM SUMMARY REPORTS
    5. NO EFFECTIVE QUALITY CONTROL MEASURES—AND NONE IN SIGHT
    6. MIGRATION TO HOME-SCHOOLING—MARION HAS ENROLLMENT OF 1,935—NOT COUNTING 449 HOME-SCHOOLERS BOYCOTTING PUBLIC SCHOOLS
    7. EDUCRATS TREATING LEGISLATORS AND SCHOOL CUSTOMERS, PATRONS, AND TAXPAYERS AS THIRD CLASS CITIZENS—TO BE TOLERATED BUT NOT SERVED
       
    8. THE FOLLOWING CHART SHOWS IOWALIVE IS NOT ABOUT BASHING SCHOOLS, BUT IS LOOKING AT WHERE THEY ARE AND HOW THEY CAN IMPROVE.    MARION INDEPENDENT SCHOOL DISTRICT (MISD) SHOWED HONESTY AND COMPETENCY BY PLACING THE RED “TEST RE-NORMED” FLAG AND DASHED LINE ON ALL TEST SCORE CHARTS IN ITS ANNUAL PROGRESS REPORT!!  THIS SHOWS THERE WAS A MAJOR CHANGE IN TEST CONDITIONS AT THAT POINT IN TIME.  

 

                                                              i.      CEDAR RAPIDS SCHOOL OFFICIALS, THE GAZETTE, DOE DIRECTOR TED STILWILL AND GOVERNOR VILSACK SHOULD CLEARLY POINT OUT “TEST RE-NORMED” AS WELL—UNLESS THEY INTEND TO MISLEAD PEOPLE.

 

 

 

    1. DISASTROUS STUDENT ACHIEVEMENT IN LARGE SCHOOLS

                                                              i.      DES MOINES—2001-2002—4TH READING --SOURCES OF DATA, DES M. & DOE

   

1.      HOW DID 995 STUDENTS READING BELOW THE 3.1 GR. LEVEL ENTER 4TH GRADE?  GOVERNOR VILSACK &  LEGISLATORS ARE ACCOUNTABLE FOR THIS!!  YOU ARE IN CHARGE!!
2.      WHY WERE SCORES FROM 144 STUDENTS EXCLUDED WITHOUT MENTION?   WHO AUTHORIZED IT?

                                                            ii.      4 GR. MATH AND 8TH GR. MATH WERE AS BAD OR WORSE!!

                                                          iii.      DES MOINES 2001-2002—8TH READING --SOURCE OF DATA, DES MOINES & DOE

   

1.      HOW DID 1,240 STUDENTS READING BELOW THE 6.7 GRADE LEVEL ENTER 8TH GRADE?  GOVERNOR VILSACK & LEGISLATORS ARE ACCOUNTABLE FOR THIS!!  YOU ARE IN CHARGE!!

                                                            ii.      DES MOINES HAD 5,146 SPECIAL ED. STUDENTS AT A COST OF $32,287,958

                                                          iii.      THIS IS 16% OF TOTAL DES MOINES K-12 ENROLLMENT!

                                                          iv.      THIS IS A DISASTER!!  BUT IT GETS WORSE WHEN COMPARED TO JEFFERSON—EDISON IN DAVENPORT, AS YOU WILL SOON LEARN!

                                                            v.      DES MOINES HAD 44% OF ENROLLMENT ON FREE AND REDUCED LUNCH

                                                          vi.      JEFFERSON–EDISON’S WEBSITE REPORTS *78% OF ENROLLMENT ON FREE AND REDUCED LUNCH  & ALSO REPORTS SCORES FOR ALL ITS SCHOOLS.

1.      *THE DOE WEBSITE CURIOUSLY SHOWS 78% HAS SUDDENLY FALLEN TO 58.99% AND THEN TO 36.78% IN THE PAST TWO YEARS!!  EDISON OFFICIALS STAND FIRMLY BY THEIR 78% POSTED NUMBER.

a.      78% TO 36.78% IS A VERY SHARP, IF NOT UNPRECEDENTED, 53% FALL IN FREE LUNCH ENROLLMENT—WITH NO MENTION OF WHAT CAUSED IT TO HAPPEN

b.      THERE HAVE BEEN NO REPORTS OF A MAJOR ECONOMIC UPTURN OR SHIFT IN DAVENPORT’S ECONOMY

c.      THERE WAS NO NET CHANGE IN DAVENPORT’S TOTAL FREE LUNCH ENROLLMENT FOR THOSE YEARS

d.      IS THE DAVENPORT SUPERINTENDENT MANEUVERING TO OUST EDISON?

2.      DO WE BELIEVE EDISON--WHO OPENLY POSTS DATA ON A WEBSITE (INCLUDING TEST SCORES) OR PUBLIC SCHOOL EDUCRATS WHO HAVE YET TO PROVIDE STATE SENATORS WITH DATA REQUESTED—SOME  OF IT WAS REQUESTED OVER A YEAR AGO?

3.      FREE LUNCH STUDENT ENROLLMENT REPORTING IS AN IMPORTANT MATTER BECAUSE FEDERAL FUNDS IN TITLE I ARE INVOLVED.

                                                        vii.      JEFFERSON-EDISON HAS ONLY 15% OF ENROLLMENT IN SPECIAL ED.

                                                      viii.      JEFFERSON-EDISON HAS 77% HIGHER PERCENTAGE FREE AND REDUCED LUNCH ENROLLMENT BUT 6% FEWER IN SPECIAL ED. THAN DES MOINES!!

                                                          ix.      JEFFERSON-EDISON’S STUDENT ACHIEVEMENT IS IMPROVING SHARPLY.

                                                            x.      DES MOINES’ IS NOT--DESPITE EXCLUSION OF LOW TEST SCORES!

                                                          xi.      JEFFERSON-EDISON HAS A FULLY SUPPORTED, SUPERIOR, INTEGRATED CURRICULUM THAT TEACHES STUDENTS TO READ—SO THEY DON’T NEED SPECIAL ED.!!!!!

DES MOINES AND OTHER IOWA PUBLIC SCHOOLS HAVE FLAWED, POORLY SUPPORTED  CURRICULUMS!!  EXCUSES FOR THE NON-MEDICAL SPECIAL ED. CLASSIFICATIONS ARE BOGUS!!

                                                        xv.      CEDAR RAPIDS—2001-2002--4TH READING --SOURCE OF DATA, C. R.  & DOE

 

                                                                           xvi.      178 OR 13% OF STUDENTS WERE NOT TESTED OR REPORTED

                                                                         xvii.      HOW DID 462 STUDENTS READING BELOW THE 3.1 GR. LEVEL ENTER 4TH GRADE?  GOVERNOR VILSACK &  LEGISLATORS ARE ACCOUNTABLE FOR THIS!!  YOU ARE IN CHARGE!
  xviii.      CEDAR RAPIDS—2001-2002--8TH READING --SOURCE OF DATA, C. R. & DOE

     

                                                      xix.      144 OR 14% OF STUDENTS WERE NOT TESTED OR REPORTED

                                                        xx.      HOW DID 470 STUDENTS READING BELOW THE 7.2 GR. LEVEL ENTER 8TH GRADE?  GOVERNOR VILSACK &

                                                      xxi.      LEGISLATORS ARE ACCOUNTABLE FOR THIS!!  YOU ARE IN CHARGE!!

                                                    xxii.      4TH & 8TH GR. MATH WERE EVEN WORSE!!

                                                  xxiii.      CEDAR RAPIDS HAD 2,980 SPECIAL ED. STUDENTS AT A COST OF $14,219,116

1.      THIS IS 17% OF TOTAL K-12 ENROLLMENT!

2.      THIS IS ANOTHER DISASTER!

3.      CEDAR RAPIDS HAS 28% ON FREE AND REDUCED LUNCH

4.      JEFFERSON-EDISON HAS 78% ON FREE AND REDUCED LUNCH

5.      JEFFERSON-EDISON HAS ONLY 15% OF ENROLLMENT ON SPEC. ED.

6.      JEFFERSON-EDISON HAS A FULLY SUPPORTED, SUPERIOR, INTEGRATED CURRICULUM DESIGN THAT TEACHES STUDENTS TO READ—RATHER THAN FORCING THEM INTO SPECIAL ED.!!!
 

    1. DISASTROUS IOWA STUDENT ACHIEVEMENT—STATEWIDE

                                                              i.      STATE OF IOWA—2001-2002--4TH READING --SOURCE OF DATA, DOE & OTHERS

                                                            ii.      SOME DATA EXTRAPOLATIONS WERE MADE BECAUSE OF LACK OF DATA REQUESTED FROM SENATORS.

   

                                                          iii.      12,820 STUDENTS (36% OF ENROLLMENT) ARE READING BELOW THE 3.1 GRADE LEVEL WHEN THEY ARE IN 4TH GRADE!!

                                                          iv.      HOW DID 12,820 IOWA STUDENTS READING BELOW THE 3.1 GR. LEVEL ENTER 4TH GRADE?  GOVERNOR VILSACK &  LEGISLATORS ARE ACCOUNTABLE FOR THIS!!  YOU ARE IN CHARGE!!

                                                            v.      4 GR. MATH AND 8TH GR. MATH AND READING WERE EVEN WORSE!!

                                                          vi.      WELL OVER 13,000 STUDENTS LEAVE IOWA SCHOOLS ANNUALLY TO FACE HOPELESS FUTURES!!

                                                        vii.      IOWA HAD 63,397 SPECIAL ED. STUDENTS AT A COST OF $307,915,068

1.      THIS IS OVER 13% OF TOTAL K-12 ENROLLMENT!

2.      IOWA HAD 27% OF ENROLLMENT ON FREE AND REDUCED LUNCH

3.      JEFFERSON-EDISON HAD 78% OF ENROLLMENT ON FREE AND REDUCED LUNCH AND ONLY 15% IN SPECIAL ED.

4.      JEFFERSON-EDISON HAS A FULLY  SUPPORTED, SUPERIOR, INTEGRATED CURRICULUM THAT TEACHES STUDENTS TO READ RATHER THAN FORCING THEM INTO SPECIAL ED.  

                                                      viii.      STUDENTS READING AT THE 2ND & 3RD GRADE LEVELS ARE IN 4TH GRADE!!!

1.      HOW DID THEY GET THERE?

2.      GOVERNOR VILSACK & LEGISLATORS ARE ACCOUNTABLE FOR THIS!

3.      HE AND LEGISLATORS ARE IN CHARGE!

                                                          ix.      STUDENT ACHIEVEMENT IN IOWA IS A DISASTER!!!

  1. DISASTROUSLY INEFFICIENT PUBLIC SCHOOLS—VISIT THE WEB SITE ON THE CHART or http://mwhodges.home.att.net/ TO LEARN MORE.  THE CHARTS ARE COURTESY OF THE GRANDFATHER ORGANIZATION. 

 

 
AMERICAN STUDENT INTERNATIONAL RANKINGS ARE NEAR OR AT THE BOTTOM—AND ASIANS NO LONGER TAKE THE INTERNATIONAL TESTS BECAUSE THE TESTS HAVE BEEN DUMBED DOWN TOO MUCH!!  VISIT THE WEB SITES ON THE CHARTS FOR DETAILS. 

 

  

4.  PUBLIC EDUCATION IN THE U. S. IS A DISASTER.  THE FEDERAL GOVERNMENT WAS FORCED TO INTERVENE IN THE INTEREST OF NATIONAL SECURITY—SO EDUCRATS SHOULD STOP THEIR WHINING

 

#3 IMPROVED IOWA  STUDENT ACHIEVEMENT

TO FIND GOOD EXAMPLES OF IMPROVED IOWA STUDENT ACHIEVEMENT, IOWALIVE HAD TO LOOK AT SMALLER SCHOOLS SUCH AS BAXTER, IOWA--AND A PRIVATELY MANAGED, ECONOMICALLY DISADVANTAGED PUBLIC SCHOOL, SUCH AS JEFFERSON-EDISON IN DAVENPORT, IOWA.  

BAXTER SHOWS US THAT STUDENT ACHIEVEMENT CAN IMPROVE THROUGH THE YEARS AND GRADES WITHOUT EXCLUDING LOW TEST SCORES OR REDUCING CLASS SIZE—AND AT MUCH LESS COST PER STUDENT THAN LARGE SCHOOL DISTRICTS.   

Rural Baxter School District STUDENT ACHIEVEMENT, school  management, and teaching performance are far superior to Cedar Rapids Community Schools, and at 16% lower year 2000--2001 per student cost of: 

BAXTER $5,858    vs.    CEDAR RAPIDS  $6,998!!!

FROM THIS CHART, YOU CAN TELL EDUCATORS AND PROCESSES ARE WORKING TOGETHER AT BAXTER!! 

 

BAXTER STUDENT ACHIEVEMENT STEADILY IMPROVES DESPITE REPORTING ALL TEST SCORES FOR ALL STUDENTS.  UNFORTUNATELY, THE DOE AND LARGE NEWSPAPERS ARE FOOLISHLY TRYING TO FORCE SMALL SCHOOLS TO CONSOLIDATE.  THERE IS ABUNDANT EVIDENCE TO SHOW BIGGER IS WORSE FOR SCHOOL DISTRICTS. STUDENTS IN LARGE SCHOOLS AVERAGE A YEAR OR MORE BEHIND GRADE LEVEL WHILE BAXTER 5TH GRADERS ARE NEARLY 1 ½ GRADES AHEAD OF GRADE LEVEL FOR AT LEAST A 2 ½ GRADE ADVANTAGE OVER LARGE SCHOOLS. 

ONE WOULD THINK OFFICIALS FROM LARGE SCHOOLS WOULD VISIT BAXTER TO LEARN WHAT IS WORKING.  BAXTER HAD A BUSINESS PLAN TO GUIDE IMPROVEMENT INITIATIVES. 

JEFFERSON-EDISON SHOWS US HOW STUDENTS IN A PUBLIC SCHOOL CONSIDERED HOPELESS FOR ECONOMICALLY DISADVANTAGED AND MINORITIES--HAVE SHOWN STRONG, CONTINUOUS GROWTH UNDER EDISON SCHOOL MANAGEMENT!! 

NEARLY 80% OF JEFFERSON’S 500 STUDENTS ARE ON FREE AND REDUCED LUNCH.  NEARLY 40% ARE AFRICAN AMERICAN.  LESS THAN 15% ARE IN SPECIAL ED!!

JEFFERSON-EDISON USES A FULLY SUPPORTED, SUPERIOR, INTEGRATED CURRICULUM TO TEACH STUDENTS  TO READ!!

THIS IS AN EXCITING SUCCESS STORY SHOWING ECONOMICALLY POOR AND MINORITY STUDENTS CAN LEARN AT AN IMPRESSIVE RATE IN ALL SUBJECTS IN JUST FOUR YEARS—WHICH CONVINCINGLY REFUTES ALL EDUCRAT’S THOUGHTLESS EXCUSES!!

 

POOR DISTRICT STUDENTS CAN AND DO LEARN WHEN TAUGHT PROPERLY!!!!

 

EVERY STUDENT TAKES A MONTHLY ON-LINE INSTANTLY GRADED TEST FOR INSTRUCTION PROCESS CONTROL.  TEACHERS, PARENTS AND STUDENTS USE THESE MONTHLY TEST RESULTS TO GUIDE PERFORMANCE IMPROVEMENT.  OTHER SCHOOLS FOOLISHLY WAIT UP TO A YEAR FOR SUCH TESTING AND RESULTS—AND THEN IT IS TOO LATE TO MAKE EFFECTIVE CORRECTIONS AND IMPROVEMENTS.

NO STUDENTS ARE LEFT BEHIND AT AN EDISON MANAGED SCHOOL—AND EVERYONE KNOWS AND ACCEPTS IT.

EDISON HAS BEEN MANAGING DAVENPORT’S JEFFERSON-EDISON ELEMENTARY FOR FOUR YEARS.  MORE INFORMATION, INCLUDING INDIVIDUAL SCHOOL TEST SCORES--CAN BE FOUND ON EDISON’S WEBSITE  edisonschools.com

 

#4 DISASTROUS IOWA EDUCATION

2-11-03

 

OVERVIEW

  1. IOWA PUBLIC SCHOOL EDUCATION HAS BEEN ON A DOWNWARD SLIDE SINCE THE 1960s, EVIDENCED BY NOT ONLY THE SYSTEM’S OWN POOR TEST SCORES BUT ALSO BY POOR PERFORMANCE ON INTERNATIONAL TESTS
  2. THE RESPONSE OF THE SCHOOL SYSTEM HAS BEEN TO CLASSIFY INCREASING NUMBERS OF STUDENTS AS SPECIAL EDUCATION, AND THEN HIRE “SPIN DOCTORS” AT THE DOE AND AREA EDUCATION AGENCY (AEA) LEVEL
    1. ACCORDING TO A CURRENT SUPERINTENDENT, A 40% IMPROVEMENT IN STUDENT ACHIEVEMENT WOULD RESULT IF EDUCATORS ACCEPTED THEIR OWN CULPABILITY OF FAILED INSTRUCTION
    2.  ACCORDING TO A CURRENT SUPERINTENDENT, A 60% IMPROVEMENT IN STUDENT ACHIEVEMENT WOULD RESULT IF SCHOOL LEADERS HAD A THOROUGH UNDERSTANDING OF HOW TO DEVELOP TEACHERS INTO QUALITY INSTRUCTORS
    3. TEACHERS ARE NOW REWARDED WITH RECOGNITION FOR THINGS OTHER THAN IMPROVED STUDENT ACHIEVEMENT
    4. ACCORDING TO A CURRENT SUPERINTENDENT, A 50% IMPROVEMENT IN STUDENT ACHIEVEMENT WOULD RESULT IF SIGNIFICANT LONG-TERM INTERVENTIONS SUCCEEDED IN PREVENTING THE SYSTEM FROM REVERTING BACK TO THE WAY IT HAS BEEN OPERATING (WITH THE DECLINE IN TEST SCORES)
    5. ACCORDING TO CURRENT TEACHERS, TOO MUCH TIME IS SPENT ON PAPER WORK AND ADJUSTING TO NEW DIRECTIVES, WHILE SPORTS GET MOST EMPHASIS. THE TEACHERS DID NOT SAY HOW MUCH STUDENT ACHIEVEMENT WOULD IMPROVE IF THESE OBSTACLES WERE CLEARED.
  3. TO FURTHER COVER UP THE DEPLORABLE SITUATION IN LOW STUDENT ACHIEVEMENT, THE SCHOOL SYSTEM HAS WORKED TO DENY ACCESS TO DATA THAT IS SUBJECT TO THE OPEN RECORDS LAW (EVEN LEGISLATORS HAVE BEEN UNABLE TO OBTAIN THE DATA – WHY?)
  4. IN ORDER TO DEFLECT CRITICISM, THE EDUCATION SYSTEM USES ITS “SPIN DOCTORS” AND THE MEDIA TO BLAME LACK OF STUDENT ACHIEVEMENT ON POOR PARENTING, POVERTY, AND ENGLISH-AS-A-SECOND-LANGUAGE
    1. PARENTS CANNOT TEACH WHAT THEY DO NOT KNOW (AND THEY ARE PRODUCTS OF THE PUBLIC SCHOOL SYSTEM)
    2. CHRONIC POVERTY IS CAUSED BY THE LACK OF EDUCATION AND TRAINING; INCREASING NUMBERS REFLECT THE FAILURES OF THE EDUCATION SYSTEM
    3. PEOPLE WHO ARE ALREADY EDUCATED IN THEIR OWN LANGUAGE AND CULTURE WILL EARN ENGLISH EASILY; THE TRANSITION IS MINIMAL, AS PROVEN LONG AGO BY ONE-ROOM SCHOOLS HAVING ONE TEACHER AND STUDENTS OF MULTIPLE NATIONALITIES (AND BY TODAY’S IMMIGRANTS)

DISASTROUS IOWA EDUCATION  CURRICULUM/INSTRUCTION

  1. JUST AS PARENTS CANNOT TEACH WHAT THEY, THEMSELVES, DO NOT KNOW, NEITHER CAN TEACHERS 
  2. CURRICULUM CONTENT IS NOT UP TO INTERNATIONAL STANDARDS, AS EVIDENCED BY THE SHOWING OF U.S. STUDENTS ON INTERNATIONAL TESTS AS WELL AS BY THE  LARGE PERCENTAGES AT THE COLLEGE LEVEL WHO NEED REMEDIAL CLASSES IN ORDER TO TAKE (AND PASS) COLLEGE-LEVEL COURSES IN SCIENCE AND ENGINEERING
    1. MATHEMATICS AND SCIENCE PROVIDE A “COMMON LANGUAGE” THAT OVERARCHES CULTURAL AND LANGUAGE DIFFERENCES BECAUSE THEY HAVE A COMMON BASIS IN LOGIC AND INNER WORKING
    2. MATHEMATICS FORMED THE BASIS FOR THE CLASSICAL CURRICULUM THAT UNITED ALL SUBJECTS BUT WHICH THE U. S. ABANDONED ALMOST FIFTY YEARS AGO (OTHER COUNTRIES DID NOT AND ARE NOW OUT PERFORMING U. S. STUDENTS)
    3. MATHEMATICS PROVIDES THE PROPER EXERCISE FOR THE BRAIN TO DEVELOP MORE NEURON CONNECTORS, JUST AS PROPER EXERCISE DEVELOPS OTHER PARTS OF THE BODY
  3. EDISON SCHOOLS’ MANAGEMENT HAS A FULLY SUPPORTED, SUPERIOR, INTEGRATED CURRICULUM THAT TEACHES STUDENTS TO READ – RATHER THAN FORCING THEM INTO SPECIAL EDUCATION
    1. JEFFERSON-EDISON IN DAVENPORT HAS 78% OF ENROLLMENT ON FREE AND REDUCED LUNCH YET HAS ONLY 15% OF ENROLLMENT IN SPECIAL ED. ACCORDING TO POSTINGS ON EDISON’S WEBSITE 
    2. NEARLY 40% OF ENROLLMENT IS AFRICAN AMERICAN ACCORDING TO EDISON 
    3. STUDENT ACHIEVEMENT TRENDS ARE RISING SHARPLY SINCE EDISON ASSUMED SCHOOL MANAGEMENT AND INSTALLED THEIR FULLY SUPPORTED, INTEGRATED CURRICULUM.
    4. THIS SHOWS THESE STUDENTS CAN BE TAUGHT EFFECTIVELY.

 DISASTROUS IOWA EDUCATION SYSTEM PLANNING

 

  1. THE FORTY-YEAR SLIDE IN IOWA EDUCATION SHOWS THAT THE EDUCATION SYSTEM IS INCAPABLE OF CORRECTING THE PROBLEM IN A MEANINGFUL WAY, AS EVIDENCED BY:
    1. THE HIRING OF “SPIN DOCTORS”, RELUCTANCE TO RELEASE DATA TO THE PUBLIC, THE OFFERING OF EXCUSES UNRELATED TO THE REAL OBSTACLE, THE DUMBING-DOWN OF TESTS
    2. THE PRACTICE OF ELIMINATING LOW TEST SCORES

  2. IN ADDITION TO THE FAILURE TO RECOGNIZE THE PROBLEMS CAUSED BY THE SYSTEM ITSELF, THE LATEST, AND SERIOUSLY FLAWED, PLANNING MODEL BEING TOUTED BY THE DOE CLEARLY SHOWS A LACK OF PLANNING ABILITY CAPABLE OF IMPROVING THE SITUATION  

 

 

3.      ANY BUSINESSMAN WANTING TO STAY IN BUSINESS LEARNS TO GET THE DESIRED

RESULTS OF A QUALITY OUTPUT BY:

I—PURPOSE

II—PRIORITIES

III—PLANS

IV—PROCESSES

V—PERFORMANCE

VI—PRODUCTIVITY

VII—PROGRESS

  1. THE DOE DOES NOT KNOW HOW TO PUT TOGETHER A BUSINESS PLAN TO BRING PUBLIC SCHOOL STUDENTS UP TO INTERNATIONAL STANDARDS
  2. THE AEAs DO NOT KNOW HOW TO PUT TOGETHER A PROPER BUSINESS PLAN TO BRING PUBLIC SCHOOL STUDENTS UP TO INTERNATIONAL STANDARDS
  3. SOME SCHOOL DISTRICTS DO KNOW HOW TO PUT TOGETHER A PROPER BUSINESS PLAN, BUT IT IS NOT UNIVERSAL ACROSS THE SPECTRUM OF DISTRICTS
  4. THE DOE MODEL DOES NOT ADDRESS ALL OF THE ELEMENTS OF A PROPER BUSINESS PLAN FOR SUCCESS. THE DOE MODEL DOES NOT RECOGNIZE, MUCH LESS CONSIDER, THE 55 MINUTE CLASS PERIOD AS THE FUNCTIONAL ELEMENT FOR INSTRUCTION AND LEARNING; NEITHER DOES IT PAY ATTENTION TO:
    1. SETTING THE LEARNING OBJECTIVES FOR THE CLASS PERIOD
    2. WHAT HAPPENS TO THE STUDENTS WHO MEET THE OBJECTIVES WITHIN THE FIRST 20 MINUTES
    3. WHAT HAPPENS TO THE STUDENTS WHO FAIL TO MEET LEARNING OBJECTIVES AT THE END OF THE CLASS PERIOD 
    4. THE MODEL MUST BE TOSSED-- AS MUCH FOR DAMAGE CONTROL AS ANYTHING ELSE!!

                         a—ANY BUSINESSMAN WANTING TO STAY IN BUSINESS LEARNS TO GET THE DESIRED

 RESULTS OF A QUALITY OUTPUT BY:

 

I—PURPOSE 

II—PRIORITIES

III—PLANS 

IV—PROCESSES 

V—PERFORMANCE 

VI—PRODUCTIVITY 

VII—PROGRESS

 

                        b—THE DOE DOES NOT KNOW HOW TO PUT TOGETHER A BUSINESS PLAN TO BRING

 PUBLIC SCHOOL STUDENTS UP TO INTERNATIONAL STANDARDS

 

                        c—THE AEAs DO NOT KNOW HOW TO PUT TOGETHER A PROPER BUSINESS PLAN TO
                             BRING PUBLIC SCHOOL STUDENTS UP TO INTERNATIONAL STANDARDS

 

                        d—SOME SCHOOL DISTRICTS DO KNOW HOW TO PUT TOGETHER A PROPER

 BUSINESS  PLAN, BUT IT IS NOT UNIVERSAL ACROSS THE SPECTRUM OF

 DISTRICTS

 

                        e—THE DOE MODEL DOES NOT ADDRESS ALL OF THE ELEMENTS OF A PROPER

 BUSINESS PLAN FOR SUCCESS

 

                       f---THE DOE MODEL DOES NOT RECOGNIZE, MUCH LESS CONSIDER, THE 55 MINUTE

CLASS PERIOD AS THE FUNCTIONAL ELEMENT FOR INSTRUCTION AND

LEARNING; NEITHER DOES IT PAY ATTENTION TO: 

 

I-- SETTING THE LEARNING OBJECTIVES FOR THE CLASS PERIOD

 

II-- WHAT HAPPENS TO THE STUDENTS WHO MEET THE OBJECTIVES WITHIN

THE FIRST 20 MINUTES

 

III—WHAT HAPPENS TO THE STUDENTS WHO FAIL TO MEET LEARNING

 OBJECTIVES AT THE END OF THE CLASS PERIOD

 

g-- THE MODEL MUST BE TOSSED-- AS MUCH FOR DAMAGE CONTROL AS ANYTHING

ELSE!!


 

  #5 DISASTROUS IOWA EDUCATION DISASTER RELIEF
 (RECOMMENDATIONS)

 2-11-03

1.      THE LEGISLATURE NEEDS TO STOP FUNDING FAILURE AND BEGIN DEMANDING ACCOUNTABILITY FOR ALL THE FUNDS FLOWING INTO AN UNSUCCESSFUL SYSTEM

a.      NO BUSINESS CAN ULTIMATELY SURVIVE THE CURRENT TACTICS

b.      FOR CONTINUED FUNDING, THE DOE MUST ADOPT THE METHODS OF A PROPER  BUSINESS PLAN FOR SUCCESSFUL OUTPUT AND INSIST THAT ALL ENTITIES WITHIN THE PUBLIC EDUCATION SYSTEM DO THE SAME

c.      FOR CONTINUED FUNDING, THE DOE MUST ADOPT INTERNATIONAL STANDARDS AS A GOAL FOR ITS PLANNING PROCESS, INCLUDING OBJECTIVES, APPROPRIATE  PERFORMANCE MEASURES, TIME-FRAMES, AND ACCOUNTABILITY

d.      TEST SCORES – ITBS, ITED AND INTERNATIONAL – WILL BE POSTED, AS SOON AS THEY ARE GRADED, ON THE DOE WEB SITE BY SCHOOL DISTRICT, BY GRADE LEVEL, BY SUBJECT SO THE PUBLIC CAN SEE HOW INDIVIDUAL SCHOOLS ARE DOING (THE COPYRIGHT OF THE RIVERSIDE PUBLISHING CO. TO CONTROL SUCH DATA MUST BE RESCINDED)

e.      FUNDING MUST BE IMMEDIATELY ELIMINATED FOR THE FOLLOWING:

                                                  i.      “SPIN DOCTORS”

                                                ii.      SPECIAL EDUCATION EVALUATORS AT THE AEA LEVEL

                                              iii.      SCHOOL DISTRICTS UNABLE TO RAISE THE PERFORMANCE LEVELS OF THEIR STUDENTS TO INTERNATIONAL STANDARDS IN THE TIME ALLOTTED

2.      THE LEGISLATURE NEEDS TO STOP ACCEPTING THE OFFERED EXCUSES OF LEARNING DISABILITIES (WHEN NO MEDICAL CORROBORATION IS PROVIDED)

a.      POVERTY (ITSELF A  SYMPTOM OF A FAILED SYSTEM), OR ENGLISH-AS-A-SECOND-LANGUAGE (IT DOES NOT TAKE TEN YEARS TO BECOME PROFICIENT IN ENGLISH IF A PERSON IS PROFICIENT IN THEIR NATIVE LANGUAGE)

b.      IF THE TEST SCORES ARE PROPERLY BROKEN DOWN, THEN PROGRESS CAN STILL BE MEASURED

c.      THERE ARE SCHOOLS THAT HAVE LEARNED TO EDUCATE CHILDREN LIVING IN POVERTY (SUCH AS EDISON) – EMULATE THEIR METHODS AND PROVIDE AN AMOUNT, COMMENSURATE WITH COSTS, TO ALL PARENTS OF CHILDREN PERFORMING BELOW GRADE LEVEL SO A PRIVATE RESOURCE CAN BE USED TO REMEDY THE SITUATION

d.      TAKE THE AMOUNT OUT OF SCHOOL BUDGETS UNTIL THEY LEARN HOW TO ACHIEVE THE SAME RESULTS

e.      INSIST THAT SCHOOLS IDENTIFY THOSE ENGLISH-AS-A-SECOND-LANGUAGE STUDENTS BY THEIR LEVEL OF EDUCATION, PRIOR TO ATTEMPTING TO LEARN ENGLISH AND ADAPT TO A DIFFERENT CULTURE, IN ORDER TO MEASURE THE PROGRESS OF EDUCATION IN ADDITION TO ENGLISH SKILLS

3.      THE LEGISLATURE NEEDS TO AMEND ITS ENABLING SPECIAL EDUCATION LEGISLATION OF THE 1970s BY INSISTING ON A MEDICAL DIAGNOSIS FOR SUCH CLASSIFICATION RATHER THAN FUND ADDITIONAL TEACHERS, REGIONAL ACADEMIES, OR CONSOLIDATION OF SMALL SCHOOL DISTRICTS

4.       THE LEGISLATURE NEEDS TO MANDATE E-LEARNING, AS COLLEGES AND UNIVERSITIES ARE NOW DOING. E-LEARNING WILL BRING TEACHERS UP TO INTERNATIONAL STANDARDS, JUST AS IT WILL BRING STUDENTS UP TO INTERNATIONAL STANDARDS, AT LESS COST

5.      THE NO-CHILD-LEFT-BEHIND FEDERAL MANDATE RECOMMENDS E-LEARNING

a.      AN INCREASING NUMBER OF BUSINESSES ARE GOING TO THE WORK-FROM-HOME POLICY BECAUSE IT SAVES THE EXPENSE OF RELOCATING, COMMUTING, AND HOUSING EMPLOYEES AT A CENTRALIZED LOCATION; IT IS TIME FOR PUBLIC EDUCATION TO ADOPT THIS

6.      JUST AS THE LEGISLATURE FUNDS EMPOWERMENT AREAS TO FORM COLLABORATIONS FOR THE PURPOSE OF WORKING WITH CHILDREN 0-5, THE EDUCATION SYSTEM NEEDS TO BE ENCOURAGED (THROUGH LEGISLATIVE INCENTIVES) TO FORM COLLABORATIONS WITH OTHER PUBLIC AND PRIVATE ENTITIES TO BRING STUDENTS UP TO INTERNATIONAL STANDARDS IN A COST-EFFECTIVE PROCESS

a.       USE TEST SCORES AS THE PERFORMANCE MEASURE, REDUCING FUNDING TO THOSE SCHOOLS UNABLE TO PRODUCE AND OPERATE A BUSINESS PLAN FOR IMPROVING THE PROFICIENCY OF STUDENTS UP TO INTERNATIONAL STANDARDS –

b.      FORCE EITHER INCREASED COLLABORATIVE EFFORTS OR ELIMINATION OF THE SCHOOL DISTRICT

c.      MODIFY THE STATE AID FORMULA TO REWARD THOSE DISTRICTS DEMONSTRATING THEY CAN EFFECTIVELY USE E-LEARNING AND FORM PRODUCTIVE COLLABORATIVE EFFORTS TO PRIORITIZE THE DEMOGRAPHIC CIRCUMSTANCES OF THEIR AREAS TO ACHIEVE THE RESULTS OF INTERNATIONAL STANDARDS

d.      MODIFY THE STATE AID FORMULA TO INCREASINGLY SCALE DOWN THE AID TO SCHOOLS OF 2,000 ENROLLMENT OR LARGER TO ACCOUNT FOR ECONOMIES OF SCALE THESE SCHOOLS SHOULD BE REALIZING.  FAILURE TO DO THIS WILL CONTINUE TO BUILD BUREAUCRACIES AND SPIN DOCTORING FALLACIES

e.      ABANDON THE 40TH PERCENTILE RANK AS THE STANDARD FOR PERFORMANCE AND REPLACE IT WITH THE PERCENTAGE ABOVE AND BELOW IOWA GRADE EQUIVALENT GRADE LEVEL AT THE TIME THE STUDENTS ARE TESTED. 

f.        ALL STUDENTS SHOULD BE TESTED AND REPORTED, ALLOWING THE MEDICALLY-MANDATED ACCOMMODATIONS. 

                                                  i.      ANYTHING LESS WILL RESULT IN LOOPHOLES SUCH AS THOSE IN THE INCOME TAX SYSTEM

                                                ii.      FOCUS ON THE DAMAGE IN THE LARGEST SCHOOL DISTRICTS FIRST BECAUSE THEY PRODUCE BY FAR THE LARGEST NUMBER OF POORLY ACHIEVING STUDENTS 

7.    IF ALL RECOMMENDATIONS ARE IMPLEMENTED, AMERICAN STUDENTS WILL RETURN TO AT LEAST AVERAGE INTERNATIONAL LEVELS WITHIN 5 YEARS—WITH MINIMAL NEW SPENDING; SAVINGS WILL COME FROM THE IMPLEMENTED RECOMMENDATIONS THAT STOP WASTEFUL, INEFFECTIVE EFFORTS AND EXPENDITURES.