providing parents with the truth about the public education system

From today’s Oregon Live:

Portland special ed director still on the job after four challenging months

Betsy Hammond, The Oregonian

Posted:  01/09/2012 2:25 PM

    

PPS new SPED Director (Robert Ford) has been out on leave for about three weeks and now I hear he’s not returning to the Director position.  Ford was only in the position for about five months.    Parents I’ve talked with were happy with Ford.

I know there was criticism about PPS hiring him because many felt he wasn’t qualified for the position.  That may or may not be true.    People have said that he got the position because he’s Black.

Carole Smith, Zeke Smith, Michelle Riddell, Greg Wolleck, Fred Locke and many other administrators aren’t qualified for their positions either.  But nobody has said they got their positions because they’re white.

Any bets (less than $10,000) on who will lead SPED until Ford is replaced?

The piece below was found on Facebook and it’s being republished with the permission of the author.

The school board should use it as a guide when looking for a new superintendent (which I wish they would do).

Here are 12 killers of good leadership:

Defensiveness – Good leaders don’t wear their feelings on their shoulders. They know other’s opinions matter and aren’t afraid to be challenged.

Jealousy – A good leader enjoys watching others on the team excel.

Revenge – The leader that succeeds for the long term must be forgiving and knows that “getting even” only comes back to harm them and the organization.

Fearfulness – The good leader remains committed when no one else is and must take risks no one else will. Others will follow. That’s what leaders do.

Favoritism – Good leaders don’t have favorites on the team. They reward for results not partiality.

Ungratefulness – Good leaders value people, knowing they cannot attain success without others.

Small-mindedness – Good leaders think bigger than today. They are dreamers and idea people.

Pridefulness – Pride comes before the fall. Good leaders remain humbled by the position of authority entrusted to them.

Rigidity – There are some things to be rigid about, such as values and vision, but for most issues, the leader must be open to change. Good leaders welcome new ideas, realizing that most everything can be improved.

Laziness – One can’t be a good leader and not be willing to work hard. In fact, the leader should be willing to be the hardest worker on the team.

Unresponsiveness – Good leaders don’t lead from behind closed doors. They are responsive to the needs and desires of those they attempt to lead. They respond to concerns and questions. They collaborate more than control. Leaders who close themselves off from those they lead will limit the places where others will follow.

Dishonesty – Since character counts highest, a good leader must be above reproach. When a leader fails, he or she must admit their mistake and work towards restoration.

A leader may struggle with one or more of these, but the goal should be to lead “killer-free.” Leader, be honest, which of these wrecking balls do you struggle with most?

These are Betsy Hammond’s comments that were posted online:

I see PPS is continuing their tradition of transparency.  From the November 29, 2011 Administrators Connection:

Changed Procedure Regarding OSHA 300 Log Reports in January

Our schools are used to receiving OSHA 300 log reports from Risk Management in January and posting this information. PPS is not required to do this in our school buildings. Therefore, Risk Management will not be sending schools this information. If an OSHA inspector should ask to see this information in your school please remind her/him that public schools are exempt from this rule per OSHA SIC Code 82. Should this prompt a disagreement at your school please ask the inspector to contact me directly.

For PPS facilities that are not schools, i.e., BESC, Rice, etc. Risk Management will send the OSHA 300 log information in January and ask you to post it at that time.

Please contact me if you have a question about this changed procedure.

Benson Meyers, Risk Manager, 503.916.3204, bmeyers@pps.net

Is there something to hide?

The post below originally appeared on December 4, 2010.    It’s now almost a year later and time to look back at what was promised and what’s been done.

Student Representative Henry Li’s Student Representative’s report being distributed at Monday’s board meeting (11/28/11) states ”Students related how, at both Madison and Franklin, TriMet buses were the main way for students to get to their new schools. The buses are so packed that some have to wait for two or three more buses to come before they can arrive at school or home. Some students who live closer to Franklin have to attend Madison instead, and vice versa – because the school district apparently transferred students to their new schools by cohorts: Renaissance Arts, BizTech, etc.” and “at Franklin, students described crowded conditions such that students must sit on windowsills in class.”

Yes, after spending who knows how much on hiring a firm to determine school closures based on enrollment and neighborhood demographics, PPS moved kids based on cohorts not proximity.

And Franklin student, Jazzmine Alcala commented this morning “First of all.. there has been no effort to monitor the former Marshall students’ well being other than the occasional ‘how are you doing?’ from a former Marshall teacher.  I can promise you the number of former Marshall students even attending class is not being monitored because I see that number depleting everyday myself.”  She asks “How many more students does PPS plan on losing, now that even more students will have a harder time finding their way to school?”

From 12/4/10:

A Marshall parent (Kelly McGrath) serving on the Marshall Transition Advisory Committee posed the following questions to PPS.  Their responses are included below:

What’s going to happen with the millions in grant funds that were obtained for Marshall? Will the funds follow the students? How will the district’s funding formulas be changed to address the increased needs of the schools?

A. Some grants were designated for the district and the district decided which schools could benefit. In those cases, money can be moved from one school to the other. Some grants have restrictions on the populations or usage, and they are being reevaluated this year to see what can move with the students. We will not know our funding/budget for several months. The general fund money that pays for many of our employees is expected to be less than this year considering the economy of the state. At this time no funding formulas have been confirmed for the 2011-12 school year.

Q. What is the plan for the 11 Marshall Project Return Homeless Youth students that fall under the McKinney Vento Act?

A. Those students will maintain their Title X status and continue with their present support system when they transfer to Franklin or Madison.

Q. Does the program for teen parents with infants/toddlers move to both Madison and Franklin? What happens to other incoming new or to be parents in the district when Marshall closes? Will they continue to receive TriMet passes?

A. As part of our capacity analysis, we are looking at the feasibility of placing the childcare at Madison where we are anticipating the likelihood of placing Marshall Night School. It is our hope to continue with two district-wide childcare facilities that will serve additional students (one will be at Roosevelt). The district and TriMet are in negotiations. We are advocating for all of our high school students and asking that the free bus passes continue next year.

Q. Will the night school program transfer to both Franklin and Madison? How does the closure affect those currently enrolled?

A. If the night school moves to Madison, we do not anticipate any break in their education.

Q. What are the plans for special education students and ELL concerns?

A. Students who are on an IEP and go to the resource center rooms for support will continue to do that at both Franklin and Madison. They will go to their assigned school based on which small school they are presently attending, exactly the same as non-special education students. We have not yet determined the placement for students who are in our special education self-contained classrooms. This cannot be done until the new boundaries are voted upon by the school board. Where the students live will be a significant factor in their new placement. ELL students will continue to receive the appropriate level learning supports regardless of their placements at Franklin or Madison. Both schools are adequately staffed.

Q. What happens to the MESD Health Clinic and the SUN program? Will Franklin become a SUN school?

A. This is another capacity issue. We have to make certain that there is room for additional programs at both Franklin and Madison. Madison has a health clinic, and Franklin would like to have one if capacity and finances allow for that addition. Madison will maintain its SUN program and Franklin would like to have it at their school if space allows.

Q. Is there any flexibility in school choice for displaced students, especially when programs aren’t currently offered at their new school?

A. The superintendent’s decision regarding school assignments included an option for students to enter into a lottery for the other assigned school. If students are still displeased with the final outcome, they can go through the lottery process with the rest of the district in February.

Q. How do teachers follow students? Will certain science, art, business teachers follow groups of students into each new school?

A. The assigning of teachers to Franklin and Madison will depend on seniority first. The teachers’ contract has a provision for mergers and closures of schools. There are enough students going to a particular school that teachers will follow them depending on their seniority in the district and what courses are taught at the new school.

Q. Are Marshall students going to be able to get the classes they need to continue their tracks?

A. Courses that are required for graduation are offered at the new schools. There may be unique courses offered at Marshall that are not offered in the new school. That does not mean they could not be offered in the future. Please note, that by attending a school with a larger population, students will actually have more course offerings from which to select.

Q. Will Marshall students have priority in the new schools when registering for classes for 2011-12?

A. Probably not. They will be students of their new school and treated on an equal basis with all other students who are new to the building or already attending.

Q. What is the outline for the cohort program? Based on small schools, location, grade level?

A. The superintendent decided that students of small schools will travel together to their newly assigned high school. There is no Marshall cohort within the new schools.

Q. When will new core programs be revealed in all schools?

A. Entering freshman will have access to the defined core program by the time they graduate. This includes advanced courses (IB or AP), two world languages, career preparation programs, visual and performing arts, and supports, such as ninth grade academies, additional literacy and numeracy support and online credit recovery options. Because ninth graders have very few electives and being off-track in ninth grade is predictive of not graduating, schools will first focus on ensuring that basic supports are in place at all schools for ninth graders; additional elective programs will be phased in over the remainder of students’ careers. However, Madison and Franklin, already offer the vast majority of the core program. For example, both Madison and Franklin offer 9 or more AP courses, at least two world languages and visual and performing arts programs.

Q. What additional resources and supports will PPS designate in Franklin and Madison for former small school students use to a personalized teaching model?

A. It is our hope to have the support services of SUN and Step up at Franklin, and it already exists at Madison. There is a mentor/academic support model at both schools. Every school that has such supports in our district has developed a unique program. As you visit the school, that would be a good question to ask for specific answers.

Q. What happens to Senior Inquiry for current Marshall juniors?

A. The Inquiry classes are not funded under PPS general funding sources. Title I funds were no longer covering this budget item. The Deputy Superintendent, Mark Davalos, used one-time stimulus funds this year to enable the classes to continue. Those particular federal funds will not be renewed to our knowledge. Both Madison and Franklin offer dual credit and AP College credit possibilities which could make up for Senior Inquiry.

Q. How does consideration for scholarships, valedictorian, varsity sports, etc. transfer to the new schools? Athletics – letters of recommendation from Marshall coaches for inclusion in sports?

A. Since all courses on transcripts will transfer over to the new schools, scholarships and opportunities for honors would not be hindered in any way. The school athletic directors and the district athletic director, as well as the coaches, will be meeting to discuss the sports questions and the Marshall students.

Q. How do we monitor Marshall students’ progress through 2014?

A. The school administration and the district Research and Evaluation department have a variety of evaluation instruments to measure student progress. This is done for all students in the district. PPS, through the input of principals and the Marshall Transition Advisory Committee, will also develop measures related to ensuring a smooth transition for Marshall students as well for the High School Design project in general. The Board will be holding the High School Design project accountable to these metrics on a quarterly basis.

Q. How do students receive credit recovery?

A. Both schools presently have credit recovery courses, including online options, and are expecting to continue with them.

Does it sound to anyone like PPS has a plan for Marshall students?

PPS Student Representative Henry Li submitted the following report to the board for the 11/29/11 meeting:

Even though the turnout at our second, November 17th Student Union meeting was 17 students instead of last time’s 26, our group is still coming along! The students who couldn’t make it truly had something else going on, and even though we didn’t have physical representation from two high schools at the meeting, the good news is that I have been communicating and sharing ideas with assigned representatives from every traditional high school in the school district and six alternative schools. Most of those who were absent have promised to be at the next meeting, and everybody is optimistic at the progress we’ve already made.

At the meeting, we made several important decisions. The Student Union will meet biweekly alternating Thursdays and Wednesdays now instead of once every month, giving us more time to get things done. We also made a final list of our “deep-dive” topics. They are: 1) revising money allocation in schools, 2) racial equity, 3) challenging classes that aren’t AP or IB, and 4) YouthPass. Because of the looming budget season, the money allocation topic will probably be the first we focus on. An example of why students are interested in this particular topic is that at Lincoln, a brand-new sports field was recently installed using money that students feel could have been better used elsewhere.

We welcomed PPS guest speakers who talked about the new EdBox gradebook program.  Students expressed how useful the new tool is but also their frustration when teachers failed to upload grades in a timely or regular fashion. This is one area they would like to see improvement in.  We all would love to see unnecessary, wasteful, and expensive progress report mailers eliminated with more consistent and frequent usage of the EdBox program. More than half our teachers don’t even have grades on progress reports anyway. Students were also excited when EdBox staff mentioned more research into how assignments not turned in – given zeroes – could have a more fair and equal weight in the grade calculation process.

Schools with only one representative on the Student Union will automatically have that one representative on SuperSAC, the first meeting of which will be December 5th at Jefferson High School. Some schools reached a consensus as to which of their reps would be on SuperSAC, and other schools will campaign for an upcoming email election. Personally, I am thrilled that SuperSAC is once again meeting regularly with the Superintendent.

The Student Union held a forum for former Marshall students on November 16 th in the Marshall High School library. Even though those who came don’t necessarily speak for every Marshall student, the stories that they shared require the full attention of the district.

Students talked about massive changes in friendship circles and their old lives, and how emotional they still felt. But these changes, no matter how poignant, aren’t really surprises. What are surprises are some aspects of the transition. Students related how, at both Madison and Franklin, TriMet buses were the main way for students to get to their new schools. The buses are so packed that some have to wait for two or three more buses to come before they can arrive at school or home. Some students who live closer to Franklin have to attend Madison instead, and vice versa – because the school district apparently transferred students to their new schools by cohorts: Renaissance Arts, BizTech, etc. The SUN program at Marshall transferred to Franklin, and not to both schools. And at Franklin, students described crowded conditions such that students must sit on windowsills in class. Step-Up, an academic support program at Madison, is only for freshmen. Students would like to take part in that. Lastly, the YouthPass is critical for some to even show up for class.

I learned that gaining feedback from these students is a process – and not a one-time event. We will definitely be continuing the conversation in the future. An idea we entertained that I personally like was having once-a-month “Marshall Nights” where students can participate in social events with their “old crowd,” and maybe even at their old school.

I came away from the campus wondering when the computers, hardware, and other resources lying unused could be worked into the high school system. I also wondered, assuming a new facilities bond passes, what would happen to the students of a school being upgraded. I heard there was a possibility they would be sent to Marshall. If that’s true, I hope Madison and Franklin are not the schools being upgraded first.

Through it all, I am very appreciative of how supportive the district is of student voice this year.

Our student group was thrilled to hear we would be having representation on the Long Range Facilities Committee as well as the teacher evaluation committee – both thanks to Superintendent Smith. Thanks also to Lincoln Principal Peyton Chapman for volunteering to be our “principal liaison” this year!

I still hope that through whatever mechanism we end up with, student ideas are heard and taken seriously. EdBox replacing progress reports and having once-a-month “Marshall Nights” are both ideas that I find fantastic, and I hope something becomes of them and other ideas I’ll be bringing in the future. Is there another committee we can have representation on? Just a thought.

Last, but not least, I want to personally thank Ms.Huson for designing a new website for the PPS Student Union and SuperSAC. And thanks to everyone else for helping us get on our feet.

Henry Li

Portland Public Schools facing whistle-blower claim from special ed leader

I don’t think I’m alone in my perception that PPS has a lot of bullshit administrator jobs.  Thank you Betsy Hammond for providing some proof of that:

Compared with other local school districts, Portland Public Schools pays an oversize share of employees $75,000 to $95,000 a year for mostly low-visibility jobs.

I don’t have a problem with teachers getting extra pay for extra work but I have a huge problem with PPS administrators creating jobs for their friends or for staff who were failures in their other PPS positions.

One thing missing from this story is PPS temporary employee data.  I’m not talking about temps from temp agencies (which PPS regularly uses) but employees who are hired into Limited Term or Long Term Temporary positions.  I know quite a bit about those positions because those hirings were one of my main responsibilities when I worked in PPS HR department.

Temporary employment with PPS is HOW PPS administrators are able to create midlevel positions for their friends.  They hire them into 60 day (Limited Term Employment) positions which do not require posting then create the regular positions.  Once they’ve already performed the responsibilities in a temporary role, they’re a shoe-in for the regular position.

You should see payroll cutoff days at PPS.  People submit timecards for jobs that nobody knew they were hired into.  The entire HR department needs a thorough audit!

I’ve heard from some Marshall families that the transition to Franklin or Madison hasn’t gone well for their kids but I’d like to hear from more students, parents and staff.

Teachers, students, and parents at Madison and Franklin, how are things going for you?