Education Week - July 20, 2016 - 30

LETTERS to the EDITOR Open-Access Ed Tech Should Be Aligned to State Standards To the Editor: Amazon recently followed its competitors Apple, Google, and others into the education technology space with the launch of its Inspire platform, an open education resource ("Will Amazon Change the Way Teachers Find Lesson Plans?," Curriculum Matters blog, www.edweek.org, June 27, 2016). But, so far, there is little evidence that such online portals delivering mountains of lesson materials have done much to improve teachers' instruction. Most do spend a lot of time looking for classroom lesson materials. In a recent RAND Corp. study, my colleagues and I found that almost all mathematics and English/language arts teachers select or develop their own instructional materials for classroom lessons, and almost half reported spending four hours a week or more doing so. According to the study, almost 90 percent of elementary teachers and half of secondary teachers seek out instructional materials from online sources, including both targeted sites like TeachersPayTeachers.com and more general-interest ones, such as Pinterest. Indeed, teachers can and should have the freedom to select and develop at least some of their own instructional resources. WHAT DO YOU THINK? Write a letter to the editor! Send to: ewletter@epe.org To improve their instruction, teachers need high-quality instructional materials that are organized into coherent units, and lessons that are sequenced and include material that meets the needs of both struggling students and more advanced students over time and through a logical progression of skills. Teachers also need to understand how those materials align with state and district standards and assessment requirements. State and local officials could help with this step by rigorously evaluating materials from a number of online sources and using what is available to build coherent curricula for teachers that align with state standards and assessments. Policymakers and educators should be seeking ways for educational technology to add coherence to teachers' worlds, instead of just more information. Julia Kaufman Policy Researcher RAND Corp. Arlington, Va. Educator Sexual Misconduct Targeted by Provision in ESSA To the Editor: Thank you for your coverage of the new federal K-12 law, the Every Student Succeeds Act. Your introduction to the article series, "Inside the Every Student Succeeds Act" (Jan. 6, 2016), is absolutely correct in stating that "Now comes the really hard part: implementation." Topics that you covered included "accountability and testing, teacher quality, research, regulation, funding, early-childhood education, and thorny issues involving student groups that often lag behind their peers," as the introduction states. As vice president of S.E.S.A.M.E. (Stop Educator Sexual Abuse, Misconduct, and Exploitation), a 45-year veteran classroom teacher, a parent, and grandparent, I would encourage all educators to take special note of one "thorny" issue in particular. The issue is found in ESSA's Section 8038, titled "The prohibition on aiding and abetting sexual abuse in schools." Incidents of educator sexual misconduct seemingly are either increasing at an alarming rate or the reporting of such incidents has increased dramatically. In 2014, our research shows, at least 458 school employees were arrested across America for sexual misconduct with students-more than one per day of the year. In 2015, our research shows that number jumped to at least 496 arrests. One study by the U.S. Government Accountability Office reported that the average pedophile who is a school employee molests 73 children over a lifetime. Regardless, for decades, the practice of allowing offending teachers to simply leave their current districts and find teaching positions in other districts has persisted. This practice must stop. Section 8038 will help hold those people accountable who continually put children at risk. Teacher sexual misconduct and abuse is indeed a thorny subject that must be addressed in every school district in this nation. Encouraging districts to pay special attention to Section 8038 of ESSA will go far in protecting our students and stopping educator sexual misconduct. Section 8038's importance deserves a deep look in Education Week's "Inside the Every Student Succeeds Act." Letters should be as brief as possible, with a maximum length of 300 words. 30 | EDUCATION WEEK | July 20, 2016 | www.edweek.org/go/commentary John M. Seryak, Vice President S.E.S.A.M.E. Reynoldsburg, Ohio Less Rigorous 'False' Diplomas Hurt Students With Disabilities To the Editor: In his Commentary "Making Sense of High School Graduation Rates" (May 18, 2016), John Gomperts, the chief executive officer of America's Promise Alliance, correctly points out that "giving false diplomas or passing students who aren't ready helps no one." Unfortunately, that is exactly what is happening to students with disabilities in most states. Several recent reports have established the fact that students with disabilities-i.e., those eligible for special education services and supports-are routinely awarded a regular high school diploma by satisfying graduation requirements that are both substantially different and less rigorous than those for their peers without disabilities. A special education designation appears to be a license for schools, districts, and states to expect far less of these students, despite no evidence that they are incapable of meeting the same standards. Consider this: While the four-year adjusted cohort graduation rate for students with disabilities in the 2013-14 school year was reported to be 63 percent, the 2015 National Assessment of Educational Progress in mathematics and reading in 12th grade found only 8 percent of public school special education students reached the "proficient" level in reading, and only 3 percent reached that level in math. This disparity strongly suggests that many students with disabilities are being given diplomas that really have no meaning with regard to how prepared they are to go forward in life, whether in higher education or a career. As states look to increase graduation rates for groups of students lagging significantly behind America's Promise Alliance's GradNation goal of a 90 percent high school graduation rate-which includes those students with disabilities-let's hope states will also begin to report as graduates only those students earning a "regular" high school diploma. That is, the standard high school diploma awarded to the preponderance of students in the state. Candace Cortiella Director The Advocacy Institute Marshall, Va. Correct Name Pronunciation Aids Classroom Management To the Editor: Regarding the article "Bungling Student Names-: A Slight That Stings" (May 11, 2016), I spent 11 years of my life as a daily full-time substitute, known as an occasional teacher, in a school district just north of Toronto, Canada, with a large and very ethnically diverse student population. China (mainland and Hong Kong), India, Pakistan, Sri Lanka, Japan, Afghanistan, Iran, Iraq, Russia, and many other countries were represented in the student population. When I take attendance in a new classroom, I have learned the importance of pronouncing each name correctly. I have heard the class laughter and witnessed the embarrassment of the student whose name I have mispronounced. I have also seen the relief when I have said a student's name correctly. I read the attendance aloud to myself, alone, before class to make sure I am comfortable with the names and know how to pronounce them. If I find a particularly difficult name, I ask a neighboring teacher, or one of the other students as the class enters the class. I do this quietly and unobtrusively. I then take attendance reading the names slowly and clearly, and if there is a chance that the pronunciation is ambiguous (to me), I give alternative ways to the student and politely ask which one is right. If there is confusion, I ask the student to say his or her name. I am touched by the look of relief in students' faces when their names are said correctly and often I hear the comment "You're the first OT [substitute teacher] to get my name right!" When I really stumble over a name, I apologize immediately and make sure all laughter stops. In doing all this, I let the students see and know that I care about them because I have learned to say their names correctly. The bonus is that classroom-management issues are severely reduced. Dirk Mast Covenant Global School Toronto, Canada Transgender Restroom Debate Draws Readers' Reactions To the Editor: I have been a teacher or administrator in public and higher education for 53 years. As I retire from my current position as the dean of the college of education at the University of North Texas, I have a few (admittedly biased) observations about the role of government in education. For one, both federal and state governments have taken an increasingly directive role over this time period in how education should be done, rather than just providing funding for education. Currently, the big topic they are addressing is who should use which bathroom-what a trivial topic and one that is being handled well by the schools themselves without government intervention ("Transgender Debate: What's Next?," June 1, 2016). Educators and educational leaders are well prepared to run schools; many have spent years in the learning and practice of those skills. For goodness' sake, leave them alone, and let them do it. Jerry R. Thomas Dean and Professor College of Education University of North Texas Denton, Texas To the Editor: One simple solution to the bathroom wars is to make more single-occupancy bathrooms. We had one bathroom at home when I was a child. It was used by everyone. Later, we added another bathroom. Both were singleoccupancy and open to anyone. It is a simple solution and probably much cheaper than all the arguing and posturing over the matter. Single-occupancy bathrooms would also help with other problems, such as bullying in the bathrooms or smoking in the bathrooms. Multiple-occupancy bathrooms have sometimes provided supervision-free zones, and that can lead to problems. No new technology is needed, just a few smoke detectors. Herbert de Launay Natchitoches, La. COMMENTARY POLICY Education Week takes no editorial positions, but publishes opinion essays and letters from outside contributors in its Commentary section. For information about submitting an essay or letter for review, visit www.edweek.org/go/guidelines. http://www.edweek.org http://www.TeachersPayTeachers.com http://www.edweek.org/go/guidelines http://www.edweek.org/go/commentary

Table of Contents for the Digital Edition of Education Week - July 20, 2016

Education Week - July 20, 2016
First-Generation College-Goers Try Campus Life
Dose of Empathy Found To Cut Suspension Rates
Vouchers Put Some Parents in Squeeze on Spec. Ed. Rights
Data Loom Large in Quest for New School-Quality Indicator
Detroit District Splits To Shore Up Schools
News in Brief
Report Roundup
Common Core Poses Logistical Challenges In Writing Instruction
Longtime Leader in Education Journalism Passes the Baton
Schools Prepare to Confront Questions on Race, Policing
Blogs of the Week
Landmark Equity Study Turns 50
A Persistent Divide
Digital Device Choice Has Noticeable Impact On Test Performance
Will FAFSA Changes Speed Up Aid Awards?
U.S. Supreme Court’s 2015-16 Term
States, Districts Eyeing Chance to Craft Innovative Tests
K-12 Issues: Where the Candidates Stand
Setting the Education Department’s Direction
Blogs of the Week
ALICE JOHNSON CAIN: ESSA Could Leave Vulnerable Students in Limbo
ERICA FRANKENBERG & LILIANA M. GARCES: What Fisher v. University of Texas Means for K-12 Districts
SAUL DREVITCH: The Wisdom of an 8th Grader
Letters
TopSchoolJobs Recruitment Marketplace
ADAM KIRK EDGERTON: K-12 Schools: We Have Our Own ‘Brexit’ Problem
Education Week - July 20, 2016 - Detroit District Splits To Shore Up Schools
Education Week - July 20, 2016 - 2
Education Week - July 20, 2016 - 3
Education Week - July 20, 2016 - News in Brief
Education Week - July 20, 2016 - Report Roundup
Education Week - July 20, 2016 - Common Core Poses Logistical Challenges In Writing Instruction
Education Week - July 20, 2016 - Longtime Leader in Education Journalism Passes the Baton
Education Week - July 20, 2016 - Schools Prepare to Confront Questions on Race, Policing
Education Week - July 20, 2016 - 9
Education Week - July 20, 2016 - Landmark Equity Study Turns 50
Education Week - July 20, 2016 - 11
Education Week - July 20, 2016 - A Persistent Divide
Education Week - July 20, 2016 - Digital Device Choice Has Noticeable Impact On Test Performance
Education Week - July 20, 2016 - Will FAFSA Changes Speed Up Aid Awards?
Education Week - July 20, 2016 - 15
Education Week - July 20, 2016 - 16
Education Week - July 20, 2016 - 17
Education Week - July 20, 2016 - 18
Education Week - July 20, 2016 - 19
Education Week - July 20, 2016 - 20
Education Week - July 20, 2016 - States, Districts Eyeing Chance to Craft Innovative Tests
Education Week - July 20, 2016 - K-12 Issues: Where the Candidates Stand
Education Week - July 20, 2016 - 23
Education Week - July 20, 2016 - Setting the Education Department’s Direction
Education Week - July 20, 2016 - Blogs of the Week
Education Week - July 20, 2016 - 26
Education Week - July 20, 2016 - 27
Education Week - July 20, 2016 - ERICA FRANKENBERG & LILIANA M. GARCES: What Fisher v. University of Texas Means for K-12 Districts
Education Week - July 20, 2016 - SAUL DREVITCH: The Wisdom of an 8th Grader
Education Week - July 20, 2016 - Letters
Education Week - July 20, 2016 - 31
Education Week - July 20, 2016 - 32
Education Week - July 20, 2016 - TopSchoolJobs Recruitment Marketplace
Education Week - July 20, 2016 - 34
Education Week - July 20, 2016 - 35
Education Week - July 20, 2016 - ADAM KIRK EDGERTON: K-12 Schools: We Have Our Own ‘Brexit’ Problem
Education Week - July 20, 2016 - CT1
Education Week - July 20, 2016 - CT2
Education Week - July 20, 2016 - CT3
Education Week - July 20, 2016 - CT4
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