"Political language is designed to make lies sound truthful and murder respectful, and to give an appearance of solity to pure wind." George Orwell (1984)
Political language is "intended not to inform, but to confuse, deceive, or as Orwell said, "make nothing appear like something."
The State Board of Education is accepting nominations for the 2009 Heroes for Children Award.
This annual award recognizes public school volunteers who have been strong advocates for Texas school children. One person from each of the board’s 15 districts will be selected and the winners will be honored during the board’s September meeting.
The nomination form is available on the Texas Education Agency’s Web site at
www.tea.state.tx.us/index4.aspx?id=4140.
Completed applications must be received by 5 p.m. on Friday, May 29.
... My name is ... and I teach in Dallas ISD and have taught here for 7 years. I want to communicate with you how concerned I am about the use of CEI's and how they are used to evaluate teacher performance.
First of all, I love teaching! I always felt that teachers that teach in Dallas ISD are special because we have special students sometimes who have problems at home that preoccupy their time and make it hard for them to learn. We have to be conscious of that when teaching them and in interacting with their parents. I have felt for a long time that I want to be one of these teachers. Someone has to teach them, they are our future leaders!
Since we have been awarded recognition from the Brookings institute it would seem that we are on our way to doing that. My school has also been recognized or exemplary all of the years I have been there. I have taught third grade for 3 of these years and 1st and second for the other years. My TAKS passing rate at the time I taught 3rd was in the 90,s each time. Now all of the sudden I, along with some of my colleages are ineffective according to the CEI rating.
How can we be so bad that you do not want us in this school district any further? The PDAAS teacher evaluations do not reflect this, nor have we been approached by our administrator about problems in the classroom.
On the contrary, we are asked to tutor other students who are struggling and complimented on our teaching style. Our colleagues request our assistance with struggling learners and TPRI results show improvement. How is our school always recognized or exemplary? Yes, we did help this to happen!
The CEI rating is comparing our students to like students in the district, not how they have grown from one year to the next. How can we be rated on one item and not take anything else into account before letting teachers go?
I can handle the change in pay dates, the increased insurance premiums if I have to,but please, please do not use CEI's to determine my contract and also, keep learning center programs!
Thank-you for taking the time to read this and please reconsider this issue.
Dallas ISD Teacher
House Public Education Committee Chair Rob Eissler asked for a suspension of the rules to post HB 3552 for discussion in the Education Committee today. He received the 4/5 vote required for the suspension.
HB 3552 ws filed by State Representative Yvonne Davis of Dallas. It calls for the abolition of existing school districts in certain counties and the creation of new school districts. HB 3552 would split Dallas ISD.
Dallas ISD now intends to violate the agreement it made with a federal court and its own policy (AE Local) that includes the Declaration of Commitments and Covenants upon release from court supervision.
Dallas ISD Learning Center desegregation waivers have been approved by TEA every year since the District was released from court supervision on June 5, 2003 and the Declaration of Commitments and Covenants adopted by the Board.
Only now is misinformation being given about the history of this issue.
Section 1113 (a)(7) of the federal No Child Left behind Act of January 8, 2002 states:
"WAIVER FOR DESEGREGATION PLANS -- The Secretary may approve a local educational agency's written request for a waiver of the requirements of subsections (a) and (c), and permit such agency to treat as eligible, and serve, any school that children attend with a State-ordered, court-ordered school desegregation plan or a plan that continues to be implemented in accordance with a State-ordered or court-ordered desegregation plan, if ..."
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To: Dina Hernandez
School/Dept: Division of Formula Funding
Phone: (512) 475-8525 ___________________
Fax: (512) 463-7915
From: Christina Campos
Department: Budget Services
Phone: (972) 925-3661
Fax: (972) 925-3365
Date: February, 1 2009
Pages: 3
(Including cover page)
Comments: The attached submittal letter reflects method used to determine comparability. Also attached is the signed the Comparability Assurance Document.
The completed Title I, Part A Comparability Computation Form is being e-mailed today.
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February 2, 2009
Dina Hernandez,
Division of Formula Funding
Texas Education Agency
1701 North Congress
Austin, Texas 78701
Dear Ms. Hernandez:
Title I, Part A Comparability Computation Forms are being transmitted via e-mail.
Data reflecting the number of enrollments and non-federal instructional full-time equivalent positions (FTE’s) were extracted from the preliminary PEIMS October 2008 snapshot data and is included in this report. Some of the non-federal instructional staff were included as central staff even though they are allocated to the campuses on an as needed basis and were not included in the PEIMS data. These employees have been prorated to the campuses, based on student enrollments, for the purpose of determining comparability. Campuses with pre-kindergarten enrollments were analyzed to determine whether instruction was provided on a full-day or half-day basis so that similar campuses could be compared.
The Magnet, Learning Centers, Vanguards, Montessori’s, Academies, Alternative, Vanguard/Academies, and Internal Charter schools have been excluded from the comparability calculations. The court desegregation orders of 1971, 1989, and 1993 mandated that additional resources be provided to these campuses in order to equalize the educational needs of students’ districtwide. In November 2002 the district’s Board of Trustees adopted a list of commitments that would be followed if the district were released from court-ordered supervision. In June 2003 the district was released from the federal desegregation court order with the Court partly basing its decision on the adoption by the board of the Commitments and Covenants. Data has been provided on these campuses for information purposes only (see 2007-2008 Campuses Excluded From Comparability.xls). A copy of the Declaration of Commitments and Covenants Upon Release from Court Supervision is enclosed.
If you have any questions concerning this issue, please contact me at (972) 925-3802.
Sincerely,
Steven Korby
Executive Director of Financial Services
Budget Services
Attachments
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December 1, 2005
Mr. Thomas E. Manley, CPA
Division of Formula Funding
Texas Education Agency
1701 North Congress
Austin, Texas 78701
Dear Mr. Manley:
Title I, Part A Comparability Computation Forms are being transmitted via e-mail. Dallas ISD is submitting a total of 24 forms for the grade spans listed in the attached.
Data reflecting the number of enrollments and non-federal instructional full-time equivalent positions (FTE’s) were extracted from the preliminary PEIMS October 2005 snapshot data and is included in this report. Some of the non-federal instructional staff were included as central staff even though they are allocated to the campuses on an as needed basis and were not included in the PEIMS data. These employees have been prorated to the campuses, based on student enrollments, for the purpose of determining comparability. Campuses with pre-kindergarten enrollments were analyzed to determine whether instruction was provided on a full-day or half-day basis so that similar campuses could be compared.
The Magnet, Learning Centers, Vanguards, Montessori’s, Academies, Alternative, Vanguard/Academies, and Internal Charter schools have been excluded from the comparability calculations. The court desegregation orders of 1971, 1989, and 1993 mandated that additional resources be provided to these campuses in order to equalize the educational needs of students’ districtwide. In November 2002 the district’s Board of Trustees adopted a list of commitments that would be followed if the district were released from court-ordered supervision. In June 2003 the district was released from the federal desegregation court order with the Court partly basing its decision on the adoption by the board of the Commitments and Covenants. Data has been provided on these campuses for information purposes only (see 2005-2006 Campuses Excluded From Comparability.xls). A copy of the Declaration of Commitments and Covenants Upon Release from Court Supervision is enclosed.
If you have any questions concerning this issue, please contact me at (972) 925-3655.
Sincerely,
Attachment
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There is an additional exclusion in the federal No Child Left behind Act of January 8, 2002 - Section 1120A(d) - Fiscal Requirements:
(d) Exclusion of funds - For the purposes of complying with subsections (b) and (c), a State educational agency or local educational agency may exclude supplemental State or local funds expended in any school attendance area or school for programs that meet the intent and purposes of this part.
Learning centers meet both the Section 1120A(d) exclusion and the Section 1113 (a)(7) waiver for desegregation plans.
Judge Harold Barefoot Sanders was a good and decent man and outstanding federal judge.
His last thoughts on the Learning Centers are contained in the Court Order where he states that Dallas ISD promised the Court to continue and even replicate Learning Center programs in other schools.
Memorandum Opinion and Order (June 5, 2003)
"The Learning Centers are a valuable tool in the District's efforts to increase minority achievement, and their programs appear to be particularly effective. Dr Moses testified that the Learning Centers "are outstanding programs" that are "certainly worthy of replication." The Covenants also refer to the replication of successful Learning Center programs at other schools throughout the District."
"The Court commends the District, both on its compliance with the Court's Orders in this area and on its commitment to maintain and replicate the Learning Center programs. The Court relies on this commitment."
"The Court relies on the DISD's continued commitment to desegregation programs as evidenced by the Board-adopted Covenants. The Court would regard any material deviation from those Covenants as a breach of faith."
Judge Harold Barefoot Sanders passed away on September 21, 2008.
This is a racially targeted agenda.
For some time it has been the agenda of this superintendent - and others before him - to undermine learning centers, established to address racial disparities found to exist by a federal court during the decades long desegregation lawsuit. For years certain board members, Hispanic and white, have agitated to destroy the learning centers.
Learning centers, unlike the current agenda at Dallas ISD, were developed in response to evidence presented in a court of law. They were not political - they were a targeted effort to overcome institutional racism in Dallas ISD. They were created because the district was deemed unfair, unethical, immoral and discriminatory. The need for the learning centers remains.
It is their origin, as special desegregation tools developed especially for African American students, that is deeply hated.
Last Thursday the latest deception was practiced. The Board was told and news reports repeated that learning centers must be destroyed because of federal comparability requirements. I requested all information received by the district from the Texas Education Agency (TEA).
One page was received -- it outlined an internal discussion at TEA. Nothing was provided showing a direct communication from TEA to Dallas ISD or from Dallas ISD to TEA.
Since we had been informed that "Trustees" requested this review of the learning centers - not TEA, I asked last Thursday for the names of the Trustees who requested a review of the learning centers. The reply was, "I do not recall." Only Trustee Jack Lowe volunteered that he was one of the Trustees. What was the secret? Trustees asked for this review. Who are they?
This is the new face of racial politics that reigns in Dallas ISD. It is just as ugly as the old one which was easier to recognize. Attack all programs that were originally designed for African American students and call it "reform."
It is simply the latest effort to remove resources that were intended to address the historic educational discrimination against black students.
Yet, neither the school administration nor press reports have once mentioned that there is also a specific federal waiver provision for desegregation plans.
Section 1113 (a)(7) of the federal No Child Left behind Act of January 8, 2002 states:
"WAIVER FOR DESEGREGATION PLANS -- The Secretary may approve a local educational agency's written request for a waiver of the requirements of subsections (a) and (c), and permit such agency to treat as eligible, and serve, any school that children attend with a State-ordered, court-ordered school desegregation plan or a plan that continues to be implemented in accordance with a State-ordered or court-ordered desegregation plan, if ..."
Just as it was done when the Board and administration refused to obtain clearance from the TEA and Secretary of State's Office before rushing to change Dalllas ISD terms of office from three to four years, the effort is being made to practice a similar deception here.
Learning centers and certain other parts of the desegregation plan can only be changed by a super majority of the Board (7 votes). The 7 vote requirement was put in place for exactly the reason we see now - to make it more difficult to change the agreement made with the federal court in order to be released from over three decades of court supervision.
The present callous board will attempt to disregard its own very clear agreement with the federal court and preserved as District policy in the Declaration of Commitments and Covenants (AE-Local) - if it can get away with it.
But this will also require at least one African American Trustee to betray the Declaration of Commitments and Covenants.
"This is about people fighting for the polluted pie--for a piece of it. But I'll be very disappointed if the African-American community starts losing resources." --Former Trustee Yvonne Ewell.
Declaration of Commitments and Covenants - Upon Release From Court Supervision
by Mother Theresa
Life is an opportunity, benefit from it.
Life is beauty, admire it.
Life is a dream, realize it.
Life is a challenge, meet it.
Life is a duty, complete it.
Life is a game, play it.
Life is a promise, fulfill it.
Life is sorrow, overcome it.
Life is a song, sing it.
Life is a struggle, accept it.
Life is a tragedy, confront it.
Life is an adventure, dare it.
Life is luck, make it.
Life is too precious, do not destroy it.
Life is life, fight for it.
The proposed amendment to Section 11.065 of the Texas Education Code reads as follows:
81R5681 PAM-D
By: Davis of Dallas H.B. No. 1387
A BILL TO BE ENTITLED
AN ACT
relating to hearing requirements for the adoption of certain rules by a board of trustees of certain school districts.
BE IT ENACTED BY THE LEGISLATURE OF THE STATE OF TEXAS:
SECTION 1. Section 11.065, Education Code, is amended by amending Subsection (d) and adding Subsection (e) to read as follows:
(d) Notwithstanding Chapter 171, Acts of the 50th Legislature, Regular Session, 1947 (Article 2783d, Vernon's Texas Civil Statutes), to the extent consistent with this section, the board of trustees of a school district described by Subsection (a) may adopt rules necessary to govern the term, election, and residency requirements of members of the board that may be adopted under general law by any other school district. Before adopting a rule under this subsection, the board must:
(1) hold a public hearing at which registered voters of the district are given an opportunity to comment on the proposed rule; and
(2) not later than the seventh day before the date of the hearing, publish notice of the subject matter, location, date, and time of the hearing in a newspaper of general circulation in the district.
(e) The board of trustees of a school district described by Subsection (a) shall order and hold an election in the district to approve any rule adopted by the district under Subsection (d). A rule adopted by the district under Subsection (d) is not effective until it is approved by a majority of the district residents voting at an election held under this subsection. An election under this subsection must be held on the first uniform election date that occurs after the date the rule is adopted. For an election under this subsection, the ballot shall be prepared to permit voting for or against the proposition: "Approving a rule adopted by the board of trustees of (name of school district) that governs the requirement of members of the board concerning (insert description of rule)."
SECTION 2. This Act takes effect immediately if it receives a vote of two-thirds of all the members elected to each house, as provided by Section 39, Article III, Texas Constitution. If this Act does not receive the vote necessary for immediate effect, this Act takes effect September 1, 2009.
The latest proposal to cut teacher contracts from two years to one may further weaken teacher confidence and create greater teacher fear. Teachers crippled by fear are inhibited from doing their best work and teacher morale suffers.
My belief is that good teachers are more important than Trustees, a Superintendent, or top staff. Teachers ought to be able to teach in a District that respects the very important role they will always play in student achievement.It appears this proposal may not be supportive of teachers who are sometimes blamed and held accountable for everything.The following communication explains the concerns expressed by a Dallas ISD teacher of eight years:
-----------------------------------------------------------Dear School Board member,
My name is ... I am a resident of the city of Dallas. My address is ..., Dallas,. I am also a teacher in the DISD...
I am writing you in reference to the one year contracts that are being considered for teachers and others in the DISD.
I have been with the district for eight years now. I have watched many changes to the district. There have been many that have concerned me over these years and made me wonder what the administration of the district has against teachers. The one year contracts are yet another.
I have yet to hear a convincing argument for this change. Why? How is it advantageous to the district to put teachers in such a position as to make us fearful of our jobs? It seems to me that teachers who feel safe in their careers and appreciated by their administrators will be happy teachers and will better teachers. Worrying if we will have a job is not conducive to concentrating on the students and their learning. In a time when we are under severe pressure from all directions, feeling safe and appreciated would go a long way to helping us reach the lofty goals set by Superintendent Hinojosa, goals worthy of our best efforts. Our best efforts are not gained by the threat of losing our jobs. Quite the contrary. Fear and intimidation make people in any profession so stressed that they become less effective in whatever it is they are seeking to accomplish. We do not want that here in the DISD. I think you will agree that what we need is the feeling of a close team aimed at one goal. Not making test scores rise but making our students successful in their education. If we accomplish that the test scores will take care of themselves.
... I hear from teachers more often than others would. I can say from real knowledge that morale in general is very low. There is a pervasive feeling that our jobs are unsafe and that we are unappreciated.
Teachers should not have to feel this way. It is out efforts, after all, that have brought the DISD the accolades of the Brookings Institute. Yes, the administration can lead, but it is the troops in the trenches who make the real difference..
I strongly urge you to ask yourself how you would feel if the roles were reversed. Would you feel totally directed toward the primary calling of the profession (the education of out students) or would you feel a need to duck and cover to protect your job?
PLEASE do not vote to go to one year contracts. Let us have one thing that gives us some sense of security. By retaining two year contracts you will tell teachers you do value their diligent efforts to bringing success to our students.
Thank you,
...
...
Dallas ISD
This morning was a rich experience at Adelle Turner Elementary.