UK Greek Sing 2010

Back in the day.... fraternity crooners would strum ukuleles beneath sorority house windows singing for dates; hoping for the encouragement of "silk."

Before long the men began to compare their best songs and soon after singing competitions began to emerge. But that changed somewhere around the 80s.

Today's Greek Sing is a whole 'nuther thing.

Women, in particular, perform intricate choreographies built around a theme and featuring contemporary songs. The men seem to be coming from a different place. Being cool and humorous (and often in drag) seems to be the most important thing.

For example, two years ago the Sigma Chi's performed a routine most likely designed for women, and a certain kind of women at that. The only thing missing was a pole. The "dance" sufficiently offended the judges that the gentlemen of Sigma Chi were disqualified for 2008 and not allowed to perform in 2009. Their returning performance this year was met with anticipation. The Sigma Chi's opened with a clever bit involving the words to the song they were performing being written on both sides of their shirts. The men would jump and rotate to display the appropriate words as the song played.

Then they stripped down to their gym shorts and recreated the bump and grind that got them disqualified in 2008.

Below are a couple of more representative shots. The defending soroity champs from 2009, the "Thetas of Oz" opened their show in black and white.

Then, after four bar blackout, voila. The wicked Witch of the East is under the house and everything is in color - just the way Judy Garland would have wanted it.

This from UK:

Participating in Greek life in college is not just about parties, recruitment week or meeting on Monday nights. Community service and philanthropy are major aspects of taking part in a sorority or fraternity, and they can be the most rewarding. The sisters of Chi Omega know what it is like to work hard and feel rewarded for their community service efforts. They host the annual Greek Sing event, along with Sigma Alpha Epsilon fraternity, to benefit the Make-A-Wish Foundation of Kentucky.

This year’s event was held Saturday at Memorial Coliseum. The night featured creative and original acts featuring the talent of UK sororities and fraternities. Thousands of students, alumni, parents and members of the Lexington community nearly filled Memorial Coliseum. Last year the sisters of Delta Gamma took home the winning trophy plus $500 for their sorority's philanthropy.

All proceeds from the event are donated to the Make-A-Wish Foundation to help grant the wishes of children suffering from life-threatening medical conditions.

Former "Cassidy Kid," Kaelyn Query, the Chi Omega Greek Sing chair, said the event raised a record $100,000 last year. "One of the greatest rewards is seeing the children's wishes granted and knowing that it was possible because of this event," Query said.

Previous wishes that Chi Omega helped grant include a trip to Disney World, providing a new computer for a young boy and helping another child to spend the day with the UK basketball team.

Anyone interested in donating money please contact Kaelyn Query at Kaelyn.Query@uky.edu.

If you would like to learn more, visit the Make-A-Wish Foundation of Kentucky, here.

The Road Taken

A couple of years ago, then Education Commissioner Jon Draud said out loud what a lot of Kentucky educators already knew - Kentucky was at the crossroads.

Would off-the-shelf norm-reference tests and their secret curriculum become the way forward for Kentucky students? Would the death of CATS spell the end of education reform in the state? Would citizens continue to support their schools even as the early trailblazers of 21st century Education Reform 1.0 were passing into history?

Kentucky had a choice to make, and following the new and improved Senate Bill 1 of a year later, and the near-heroic efforts (so far) to maintain school funding in the face of a profound recession, the choice has been made.

No longer at the crossroads, Kentucky has hitched it's wagon to common core standards, a movement of some national import.

Current Commissioner Terry Holliday told the assembly at this week's KBE/CPE/EPSB joint meeting that Kentuckians wishing to know where the state is headed educationally need only look at KDE's application for Race to the Top grant funds for a road map.

So what's in our immediate future?

This from the Commish at Dr. H's Blog:

We are scheduling a statewide summit in early April to roll out the plan, and we will then keep the public and legislative leaders informed of our progress through a Web-based project management plan. The plan ensures the level of engagement, professional development and public awareness that will be necessary to make certain every parent and every businessperson in Kentucky knows why we are implementing the Common Core Standards.

The main reason – our children.

A young person who graduates from a Kentucky high school should know that he/she is prepared for college and/or career based on his/her choice. We must eliminate the need for high school graduates to pay for remediation courses for which they do not receive college credit.

The responsibility will be a shared responsibility. Teachers must address the needs of ALL students, students must be held accountable for individual progress, and parents must be involved in supporting schools and their children. The future is in all of our hands, and my few months in Kentucky have convinced me that Kentucky teachers, students and parents can rise to challenge.

All Excited over Core Content Standards

They're doing the happy dance in Frankfort.

Personalize funny videos and birthday eCards at JibJab!

...with apologies to Lorraine Williams for not including her...and profuse apologies to everybody I did include. Enjoy.

Results from latest AP Report

U.S. Public Schools: High School Class of 2009

Percentage of Students Scoring a 3

or Higher on an AP Exam During High School

This from the College Board:

Across the nation, educators and policymakers are helping a wider segment of the U.S. student population experience success in AP (see Table 1)

15.9 percent of the public school graduating class of 2009 had access to an AP experience that resulted in a score of 3 or higher — the score research shows to be indicative of students learning at levels that increase the likelihood of success in college. This achievement represents a significant and consistent improvement since the class of 2004, when 12.7 percent of graduates had experienced success in AP. Eighteen states equaled or exceeded the national percentage of 15.9 percent.

Increasing numbers of African American, Latino and American Indian students are participating in AP, but these students remain underserved (see Figure 2)

Hispanic or Latino students represent 15.9 percent of the public school graduating class of 2009, and 15.5 percent of the AP examinee population.

Black or African American students represent 14.5 percent of the public school graduating class of 2009, and 8.2 percent of the AP examinee population.

American Indian or Alaska Native students represent 1.2 percent of the public school graduating class of 2009, and 0.6 percent of the AP examinee population.

A number of individual public schools are recognized in the report because they have the largest number of African American and/or Latino students from the class of 2009 experiencing success in particular AP subjects. See Table 3 for details.

This year’s report shows the racial/ethnic demographics of the total graduating class compared to the racial/ethnic demographics of the AP population scoring a 3 or higher on an AP Exam (See Table 2). An equity and excellence gap appears when
traditionally underserved students comprise a smaller percentage of the successful student group than the percentage these students represent in the graduating class.

18 states have closed the equity and excellence gap for American Indian or Alaska Native students.

16 states have closed the equity and excellence gap for Hispanic or Latino students.
2 states have closed the equity and excellence gap for Black or African American students. More low-income students are participating and experiencing success in AP than ever before:

18.9 percent of AP examinees from the graduating class of 2009 were low-income students, up from 17.0 percent in the class of 2008 and 13.7 percent in the class of 2004.

Low-income students made up 14.7 percent of the students experiencing success in AP from the graduating class of 2009, compared to 13.4 percent from the class of 2008 and 11.7 percent from the class of 2004.

See State Reports for details.

Note: Because the number of low-income students in the total graduating class is not available, we are unable to report on equity and excellence gaps, as defined above, for low-income students.

Teaching the Bible

This from the Herald-Leader:

Bill either unconstitutional or unneccessary

In a 1963 case, the U.S. Supreme Court ruled that a required reading of Bible verses in public schools violated the Establishment Clause of the U.S. Constitution's First Amendment. But the ruling in Abington vs. Schempp went on to say objective academic study of the Bible was permissible in public schools....

But Kentucky has its own constitutional language regarding the separation of church and state, and Senate Bill 142 may well trip over it.

Section 5 of the state constitution says in part: "No preference shall ever be given by law ... to any particular creed, mode of worship or system of ecclesiastical polity." And one definition of "creed" in the Random House Webster's Collegiate Dictionary is: "an accepted system of religious or other belief."

One could argue then that any public school system in Kentucky offering an elective course "on the Hebrew scriptures and the New Testament of the Bible" must also offer elective courses on other accepted systems of religious belief, such as Islam's Quran.

But even if the state constitution doesn't preclude teaching the Bible in public schools, we see no valid reason for enacting this bill...

Quick Hits

Teach for America could lose dedicated stream of federal funding: An Obama administration plan to create a broader grant competition for teacher-training programs could end the dedication of federal funding to Teach for America. The move could cost the program $18 million this fiscal year, or about 10% of its budget. TFA -- which places new college graduates in two-year positions at the country's most disadvantaged schools -- could be awarded an even larger grant under the proposal but would no longer be guaranteed the money, which it had counted on for a planned expansion. (The Washington Post)

Increased emphasis on algebra yields mixed results: A push to have more students take algebra before ninth grade to boost college readiness has had mixed results, research shows. In Chicago schools, more students took algebra courses but many received poor grades or failed, and no evidence of increased college readiness was found. Positive effects, however, have been found among middle-school students who took feeder courses such as pre-algebra first. "Simply sticking students in courses without preparing them ahead of time for the class does not seem to work as an intervention," one researcher said. (Education Week)

Louisiana magnet school models excellence: An award-winning Louisiana magnet school uses a variety of classroom activities, a positive-behavior discipline system and a collaborative teaching approach to education. Researchers employed by the U.S. Department of Education toured Sherwood Middle Academic Magnet School in Baton Rouge to determine the qualities that helped the school win a Blue Ribbon School of Excellence award. The research will be included in a multimedia report on best practices in Blue Ribbon schools. (The Advocate)

Olympics provide opportunity to teach history, culture: Educators in a Sartell, Minn., elementary school are using the Olympics as the focus of a schoolwide competition designed to excite students about learning. Each class has selected a country and during a two-week period will learn about its history and traditions. "With each class being a different country, they have ownership and a sense of pride," said music teacher Kathy Wood. "In the classroom, they want to learn about their country's culture. When they go home, they are excited to tell their family about it." (St. Cloud Times)

L.A. schools superintendent's corporate tie draws criticism: Former and current officials and employees in the Los Angeles school district are questioning schools chief Ramon C. Cortines' position as a board member for Scholastic, an education publisher that obtained $16 million in district contracts over the past five years. While many districts prohibit employees from engaging in such activities, Los Angeles does not, and many current board members support Cortines' right to work for Scholastic, which earned him more than $150,000 last year. Cortines has recused himself from district decisions involving Scholastic. (Los Angeles Times)

Georgia officials launch investigation into suspicious state tests: Georgia education officials ordered an investigation into the possibility of cheating on state tests at 191 of its schools. The inquiry was prompted by a review of state tests that showed an abnormal number of erasures on answer sheets -- changing wrong answers to correct ones -- suggesting a pattern of tampering by administrators or teachers. "This is the biggest erasure problem I've ever seen," one testing expert said. (The New York Times)

Florida schools are seeing influx of Haitian students: More than 1,000 Haitian students who fled their country after the Jan. 12 earthquake are now enrolled in public schools in the Miami-Fort Lauderdale area of Florida, and the influx is putting a strain on teachers and resources. Schools have mobilized to prepare for the students' arrival, training 1,000 counselors in the Miami-Dade district in issues such as cultural sensitivity and grief. In the Broward County district -- which has a large Haitian population -- newly arrived Haitian children are paired with students who act as buddies. (The Washington Post)

AP program continues to grow in U.S. high schools: The nation's Advanced Placement program is continuing to expand, with 26.5% of this past May's senior class taking at least one test during high school, a College Board report released Wednesday showed. In 2009, high schools offered an average of 10 AP courses compared with seven in 2004. While a majority of students taking the exams earned a passing score, the number of students who did not pass is on the rise -- up to 43% in 2009 from 39% in 2001, the report showed. Also in the report: More low-income students are taking the test and passing. (The New York Times)

Educator - Literature should be part of core curriculum: Educators are lobbying to ensure that literature remains a part of new national standards being developed for K-12 students. Educator and author Nancie Atwell argues that book reading is the most important activity for improving reading proficiency. Providing students of all abilities the opportunity to love and read many books helps them build confidence, stamina and good habits in addition to improving fluency, comprehension and vocabulary, which cannot be achieved from any curricular shortcut, Atwell writes. (Education Week)

District wins teacher-training grant to help narrow achievement gaps: Ohio's Columbus school district secured a $1.25 million grant with the help of its teachers union to train educators to better address racial and socioeconomic achievement gaps among students at its neediest schools. The NEA Foundation is providing the funding for five years of professional-development activities such as teacher mentoring and analyzing student data at 13 high-needs schools, where 90% of students qualify for free or reduced-price lunches. The grant will also promote parental involvement. (The Columbus Dispatch)

3% of Houston teachers could be fired under new policy: Houston school district data shows that more than 400 teachers -- representing 3% of the district's teacher workforce -- could be affected by a proposed policy that would tie their job security to student test scores. Teachers unions oppose the policy, which would allow the district to fire teachers whose students do not improve enough on standardized tests. But the district's superintendent said mentoring and training would be provided to struggling teachers, and educators would not be fired based on just a single year of poor test results. (Houston Chronicle)

Indiana to launch new school-evaluation tool: Indiana schools chief Tony Bennett announced the creation of a tool for evaluating schools that measures students' progress from year to year on state tests and allows for the comparison of schools by students' academic growth. "It will allow us to change our focus on how we work with kids," Bennett said. "Indiana ... will have the most comprehensive look at student growth in the United States." Parents will eventually be able to log in to a secure site to access their children's results. (The Indianapolis Star)

Virginia governor proposes statewide expansion of charters: Virginia Gov. Bob McDonnell is proposing to increase the number of charter schools as well as create virtual and laboratory schools as part of a push to expand school choice throughout the state. McDonnell's proposals, which must be approved by the state legislature, would allow would-be charters to overcome the local approval process, which often opposes their creation. Opponents say bypassing school boards may be in violation of the state's constitution. (The Washington Post)

Kentucky Earns Major Brownie Points from Duncan

U.S. Secretary of Education Arne Duncan posted a congratulatory video acknowledging Kentucky's leadership in adopting common core standards. His message, now posted on the Kentucky Department of Education’s Web site, provides support for Kentucky’s efforts and leadership.

Click on the link under the UPDATE headline on the right.

NOTE: You must have QuickTime installed on your computer to view this video message. To download a free version of QuickTime, please visit here.

Historic Cooperation

Kentucky First to Accept Core Academic Standards

SOURCE KDE: In joint meeting this evening, the chairs of the Kentucky Board of Education, the Council on Postsecondary Education and the Education Professional Standards Board signed a resolution directing their respective agencies to implement the Common Core State Standards in English/language arts and mathematics, formalizing Kentucky’s agreement to integrate the standards into the state’s public education system.

(Smiles all 'round after signing the resolution.

L to R pairs:

Philip Rogers and Lorraine Williams from EPSB;

Terry Holliday and Joe Brothers from KBE;

Bob King and Paul Patton from CPE.)

Archived video and audio from KDE:

Downloadable audio podcast:

The draft Common Core State Standards at the Council on Postsecondary Education website:

More on Common Core Standards at Nat'l Gov's Association:

"Now it is critically important that we provide
our schools and teachers with the support and resources
they need to make sure these standards do
what they are designed to do -
ensure the success of students in every part of Kentucky,"

--- Bob Sexton

(Bob Sexton looks on with Roger Marcum in background.)

With this action, Kentucky becomes the first state to formally accept the standards. Higher, clearer and more in-depth academic standards are required by Senate Bill 1, passed by the 2009 Kentucky General Assembly and codified as KRS 158.6451.

(Patton with Brothers and Williams.)

“This is an historic moment for Kentucky,” said Kentucky Board of Education Chair Joe Brothers. “With the implementation of the Common Core State Standards, teachers and administrators will have a blueprint to move the state forward in P-12 education. This is just the beginning of Kentucky’s next chapter of education reform, and it reflects the mandates of the state’s legislature – specifically, Senate Bill 1 -- and our application for federal Race to the Top funding.”

(KBE member Billy Harper looks on)

“The Common Core Standards come at an opportune time for us at EPSB as we forge ahead to meet the charges set forth by Senate Bill 1,” said EPSB Chair Lorraine Williams. “To truly make a difference in Kentucky’s students’ ability to demonstrate what they know and are able to do and to make them more competitive in the marketplace, it is a refreshing move to narrow the number of standards taught at each level. ESPB is excited to be part of this cutting edge initiative and looks forward to working with our university partners to ensure that our undergraduate and graduate teacher preparation programs embrace the Common Core Standards and prepare a stronger workforce capable of teaching the curriculum to a deeper, more rigorous level.”

(King and Patton listen to Holliday)

“Kentucky is once again at the forefront in education reform,” said CPE Chair Paul Patton. “I am very pleased with the level of cooperation and commitment by Kentucky’s policy and education leaders in the development of these draft content standards. Consistent academic standards, aligned to college and work expectations, will help our students reach higher levels of success.”

(Governor Steve Beshear)

Launched in 2009, 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). Governors and state commissioners of education from 48 states (no Texas; no Alaska), two territories and the District of Columbia committed to developing a common core of state standards in English/language arts and mathematics for grades K-12.

(Former Lexington Mayor Pam Miller)

CCSSO and NGA plan to release the final version of the standards in early spring.

The action by the three Kentucky boards is the beginning of the work of integrating those standards into the state’s curriculum guidelines, teacher preparation programs and higher education activities.

(Ed Cmte chairs, Sen Ken Winter and Rep Carl Rollins)

This action meets the mandate of Senate Bill 1, passed by the 2009 General Assembly, to revise Kentucky’s academic standards to:

• focus on critical knowledge, skills and capacities needed for success in the global economy
• result in fewer, but more in-depth standards to facilitate mastery learning
• communicate expectations more clearly and concisely to teachers, parents, students and citizens
• be based on evidence-based research
• consider international benchmarks
• ensure that the standards are aligned from elementary to high school to postsecondary education so that students can be successful at each education level.

(The Three Amigos)

These standards are the "best of the best” of state academic requirements. They focus on knowledge like multiplication, equations, reading comprehension, language rules and more. But, they also require that students learn how to solve problems and think creatively. To help teachers successfully implement the standards, state agencies and partner groups will provide support and training starting in the summer of 2010.

(Frequent Commish Kevin Noland and Ed Sec Joe Meyer)

Teachers will begin to provide instruction related to the standards in the fall of 2011. Students will be assessed on the Common Core Standards beginning in the spring of 2012.

(KBE Vice Chair Dorie Combs..all pensive)

The Common Core State Standards will enable participating states to:

• articulate to parents, teachers, and the general public expectations for students
• align textbooks, digital media and curricula to the internationally benchmarked standards
• ensure professional development for educators is based on identified need and best practices
• develop and implement an assessment system to measure student performance against the common core state standards
• evaluate policy changes needed to help students and educators meet the common core state college and career readiness standards

(KBE Deputy Commish Ruth Webb with Sexton)

This from the Prichard Committee:

Kentucky's adoption of new academic standards is an exciting development that could signal the beginning of unprecedented progress for the state's schools, the Prichard Committee for Academic Excellence said Thursday.

"These standards strengthen our education system in several ways," said Robert
F. Sexton, executive director of the statewide citizens' organization.

"First, they have real-world relevance - reflecting the knowledge and skills that young people need to succeed in both college and work and to compete in the global economy. Second, they give students, teachers, parents and administrators a shared understanding of what students are expected to learn, but they let teachers decide how to help students reach the standards. Finally, they ensure collaboration between K-12 and postsecondary education - something we haven't seen before in Kentucky."

(ESPB staffer and "old" FCPS colleague Mike Carr)

This from Jim Warren at the Herald-Leader:

...Kentucky educators expect state test scores to fall initially when the new standards kick in with the 2011-2012 school year. But they say scores will rebound as students and teachers adjust to the tougher new requirements.

The state estimates that implementing the standards, preparing teachers to use them, and developing a new student testing system could cost about $15 million over the next two fiscal years. But officials say the payoff — generations of Kentucky youngsters fully prepared to succeed in college or careers in an increasingly competitive global marketplace — would be well worth that investment.

(Another former colleague from Meadowthorpe, KDE's Michael Miller)

The Kentucky Board of Education, the state Council on Postsecondary Education and the state Education Professional Standards Board each voted unanimously to adopt the new standards Wednesday night in a joint session at the Kentucky Community and Technical College System headquarters. The audience included a virtual who's who of Kentucky education.

(Our host, KCTCS Pres Michael McCall)

Gov. Steve Beshear and others on hand touted the standards adoption as a "historic step" to toward a "new era of education," calling it perhaps the most important education reform initiative since the 1990 Kentucky Education Reform Act.

"These standards will move us closer to our ultimate goal, a K-12 system that positions our children for success," Beshear said. "They will require not only knowledge but skills, like thinking creatively, solving problems, thinking analytically. In short, they will help our teachers teach, and our students study more effectively and more competently."

(Dailey with CPE staffers Lee Nimocks and John DeAtley)

Kentucky Education Commissioner Terry Holliday called the new standards an attempt to "harness the winds of change."

"We must create the future for our children," Holliday said. "I think this is the first wave of the next wave of change for the future of our children, and it is securing that future."

Wednesday night's action is a major step in the implementation of Senate Bill 1, which the General Assembly approved last year calling for new, more demanding state education standards aligned from preschool to college. Now that math and language standards have been adopted, the next step will be preparing new standards for other subjects. The Kentucky Department of Education plans to do that in-house.

(Winters with new UK Ed Dean Mary John O'Hair)

Charlie Newquist, a math teacher at East Jessamine Middle School who participated on a panel that reviewed the new math and language standards last year, predicted that they will do much to boost education in the state.

"The standards are rigorous, but reachable," said Newquist, who spoke at Wednesday's session.

"I think students and parents will be excited because the standards are very clear. We know what the kids need to do. We know what they need to understand. And we know how to get there at every grade level."

We missed Susan Weston last night, but she weighed in telling H-L's Warren, "We now say that a child is reading at grade level, and that sounds reassuring. But in fact, that isn't strong enough for us to keep pulling in the good jobs, and competing with the rising nations of Asia and Europe. We need to be stronger than our current average...Standard research on the countries that have been beating us in math says that they all do it the way these new standards are set up.

Weston referred to the new math standards, which are designed to match up well with the Singapore math program that nine Fayette County elementary schools have instituted this year.

Warren reports theat a key piece of the reform effort is the state's application to the federal Race To The Top program, which was filed last month. Kentucky hopes to get up to $200 million from the Race program, which would be used for implementing SB 1 and the new standards. The state should learn in April how much it will money it will get.

Holliday told the assembly that "if you want to know where Kentucky is going, read our Race to the Top application."

If you want to know where Kentucky's application is headed and the chances for funding, check out the NCTQ Race to the Top Scorecard.

(EKU Math Prof Sue Cain on loan to CPE)

This from WKYT (VIDEO):

It’s still not certain what exactly the new standards will be…as only a rough draft of them is available.

“It may mean scrapping all their lessons..it may mean only a lesson or two,” said Sharron Oxendine with the Kentucky Education Association.

Yet Oxendine welcomes the new standards.

“I really think it’s a good thing…because we’ve been talking for years about the standards…have been way too broad,” said Oxendine.

“Which will allow us to go deeper into the content, rather than trying to spread it out so far,” said Franklin County Schools Superintendent Harrie Buecker.

One concern has been that teachers don’t have enough time in each year…to adequately finish the large amount of lessons they’re required to give students.

“What we’re looking at….is making sure that the lessons we can teach in the time that’s available…is going to be appropriate,” said Oxendine.

(CPE VP Aaron Thompson)

Training teachers on the new changes could cost in the millions of dollars. Kentucky education officials hope federal funding will take care of that expense.

The standards Kentucky adopts will mirror those in 48 other states.

“So I think it will better prepare all of our kids for work, for college, for whatever happens after school,” said Oxendine.

The new standards will be used to develop a new test that most Kentucky students will begin taking in the spring of 2012.

(My favorite pen pal, KDE's Lisa Gross. I'm probably "in trouble" for posting this one.)

Coverage from the News-Enterprise here:

This from Ed Week:

...Kentucky’s move is part of what is known as the Common Core State Standards Initiative, spearheaded by the Council of Chief State School Officers and the National
Governors Association. The K-12 standards crafted as part of that initiative are still in draft form, with a final version expected by early spring. ("Reviewers Urge Standards Fixes," Feb. 3, 2010.)

In making their decisions, the Kentucky boards relied on late-stage drafts that have been circulating among state officials for review. But their decisions direct their staffs to implement the final version of the common standards once it is completed. The state will also wait for the final version to begin the normal 30-day regulatory-review period, officials said.The state education department plans to train teachers on the common standards this summer so they can begin teaching to them next fall. It plans to administer assessments designed for the common standards in spring 2012...

The unusual level of cooperation among the three boards is required by a bill passed last year by the Kentucky legislature. A sweeping revision of the state’s standards and accountability system, the measure mandates, among other provisions, that the education department, the Council on Postsecondary Education, and the Education Professional Standards Board collaborate on new standards that are narrower and deeper, and better aligned with college expectations...

Hat tips to Prichard and KSBA.

It was great to see so many former and current colleagues in one place at one time. The first guy I ran into last night was Roger Marcum, then Michael Miller, then Mike Carr...... There was a great feeling in the room; a concerted effort I haven't sensed in a long time.

Special shout outs to Roger, Mike, Dorie, Aaron, Michael, Bob, Cindy, the other Michael, Sally, Lee, Becky Sagan, Lisa, Kevin, Nancy McKinney, Sue, Pam, and fellow correspondent Jim and fellow blogger Terry.

All photos by Richard Day for Kentucky School News and Commentary.

School News from Around Kentucky

JCPS uses social and emotional learning to close gaps: Educators in Kentucky's Jefferson County are using social and emotional learning to improve achievement among its students and close gaps. Superintendent Sheldon Berman developed the CARE for Kids, which is considered a national model. "This isn't touchy-feely stuff," Berman said. "It's core social skills that give kids the knowledge and experience to work effectively with others. This isn't about being nice. It's serious work to create a sense of community and resolve conflicts." (Edutopia)

KSBA, U of L, state energy agency partner to fund school energy managers - $5.1 million to be available to districts by this spring: KSBA will be helping Kentucky schools access $5.1 million in federal stimulus funds to hire energy managers who will focus on reducing utility expenses and improving schools’ conservation and environmental practices.
Gov. Steve Beshear announced grants through the Kentucky Energy Efficiency Program for Schools (KEEPS) Monday at Roby Elementary School in Bullitt County. The KEEPS grants process is a partnership between the Kentucky Department of Energy Development and Independence, the University of Louisville’s Kentucky Pollution Prevention Center (KPPC) and KSBA. “Energy costs are the second largest expense for the typical school district in our Commonwealth,” Beshear said. “Thirty percent of those costs are wasted in the schools in a daily basis, not because they are being wasteful but because of the older ways that schools were structured. “This innovative program will help school districts reduce energy consumption and lower operating expenses,” the governor said. “With this funding, (KSBA) will help districts hire energy managers who will be trained by KPPC to implement energy efficiency methods. (KSBA)

Dual credit program a success: Hundreds of students at Harlan County High School are moving closer to high school graduation and accumulating hours toward their college degree at the same time. Many of the classes offered in the dual credit program are free to students.School officials report 329 enrollments in dual credit classes being offered at HCHS in collaboration with Southeast Kentucky Community and Technical College. Harlan County Schools Superintendent Tim Saylor said he encourages students who plan to go on to college to meet with guidance counselors to discuss the opportunities available at HCHS for dual credit classes. Parents are encouraged to talk with the counselors as well. “This is a tremendous opportunity for our students,” he said. “It also saves families a lot of money on a college education. College tuition continues to go up. Our students are taking advantage of this great opportunity to lighten the financial burden on parents in funding their college education.” (Harlan Daily Enterprise)

Frost Middle students suspended for taking drugs at school: Twelve students from Frost Middle School were suspended and two others were withdrawn from Jefferson County Public Schools by their parents after an incident involving drugs on Friday. Lauren Roberts, spokeswoman for the school district, said Monday that two eighth-graders brought an unknown prescription drug to school on Friday and allegedly passed pills out to 12 other eighth-graders. “Apparently all 12 of them took the pills,” she said. “Two of them began to act strangely and EMS was called. Those two students were transported to the hospital. While this was happening, we were able to get the names of the other students who allegedly took the pills.” Roberts said another student was taken to the hospital by the student’s parent. Roberts said the 12 students who took the pills were suspended and the two students who dispensed the pills would have been disciplined, but their parents withdrew them from the school district. (Courier-Journal)

Lawmakers look for savings in Medicaid to help with budget hole - SEEK could be at risk in second year, corrections costs keep growing: As lawmakers struggle to put together a two-year state budget, they appear to be resorting to tried and true methods. No tax increases. No expanded gambling. Juggle spending among areas of the state budget while depending on the federal government to come through with a second round of extra money for Medicaid as part of a second stimulus package. Medicaid is paid for by both the federal and state governments. As part of the federal stimulus, the feds upped their portion to 80 cents on the dollar from 70 cents. But whenever those increased federal dollars go back to the usual level, the state will have to reduce Medicaid payments or make up the a larger Medicaid deficit than it started out with. (Daily-Independent)

Ex-Fayette teacher sentenced in sex case: Roberta Blackwell Walter, a former teacher at Beaumont Junior High School in Lexington, will spend a week in jail and 90 days in home incarceration for molesting two teenage students more than 30 years ago. Walter, 63, who was initially charged in 2007 with third-degree sodomy and third-degree rape, pleaded guilty to two amended charges of sexual misconduct on Friday. The initial charges were felonies that carried penalties of one to five years in prison. Sexual misconduct is a misdemeanor that carries a penalty ranging from a fine to 12 months in jail. Fayette Circuit Judge James Ishmael gave Walter, who now lives in Nashville, two 12-month conditionally probated sentences that are to be served concurrently. After spending seven days in the Fayette County jail, Walter will be in home incarceration in Lexington for 90 days, then will have 90 days of unsupervised probation. She will get no credit for the several days she spent in jail just after she was arrested. (H-L)

Rethinking NCLB: Despite its noble goals, the No Child Left Behind law has been problematic from day one. It was never adequately funded. Its heavy emphasis — some might argue its over-emphasis — on “high stakes testing” continues to rattle and discourage many teachers.
Moreover, thousands of public schools have been declared “failures” under the law because not enough of their students managed to achieve federally set and mandated “adequate yearly progress.” Only 28 percent of Jefferson County's 133 public schools last year met all of their NCLB-mandated reading and math goals. Finally, deep suspicions remain that an ulterior motive behind “failing” so many public schools is to justify turning the responsibility for education over to private entrepreneurs. But now comes the Obama administration with a proposal to overhaul NCLB to give states greater flexibility — to reward great teachers and to replace NCLB's “adequate yearly progress” model with one that will present a “broader picture of school performance that looks at student growth and school progress.” NCLB has helped to expose achievement gaps, U.S. Education Secretary Arne Duncan said, but he argued that it has also unfairly labeled many schools, including many in Kentucky that are especially challenged by what's essentially a one-size-fits-all federal standard for student achievement when large numbers of their students are poor enough to qualify for free or reduced lunch or don't even speak English as their first language. As for an NCLB revamp, “everything's on the table,” according to Mr. Duncan. Needless to say, the devil will be in the details. Even so, after eight years, a good case has been made that there's a crying need for a more realistic and nuanced approach to student testing and to rating individual schools' performance. (C-J)

Quick Hits

Group begins revision of national science standards: A panel of experts assembled by the National Research Council has begun work on a new set of national science standards for schools. The "next generation" standards will focus science instruction on a smaller number of important concepts and will aim to deepen students' understanding of science in preference to learning disconnected facts and figures. "The research is pretty clear that helping kids answer the right fill-in-the-bubble [questions] doesn't make them science-literate," an NRC official said. "And our goal is, we want a scientifically capable society." (Education Week)

Hands-on science training helps teachers boost test scores: Hands-on science experience for teachers helps boost student achievement and reduces teacher attrition rates, a Columbia University study showed. Students whose teachers participated in a hands-on summer research program in science showed a 10% increase in test scores on state science tests. Schools saw a retention rate up to four times higher for teachers who participated in the program compared with the national average for veteran teachers. (eSchool News)

Nashville works to draw teachers to urban middle schools: Nashville schools and Vanderbilt University in Tennessee are teaming up to improve teacher quality in struggling schools by waiving tuition fees for master's degrees if teachers agree to work in urban middle schools for at least five years. The program is expected to graduate 48 teachers over the next three years, but officials say they hope to continue the program beyond the three-year contract. (The Tennessean)

Bill to create E-Rate 2.0 is introduced in House: Lawmakers in the U.S. House of Representatives have introduced a proposal to update the federal E-Rate school-technology program by adding $2.5 billion in home broadband vouchers for students, creating a $200 million e-book program and streamlining the application process. The E-Rate 2.0 Act of 2010 would extend E-Rate to Head Start programs and community colleges and would tie funding caps to the rate of inflation. No similar proposal has been introduced in the Senate. (T.H.E. Journal)

San Francisco considers neighborhood school system: San Francisco schools Superintendent Carlos Garcia has proposed a new school-assignment policy that would place students in neighborhood schools but allow parents to choose other schools if desired. The proposal is an attempt to improve racial diversity in schools and would replace a complicated lottery system in place since 2001 that has failed to desegregate the city's schools. (The Examiner)

Gene Wilhoit at ASCD Annual Conference: Gene Wilhoit, executive director of the Council of Chief State School Officers, will present his case for the Common Core Standards Initiative at ASCD's Annual Conference in San Antonio on Monday, March 8. Because this session will be open for audience questions, look for interesting insights from home-state attendees, with Texas being one of only two states that refused to sign on to the initiative. (ASCD)

Teachers take on roles as facilitators of 21st-century skills: Teachers are taking on new roles in West Virginia classrooms as facilitators of classroom activities meant to build 21st-century skills in their students. One example is a project-based learning method, which relies on group work and outside sources -- an approach that can be challenging for teachers accustomed to being the focal point in the classroom. The state is focused on providing training and resources for teachers as they overhaul their teaching methods to reflect the change. (Education Week)

Parent-school connection used to close achievement gap: An Illinois school district is working to close the achievement gap that exists among students from different racial and socioeconomic groups by addressing possible problems at home. Quincy Public Schools started a Family Link program that provides a means of communication and support between schools and families. The program is intended to discover and fix problems at home that might be affecting student performance at school, such as poor attendance and bad behavior. (The Quincy Herald-Whig)

Early-college high schools is keeping at-risk students enrolled in N.C.: More than 70 early-college high schools in North Carolina are providing at-risk students the opportunity to earn college credit at no cost, bridging the gap between high school and college, and keeping many students from dropping out. At SandHoke Early College High School, which enrolls only students whose parents lack college degrees, students are on a fast track to earn a high-school diploma and two years of college credit in five years. (The New York Times)

Proficiency model is changing learning culture in Oregon school: An Oregon high school that has adopted a proficiency-model system under which students are given as much time as they need each year to demonstrate their understanding of state standards and concepts, and grades are determined by proficiency rather than a traditional points-based system. Students and parents resisted the system at first, but now students are taking more responsibility for the work they need to do to show proficiency. "Before I felt like I had to do it," one student said. "Now I actually want to learn it." (Statesman-Journal)

Art helps boost Dallas charter school: Officials at a Dallas charter school say their students' success in the arts has helped transform the school's culture by showing that its students -- 90% of whom are poor and most of whom are black or Hispanic -- can succeed despite disadvantages. The school was recently recognized for the number of student art works posted on the online children's art museum Artsonia, and four students recently won eight awards for photography. (The Dallas Morning News)

South Dakota works to recruit more teachers to poor, rural schools: Poor, rural South Dakota schools are having difficulty recruiting and retaining teachers, despite offering signing bonuses, loan forgiveness and assistance with housing. The shortage is expected to worsen as more veteran teachers retire. Through two grant programs, the University of South Dakota is providing incentives for students and residents to teach in their communities as well as training new educators through medical-style residencies and on-site mentoring. (Argus Leader)

Long-term outcomes are unclear as stimulus program reaches midpoint: Assessments are mixed about whether the Obama administration is making progress toward the two primary goals of its $100 billion education-stimulus program -- education reform and financial aid to schools -- as the program reaches the end of its first year. Widespread reforms to schools are being implemented by states under the program, but long-term outcomes will not be known for some time. But while infusions of stimulus aid have helped schools stave off layoffs and financial ruin this year, many will face compounded financial difficulties as the money runs out. (Education Week)

Individualized "prescriptions" help students improve reading skills: Students at a Connecticut middle school are improving their reading skills through a new program that takes an individualized, interdisciplinary approach to reading instruction. The Rx program features daily 45-minute sessions where students work on tasks according to personalized reading "prescriptions." In one activity, students discuss emotions contained in a reading selection with an art teacher, who has them draw depictions of an emotion from the book to reinforce their understanding. (Norwich Bulletin)

Strong leadership, collaboration helped struggling Ga. schools improve: Strong principals who were focused on instruction, teachers who collaborated with each other on lessons and tactics, and a focus on professional development were among the traits shared by the 17 Georgia schools that made their way off the state's "needs improvement" list this year after five or more years, according to the Georgia schools superintendent. Some 12% of Georgia schools carry the "needs improvement" label and must meet adequate yearly progress standards for two straight years to shake the designation. (The Atlanta Journal-Constitution)

Educators debate new AYP metric in proposed NCLB rewrite: Plans to create an alternative measurement of adequate yearly progress as part of the Obama administration's rewrite of the No Child Left Behind law have educators divided, with supporters saying a more nuanced metric is needed and critics contending that such a system is not feasible. While many of the details of the proposed metric have not been made public, debate is under way about how new standards would be enforced and what penalties would be applied to schools that fail to meet them. (Education Week)

Advocates push for changes to Maryland's charter-school law: Advocates for charter schools in Maryland are seeking revisions to state law that would allow charter schools to access capital funding and allow teachers at charter schools to opt out of unions. The reforms that could help Maryland win millions of dollars in the second round of competition for federal Race to the Top money. Although the state came in last on the strength of its charter-school law in a recent national ranking, some question whether the reforms are necessary because the state is tops in another ranking of public-school quality. (The Sun)

KBE approves Regs on Standards & Graduation

At its regular meeting on Wednesday...the Kentucky Board of Education took action and heard presentations on a number of items.

The board gave final approval to revisions to 704 KAR 3:303, the state regulation that outlines the requirements for the Program of Studies for Grades Primary-12. The regulation has been modified to change the name of the document to Kentucky’s Core Academic Standards. The board’s action also replaces the mathematics and reading/language arts standards in the current Program of Studies with new Common Core Standards being developed in collaboration with other states in order to implement the changes required by 2009’s Senate Bill 1 (KRS 158.6453).

At 5:30 this evening, the board, along with the Council on Postsecondary Education and the Education Professional Standards Board, will meet in a special joint session to sign a resolution directing the staffs of their respective agencies to implement the final Common Core Standards,

The board also gave final approval to 704 KAR 3:305, the state regulation governing minimum requirements for high school graduation. The regulation has been revised to make it consistent with the changes recommended for 704 KAR 3:303 (Required program of studies), provide guidance and clarity on mathematics requirements and require a transitional course for any student not meeting benchmarks set by the Council on Postsecondary Education in mathematics and English/language arts.

The board approved revisions to 703 KAR 5:060, the state regulation governing the interim school assessment process. These revisions are designed to make the regulation consistent with the mandates of House Bill 176 (passed in the 2010 session of the General Assembly) and state regulation 703 KAR 5:180 (Interim assessment process).

The board took the following actions:

• approved the appointment of Jefferson County parent Jayne Seif to the Kentucky School for the Blind Advisory Board
• approved district facility plans for Owsley County, Anchorage Independent and Burgin Independent
• approved 2009-10 local district tax rates levied
• approved 2009-10 local district working budgets
• gave final approval to state regulation 702 KAR 3:030, which governs property insurance requirements for school districts
• granted all school districts a waiver of the March 1, 2010, deadline for allocations to school-based decision making councils

The board heard presentations on a variety of items:

• the state’s biennial budget
• uniform academic course codes
• the school council allocation formula

SOURCE: KDE press release

KBE punts on charter schools

“There is just as much data that says [charter schools]

are doing good things for kids as there is that says

they aren’t making a difference or are lower performing.”

“Until there’s a lot more consensus on national-level research,

I don’t think you can make the case that charter schools

are the answer or that charter schools are the problem.”

---Terry Holliday

This from Brad Hughes at KSBA:

Local school board authorization

would be critical to

state leaders' support

The Kentucky Board of Education Wednesday chose to take no position on creating charter schools in the state. But KBE members want more information on the matter should Kentucky’s lack of charter schools end up hurting its application for $200 million in federal Race to the Top funding.

And state board members agreed with Education Commissioner Terry Holliday that if charters are to be created in Kentucky, authorization by local boards of education would be key to their support.

“My sense of the board is that we don’t have a compelling desire for charter schools,” said KBE Chairman Joe Brothers, “but if that’s what it takes to get us in good stead with the federal government, it is very similar to a lot of things that we’ve been doing for 20 years, including site-based councils.”

Vice Chairwoman Dorie Combs agreed that the state board isn’t ready to take a position on charters…at this point.

”I think where we are is that before we do anything, we need more information. I would suggest staff continue to research this issue and, should we have a need to be more specific, bring us back together,” Combs said.

The state board discussion resulted from Holliday’s request for guidance as the 2010 legislative session progresses and the state awaits a March 1 notice of the status of its Race to the Top application.

“What if our score comes back and says, ‘You know, you would have been a finalist if you had had charter school legislation’? Holliday said. “So all I’m trying to do, as I told the KSBA conference, is preparing a Plan B. What would we do if we find the only reason we didn’t get Race to the Top funds is charter schools?” ...

“The biggest concern we all have about charters

is that they do take away resources from the local school district

…unless the local board is the authorizing agent.

I’ve been very clear from Day One that

the only charter legislation I would personally support

would require that the local board is the authorizing agent”

---Terry Holliday

A really bad idea

This from the Herald-Leader:

Bill would let schools teach Bible literacy

Three Democratic state senators are pushing a proposal to give public schools the option of teaching the Bible as an elective social studies course.

The class would "teach students knowledge of biblical content, characters, poetry and narratives that are pre requisites to understanding contemporary society and culture," said Sen. David Boswell, D- Owensboro, the primary sponsor of Senate Bill 142.

Boswell, a Catholic, said the bill is intended to teach Bible literacy as an academic course, "not as the only religion," but opponents labeled the proposal an unconstitutional "back-door approach to teaching religion." ...

I don't think it matters which side of the issue you are on. SB 142 seems to me to be a stunningly bad idea. I'm not even sure what the intent is - althought, I must assume it is some form of heart-felt populist political pandering. Democrats love Jesus too.

If one is opposed to the bill on establishment grounds, fine. I suspect that reasoning will ultimately prevail.

On the other hand, it's not too hard to accept the argument that, in western society, "an educated person is familiar with the Bible." Coloquial speech in America is laced with Biblical references. In fact, Matthew 22 is central to understanding the secular/religious struggles that led to bloody European wars - and eventually, a new nation built on the principles of freedom of religion, freedom from religion (freedom of thought) and freedom of the press. But turning teachers loose to teach the Bible as literature?

Get this: In high school, books do not teach themselves so much as teachers teach them.

Let's assume, for the sake of argument, that it is NOT the intent of Boswell, Worley or Carroll to have the Bible besmirched. Let's assume they merely wish Kentucky students to become more familiar with the Bible's literature. Let's assume they have no interest in "establishing religion" so there will be no effort to direct how the book must be taught, or what lessons should be taken from the text. Let's assume there will be no special requirements of English teachers teaching the Bible than there are for teaching Hamlet.

Just exactly how might that work in the classroom of a teacher who held no particular reverence for the good book?

To illustrate my doubts, I have borrowed from one of three books I got for Christmas: not the Visual History of the English Bible, and not the used New Testament college textbook my daughter handed down to me, but Good Book: The Bizarre, Hilarious, Disturbing, Marvelous, and Inspiring Things I Learned When I Read Every Single Word of the Bible by David Plotz. Plotz is the editor of Slate Magazine, who blogged the Bible.

I wonder, what might some random instructor's first lesson be?

Instructor: OK boys and girls, before our time is up, let's quickly review Genesis Chapter 34. As you will recall, it begins with the rape of Jacob's daughter Dinah by Shechem, the son of a local chief named Hamor. Shechem and Hamor visit Jacob and his brothers to resolve the mess. Hamor begs on Shechem's behalf: Shechem loves Dinah, he says, and yearns to marry her. Hamor and Shechem offer to share their land with Jacob's family and pay any bride price if only Dinah would be Shechem's wife.

Jacob's sons pretend to agree to this proposal, but they insist that Shechem and all the other men of his town get circumcised before the marriage. Shechem and his father accept the demand. They and their fellow townsmen get circumcised. Three days after the circumcision, "when they were in pain," Jacob's sons Simeon and Levi (who are Dinah's full brothers) enter the town, murder all the men, and take Dinah away. After this slaughter, Jacob's other sons plunder the town, seize the livestock
and property, and take the women and children as slaves. Jacob, who hasn't said a word in the chapter till now, complains to Simeon and Levi that other neighboring tribes won't trust him anymore. "But they answered, 'Should our sister be treated like a whore?' "

Wow. What a story! Now, let's discuss. Billy, can you summarize the actions and motivations of the characters in this story?

Billy: Uhhh. Well, ummm. The founding fathers of the 12 tribes of Israel lie, breach a contract, encourage pagans to convert to Judaism only in order to incapacitate them for slaughter, murder some innocents and enslave others, pillage and profiteer, and then justify it all with an appeal to their sister's defiled honor.

Instructor: Great summary, Billy. Now, who can tell us the ethical lessons taught in this story that help us understand contemporary society and culture?

Riiiiiing.

Instructor: Oh, sorry, but we're out of time. Before you go, remember your homework is Leviticus Chapter 20 where the Lord specifies punishments for sex crimes. Remember to make note of the most popular sentence: "They shall be put to death."

Remember, execution is the price for sex between: adulterer and adulteress; man and stepmother; man and daughter-in-law; man and man; man and beast; woman
and beast.

Notice that a threesome of man, woman, and her mother is singled out as especially heinous: The punishment is not just death but getting burned to death.

Also make sure you can identify the punishment for marrying a sister and for sex with a menstruating woman.

This bill makes me wonder if the sponsors remember what all is in the Bible - beyond the most popular and frequently selected passages.

Do Boswell, Worley and Carroll hope to generate critical thinking in public school students on whether the Bible condones incest and slavery? In any case, Senate Bill 142 ought to be withdrawn.

Increasing age to drop out raises issues

This from H-L:

Supporters of legislation that would raise the school dropout age are trying to tamp down concerns that the bill would cause unfunded mandates and lead to more students cruising to "completion" rather than graduation.

Kentucky first lady Jane Beshear was among those who testified Tuesday before the House Education Committee on behalf of House Bill 301. The latest version of that bill would raise the high school dropout age from 16 to 17 starting with the graduating class of 2017 and to 18 for those in the class of 2018 and beyond....

Among the key issues raised during the hearing were questions about funding. The bill doesn't call for any new money to pay for programs that would engage students who would have otherwise dropped out. The Department of Education currently awards $750,000 in grants for such programs.

"I think you're going to need more than $750,000 to deal with this," Rep. Harry Moberly, D-Richmond, told the bill's sponsor, Rep. Jeff Greer, D-Brandenburg...

Keeping up with the Legislature

Not me so much. But Susan Weston has been keeping tabs over at Prichard. Check out:

Tonight's KBE/CPE/ESPB meeting at KCTCS to approve common core standards.

By the way, I asked KDE how they would proceed, given that they board won't have a final copy of the standards in hand. Spokeswoman Lisa Gross said,

We have the latest draft of the standards, and according to CCSSO and NGA, the final version will be available in March. The Kentucky Board of Education is approving the replacement of standards in the Program of Studies with the draft version, contingent on the final form. The board can re-open the regulation related to the standards when they become final, if it sees a need to do so.

At the meeting of the KBE, CPE and EPSB Wednesday night, the board chairs will sign a resolution directing their respective agencies to implement the provisional standards and re-open the process when they are final, if needed.

We don’t expect that the standards will change dramatically from the current draft to the final. And, by signing on to this project last summer, Kentucky agreed to implement the standards – we could not change them, no matter their final form. We can only add to them with our state-specific standards.

Also at Prichard:
High school math strands in the core standards
Math for each grade in the common standards
Research in the common core (Wow!)
Literature in the common core (Yay!)
Common core and historic reading
K-12 standards draft!

House Bill 322 which would change how principals are selected.

Since 1990, Kentucky law has called for school councils to select principals, with the big debate being over the role of the superintendent in deciding who could be considered for the job.

[Yesterday's] committee vote was on language that would let the superintendent submit three names to the council and give the council three weeks to choose between them.

The present law is a far cry from the olden days when superintendents ruled all. I remember the "interview" for my first principalship at Ryland Heights in Kenton County. It took place in the superintendent's office and consisted of Superintendent Bert Bennett picking up a set of keys and throwing them to me. He said, "Get your ass over to Ryland and clean that place up." The interview went very well and I got the job.

Enrollment surge, transfer woes for KCTCS

[L]egislation to smooth the way for students to move from two-year to move to
four-year schools has hit a snag. After the bill breezed through the House, concerns have surfaced in the Senate over proposed rules on transfers and degree requirements. For example, Shirley Willihnganze at the University of Louisville is quoted as anticipating "trouble with a number of accrediting agencies that require more hours than that for a degree."

The Hearld-Leader says,

Legislators also continue to work with university leaders on a bill aimed at easing the transfer between community and technical colleges and four-year universities.

The legislation would establish a framework so basic requirements for degrees would be consistent.

But University of Louisville Provost Shirley Willihnganz told the university's trustees Thursday some faculty are upset that one of the provisions in the bill says undergraduate degree programs should require no more than 120 credit hours.

"The problem there is that that gets us in trouble with a number of accrediting
agencies that require more hours than that for a degree," she said. "There are little things like that in the bill that, I think, are well-intentioned, but really don't reflect what a university has to do to prepare students for certain fields."

Faculty also are concerned that the bill could transfer some decision-making power about programs from their hands to those of lawmakers, Willihnganz said.

House Bill 160, sponsored by Rep. Carl Rollins, D-Midway, passed the state House unanimously on Jan. 21. It is now pending in the Senate.

Higher education leaders are hopeful the issues can be ironed out, Willihnganz said.

Since the Felner debacle, I haven't been motivated to say this once; but Willihnganz is correct. And I hear that every provost in the state has signed on to a small set of suggested changes as well. If it weren't for such broad concern, legislators would probably not be listening. Rep Rollins rejected some suggestions for amendment when the bill was in the House. But persistent issues affecting educational quality are now being heard by the Senate.

In addition to the concern over the legislature lowering the number of hours required by certain programs, HB 160 in its original form, would waive certain course prerequisites and automatically grant admission to upper division bachelors degree programs in some cases.

This was cause for concern among faculty at EKU, which has a strong record of accepting transfer credits from KCTCS as the Higher Ed bill of 1997 envisioned. The faculty senate sent a resolution to the General Assembly (Sen. Day voting in the affirmative) urging another look at the bill. We can't advance higher education by lowering standards and waiving admission criteria.

The amendments suggested by the provosts and CPE maintain the central effect of HB 160 to ease transferrability between programs but remove those elements that would have unintentionally lowered standards.

This should be a small snag. Fix the bill Pass the bill.

Commish Focuses on Early Ed, Partnerships, Standards

Over at Dr H's blog the Commish reacted to Governor Beshear's Transforming Education in Kentucky (TEK) Task Force.

Governor Beshear gave us our charge, and one of the key issues that we will review is the early childhood-to-school transition. This issue really ignites a passion that I have for addressing the needs of children.

Point, to the Prichard Committee.

A former school administrator, Holliday has seen "firsthand the impact of early childhood programs on student readiness for school."

Then he hit the nail on the head.

I also know that it is essential to address student vocabulary development in the early years of childhood, or the students will come to school already several years behind.

I can't think of another single effort, which if successful, is as likely to reduce the achievement gap than that.

Holliday shined some light on the road ahead for KDE

Things we are doing in Kentucky:

• development of regional teams of health, education, elected officials, civic and community leaders to address issues and barriers that prevent access to high-quality programs and schools for children birth-8 and their families through the Kentucky Great by 8 economic growth initiative
• collaborative partnerships across state agencies through the KIDS NOW initiative that help promote quality and a focus on whole-child development.
• recognition of high-quality district preschool programs through the Preschool Classrooms of Excellence and Early Childhood Centers of Quality/Excellence initiatives
• recent release of the Field Guide to the Kentucky Early Childhood Standards to give all professionals working with young children ideas of how to incorporate the early learning standards in their program planning
  

What we would like to see:

• promotion of a definition of school readiness that focuses on the whole child – ready child, ready schools, ready families and communities
• development of a common, reliable, appropriate assessment that will be implemented by the kindergarten teacher after the first 30 days of a child’s attendance, specifically for instructional purposes for student mastery of the standards
• stronger partnerships between private child care, Head Start and state-funded preschool to promote collaboration and quality and to provide opportunities for more children to attend preschool