The Money And Opportunity Is There

Announcement of Funding Opportunity
RFP #GC18-015
2018-2024 NYS Pathways in Technology Early College High School Program

“The New York State Pathways in Technology Early College High School (NYS P-TECH) Program will prepare thousands of New York students for high-skills jobs of the future in technology, manufacturing, healthcare and finance. The model incorporates a six-year program that combines high school, college, and career training and will be targeted to academically and economically at-risk students.

The NYS P-TECH model delivers five core benefits to students:
1. A rigorous, relevant and cost-free grades 9 to 14 education focused on the
knowledge and skills students need for Science, Technology, Engineering and
Math careers;
2. Workplace learning that includes ongoing mentoring by professionals in the chosen career sector, worksite visits, speakers, and internships;
3. Intensive, individualized academic support by K-12 and college faculty within an extended academic year or school day that enables students to progress through the program at their own pace;
4. An Associate of Applied Science degree or the two-year degree that is the industry standard for the targeted jobs in a high-tech field (referred to as an AAS degree for the purpose of this RFP); and
5. The commitment to be first in line for a job with the participating business/employer partners following completion of the program.

The program is also designed to:
• Develop programs of study in high-wage, high-skill, high-demand career areas;
• Align school, college, and community systems in these programs of study;
• Increase opportunity and access to postsecondary education for academically atrisk, disadvantaged populations of students;
• Support strong academic performance;
• Promote informed and appropriate career choice and preparation; and
• Ensure that employers in key technical fields have access to a talented and skilled workforce.”

Rochester has one P-Tech school, Edison which also received roughly $500,000 worth of its expertise to lift it out of poverty from IBM.

This is the first step in bringing Rochester’s students into the world of technology as creators, not simply users.

Tech learning should begin in elementary school.

We must recognize the gifts and talents of our children and begin to educate them for their future.

Join the Movement to Save Our Children!

Not The Best, But Not The Worst

Why Do We Inflict FORCE AND FLUNK Young Children?
By dianeravitch
October 15, 2017 //19
Nancy Bailey describes one of the worst ideas that is current in the world of corporate-style reform: Forcing little children to read at a very young age, as early as kindergarten or first grade, which turns reading into a chore, not a joy.

Then, if they have not met arbitrary standards in third grade, shaming them by holding them back.

This is a child-hostile idea that got started in Florida, where so many bad ideas have begun. It did wonders for fourth grade reading scores, because the kids with the lowest scores flunked.

But it is a truly dumb idea because it forces reading on children before they are ready and it does not make children better readers. Whether children begin to read at age 5 or 6 or 7 or 8 doesn’t matter. What matters is that they learn that reading is a wonderful skill to master and that it opens worlds of enchantment and knowledge. By the time they are 10 or 11, no one remembers when they first began to read. Little children are not global competitors. They are children.”

The worst idea in education, ever, is the Achievement Gap assessment of children.

The “achievement gap” in education refers to the disparity in academic performance between groups of students, the highest group being “white male” and all others being considered “sub groups”. The achievement gap shows up in grades, standardized-test scores, course selection, dropout rates, and college-completion rates, among other success measures.

While individuals and groups continue to fight against standardized testing, no one seems to mind that every child who is not a “white male” is forced, through assessments, to consider “white male” as their educational goal and to be normalized to this construct in thought, word, and deed.

As Ms Ravitch so eloquently stated, “They are children” unique in thoughts, expression and lifestyle.

Why then do we hold on to the archaic, supremacist, notion of standardization?

Because “white males” control the system of government which dictates our system of education in America.

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From the Federal Register

Secretary’s Proposed Supplemental Priorities and Definitions for Discretionary Grant Programs

This document has a comment period that ends in 32 days. (11/13/2017)

In order to support and strengthen the work that educators do every day in collaboration with parents, advocates, and community members, the Secretary proposes 11 priorities and related definitions for use in discretionary grant programs that are in place today or may exist in the future.

The Department believes that more Federal programs are not a sufficient proxy for progress and that increased Federal funding cannot be a stand-in for increased learning. We will focus less on discrete funding streams and more on innovative problem solving. This can only happen when everyone gets a seat at the table and can focus on high-priority local projects that promote change from the ground up. We will place a renewed focus on our core mission: serving the most vulnerable students, ensuring equal access for all students, protecting their path to a world-class education, and empowering local educators to deliver for our students.

Proposed Priority 1—Empowering Families to Choose a High-Quality Education that Meets Their Child’s Unique Needs.

Proposed Priority 2—Promoting Innovation and Efficiency, Streamlining Education with an Increased Focus on Improving Student Outcomes, and Providing Increased Value to Students and Taxpayers.

Proposed Priority 3—Fostering Flexible and Affordable Paths to Obtaining Knowledge and Skills.

Proposed Priority 4—Fostering Knowledge and Promoting the Development of Skills that Prepare Students to be Informed, Thoughtful, and Productive Individuals and Citizens.

Proposed Priority 5—Meeting the Unique Needs of Students and Children, including those with Disabilities and/or with Unique Gifts and Talents

Proposed Priority 6—Promoting Science, Technology, Engineering, and Math (STEM) Education, With a Particular Focus on Computer Science.

Proposed Priority 7—Promoting Literacy.

Proposed Priority 8—Promoting Effective Instruction in Classrooms and Schools.

Proposed Priority 9—Promoting Economic Opportunity.

Proposed Priority 10—Encouraging Improved School Climate and Safer and More Respectful Interactions in a Positive and Safe Educational Environment.

Proposed Priority 11—Ensuring that Service Members, Veterans, and Their Families Have Access to High-Quality Educational Choices.

The bottom line is decreased federal funding for education in America.

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If You Can’t Win The Game, Change The Rules

Politico reports, Merryl Tisch is back, will have say in how charter schools certify teachers

“ALBANY — Merryl Tisch, the former chancellor of the state Board of Regents, isn’t done with state education policymaking just yet.

Tisch, who championed higher learning standards and ushered in the controversial Common Core during her tenure, is now taking part in the debate over the certification of charter school teachers as a member of the SUNY Charter Schools Committee.

. . . Last June, the state Senate appointed her to the SUNY board of trustees. Her first SUNY board meeting was in September, after which she was selected to serve on the Charter Schools, Academic Affairs, Finance and Administration, and Community Colleges committees, according to SUNY.

Tisch has supported charter schools in the past, touting school choice and the need for increased access to quality education, as well as healthy competition for public schools.

. . . Rosa and state Education Commissioner MaryEllen Elia, in comments submitted to the SUNY Charter Schools Institute, called the proposal an “affront to a critical tenet in education,” saying it would diminish the number of effective teachers and would have a negative impact on charter school students of color, those who are economically disadvantaged and students with disabilities.”

The effort here is to make as much money as possible, both from the education industry and the ignorance of an uneducated populous.

SUNY, the State University of New York is the largest comprehensive university system in the United States. For the Senate to agree that this institution would be able to reduce the requirements for the accreditation of teachers working in charter schools is a direct indictment of their attempt to create and maintain an underclass of citizens who traditionally do not vote making it possible for them to maintain their positions in government, creating the laws that unfairly affect that underclass.

If individuals are not able to meet the current requirements for teacher certification then it is quite possible they should not be teachers.

Teaching others requires that the teacher must be knowledgeable. Schooling children requires nothing more than a watchdog.

Join the Movement to Save Our Children!