AGENDA ITEM #31 Board Policy 6172 GATE program "Accelerated Academic Achievement Program" page 463
The Board voted 6-0-1 to table indefinitely the proposed changes to the Board's policy on GATE, and directed staff to develop a plan for providing accelerated programing for all high achieving students in the District.
Board Agenda: http://capousd-ca.schoolloop.com/file/1218998819331/1455438848279/6863201476437327737.pdf at page 463
Board Audio: at 169:13 (2 hours 49 minutes 13 seconds) http://cusd.capousd.org/cusdweb/audio2016-17/CUSDBoardMeeting.Nov.16.2016.mp3
In 2013 the State of California implemented the Local Control Funding Law. Under "Local Control" the California Department of Education has eliminated most categorical programs, and is allowing individual school districts to decide how to spend their education dollars. see: http://www.cde.ca.gov/sp/gt/gt/
District Staff; without Board of Trustee approval; has, since 2012-13 let CUSD's GATE program die. Concerned parents are now appealing to the Board to provide funding and special programming for CUSD's high achieving students.
STATEMENT FROM SUPERINTENDENT VITAL
Board Audio at 190.24 (3 hours 10 minutes and 24 seconds) http://cusd.capousd.org/cusdweb/audio2016-17/CUSDBoardMeeting.Nov.16.2016.mp3
"I think that one of the outcomes of tonight is because this was something that was happening at the Staff level without the Board, having a conversation with the Board, and getting your values is really important. And so, I think what I have heard is that the majority of you very much want to see a GATE like program with some level of humm - separation... I don't know another word. Some way of meeting the needs of kids in that way and that we need to build some programming and potentially bring that conversation back along with some evidence and research about what this means or doesn't mean for all kids. Frankly this helps us to be able start this conversation because before what was happening is that in isolation, not now, a year or two ago making some plans without the Board. So I do think this is important and we are happy as a staff to be able to given that value to build something and bring that back. Does that make sense?"
WARNING TO PARENTS INTERESTED IN ACCELERATED PROGRAMING FOR HIGH ACHIEVING STUDENTS:
This confirms the fact that CUSD Staff, Without Board Approval, has made the unilateral decision to eliminate funding for accelerated programming for CUSD's high achieving students. Staff has effectively been flattening CUSD curriculum since 2012-13. There is currently little opportunity for high achieving students to receive accelerated curriculum within CUSD. This vote has not changed that fact, and that will not change until Staff brings back a plan for funding a more rigorous course of study for high achieving students.
This item was tabled.
Parents will have to fight to have this brought back to the Board if they want funding for accelerated programing for GATE identified students and high achieving students who are not GATE identified for 2017-18 academic year.
STAFF PRESENTATION OF THE ITEM
NOTE: Trsutee Hatton- Hodson is under investigation for Conflict of Interest
The Author John Hattie, that Trustee Hatton-Hodson is referring to published "Visible Learning". The data she is referring to, and the results of the studies in 2009, 2011 and 2015 can be found at the following link..
Trustee Hatton-Hodson owns InnovateEd a company that provides Professional Development for Educators.
InnovateEd is partners in LCAPca (partners ACSA, InnovateEd and Progress Advisors)
InnovateEd is partners in Systems Leadership Collaborative (partners ACSA, Fullan aka Motion Leadership, InnovateEd, The Flippin Group, and Fagen, Friedman and Fullfrost)
John Hattie is a professor at the University of Melbourne’s Graduate School of Education. He is also chair of the board for the Australian Institute for Teaching & School Leadership.
"Michael Fullan of Motion Leadership was dean of the University of Toronto's Faculty of Education where he served as Special Policy Adviser in Education to the Premier of Ontario from 2004-2013.
In March 2013, Fullan met with California governor Jerry Brown to discuss the possibility of pursuing educational reforms in California similar to those in Ontario.
California - with the adoption of "Local Control" and "Common Core" chose to follow Canada rather than Finland or Singapore for improving education in California. The Canadian model focused on Professional Development for Teachers, and building a system of "Collaboration" between District Staff - Superintendent- Principals - Teachers - Employee Bargaining Units and Board members.
The latest data 2016 shows that "Class Size" and "Ability Groupings" do matter.
Ed Tech Times: How Does Class Size Affect Learning Around the World?
From February 2016
2016 Data on Average Class Sizes
* Canada and Australia where John Hattie and Michael Fullan are the Education Experts in those regions are in the process of lowering class sizes. On November 10, 2016 The British Columbia Supreme Court ruled that the BC Government is required to hire more teachers and reduce class sizes.
AVERAGE CLASS SIZES IN THE CAPISTRANO UNIFIED SCHOOL DISTRICT
Trustee Hatton-Hodson's business interests may be influencing curriculum decisions, professional development spending, and EdTechnology Spending in the Capistrano Unified School District that does not align with parental in-put, and is not in the best interest of the education of students. Parents want lower class sizes and an accelerated curriculum for high achieving students.
For more information see: http://disclosurecusd.blogspot.com/2016/11/how-state-of-california-is-funneling.html