Promises Made, Debt not Paid

 Promises Made, Debt not paid

In 1975, about 50 years ago, President Gerald Ford signed into law the Education for all Handicapped Children Act (EHA).  This law later morphed into the Individuals for Disabilities Education Act (IDEA).   

In 1979, the U.S. Congress established the US Department of Education.   Yes, you got that right.   The US Department of Education that Trump and Congress are talking about eliminating wasn’t established until Four Years after EHA.  In the beginning, EHA was administered by the Department of Health and Human Services currently led by Robert Kennedy Jr.   After the creation of the US Department of Education, EHA was moved to that department.

So why all the fuss now about moving the provisions of IDEA to Health and Human Services?   

There are a couple of issues.   When EHA was signed into law, President Ford famously said he doubted we could ever educate all children with handicaps (Kids had handicaps then, not disabilities).   While there are notable exceptions, we are doing that.   BUT the law also recognized that it would cost more to educate a child with a disability than it would to educate a plain child.  So, the Congress agreed to “authorize” up to 40% of the cost of implementing EHA.  Laws authorize; budget bills appropriate and that amount of money, although promised has never been appropriated.  Today the federal government provides roughly 5% of the cost of education a child with a disability.  A far cry from the initial promise.

Mostly states are doing a decent job of meeting the requirements of the law.  But what if they don’t?  Approximately 5,800 families had filed complaints against their local public school district prior to Trump taking office.  With huge cuts in personnel in the Office of Civil Rights and the US Office of Education, what are the chances these complaints will be heard at all, let alone in a manner fair to families. Presently, 30 states are out of full compliance with IDEA.   The Secretary of Education has indicated that she would offload the enforcement of IDEA back to the states.  Is this not a perfect storm for the fox watching the henhouse?  State departments of education will now determine if they are violating the law they are accused by families of violating.  

Promises have been made to our children with disabilities.  When do we think the debt might be paid?

 

Find the new, and keep the old

 Find the new and keep the old

 

There are over 2000 vacant teacher positions in Maryland schools as of the middle of this past January.   Of the positions that are filled, 6000 of the individuals are not professionally licensed to do their jobs.  Maybe that explains why Baltimore City hired a man with a felony conviction for carrying an unlicensed loaded gun.  Times are tough.

There are lots of ways to work this problem besides hiring folks with a felony conviction.   Credit to the City, they said if he had a record of sexual abuse they would not have hired him.  Probably because that is against Maryland law.

If an individual has a bachelor’s degree and he/she wants to become a teacher, there are lots and lots of hoops to jump through and tests to take.  And the process is time limited.  People with a degree that is not an education degree, have three years to get a beginning professional license.   They must also pass 4-6 tests depending on what they want to teach.  There are also lots of courses they need to take.  And there are NO exceptions.   If you let the three years run out without completing everything, you are out of a job and cannot reapply until you have met all of the requirements.

It's an old business adage that it costs more to recruit a new employee than it does to train/fix a current employee.   The same rule applies to customers.   So, one might ask why doesn’t it apply to teachers?  During those three years of training, schools get a chance to see if the individual has the makings of a good teacher or not. And besides just taking coursework, why isn't there a mentoring program to really teach folks to teach in the real world.  Oh and what better way to assess their future abilities.  Why not bend the rules for the folks who will become stars and fast track them?  Why not council out the duds rather than just keep pushing them through?  We should specifiy competencies for what we think our teachers should be able to do and once they can do those things, let’s move them along.

The problem is that the teaching profession is regulated by politicians and bureaucrats who have never spent a day in a classroom so they have no idea what it takes to be a good teacher let alone a great one.   Other professions have professional associations (AMA, ABA, APA) that regulate who can come into the profession.    But long ago, teachers gave up both control of their profession and their professional association to replace it with the NEA, a union that only promotes higher salaries and more benefits.   They have left a void that the non-professionals have been only too happy to fill.  

Teachers have only themselves to blame for the current situation.   And politicians and bureaucrats are left with trying to recruit more bodies to fill that 2000 person hole without any understanding of what it takes to make and keep a good teacher.  It’s fine to recruit the new, but let’s hang onto the old.

Nice of you to stop by

 Nice of you to stop by

Absences are high in public schools.   Achievement is low.  The State Superintendent of Schools in Maryland has a couple of miracle programs that she is sure will fix the latter.   So far, politicians have defaulted to that age-old cure all, appoint a committee to study the problem to fix the former.

It’s not clear what needs to be studied.  Of course, it will be surprising if “blame it on the pandemic” doesn’t show up as a cause.  Five years out that is our still go to reason for problems.

The Maryland State Department of Education has five legal reasons for not coming to school: death of a close family member, illness, religious holiday, unsafe transportation, court appearance.    Family outings, family vacations, family celebrations are not among them.  For some reason, families are unhappy with poor achievement but fail to see the connection between attending school and learning.  Oh, right, blame it on the pandemic when that great oxymoron “virtual learning” became the balm everyone accepted.

One of the legal reasons for school absence is unsafe transportation.   That reason allows school districts to not transport to school and, therefore, schools to close when weather emergencies interfere with safe transportation.   However, if you attend high school in Baltimore City, there is no safe transportation even on a sunny spring day.   Baltimore City is the only school district in Maryland that does not provide safe transportation for its high school students.   These kid use public transportation which is neither good nor safe.   It takes some students almost two hours each way to get to school. Students are routinely harassed on public transportation and some have even been assaulted. No wonder there are too many days when a warm bed looks so much better.   Teachers will tell you that too often the kids are barely awake before 2^nd or 3^rd period.   Baltimore City has zoned schools and all-City schools.   The All-City schools are open to anyone in the city.  Sone of these schools require certain academic standards, others may offer a unique program that isn’t available elsewhere.    The City will tell you that because of these All-City schools, providing district transportation is just impossible.  Surely City administrators could figure this out if they wanted to.   And before we take the usual default, there isn’t money, the State pays a large share of the transportation costs depending on the number of children transported.   Then there is the question, what do all these absences cost the students and the City?

Poor school attendance is a huge problem for the schools in Maryland.  Most folks would worry about this, but we will soon have a committee to investigate that so assuming the committee members will stop by and attend, we can check that off our worry list.

 

Go Away US Dept of Ed

 Who Cares if there is a US Dept of Education

During the campaign Trump promised to end the US Dept of Education.  It’s not entirely clear why he thinks this is important.   Of all the 15 Cabinet level agencies, Education is the smallest.  

The total federal investment in education is about 8%.   But all of that money does not come through the Education Department.  Head Start is funded through the Department of Health and Human Services and school lunches are funded through the Department of Agriculture’s school lunch program.   So, Education is not a significant source of funding to public schools.  Traditionally, education in our country is a state and local affair. 

The GI Bill provides funds for veterans to go on to higher education.  Impact Aid provides funds to school districts that have high concentrations of military installations for which district receives no property taxes, the primary funder of schools.

Perhaps the rub for Trump is that the Department of Education does administer Title VI of the Civil Rights Act of 1964, Title IX of the Education Amendments of 1972, and section 504 of the Rehabilitation Act of 1973.  The Title I program provides funds to schools with high concentrations of poverty.  Student higher ed loans are also processed through the Department.  Perhaps it is these programs that Trump may view as DEI programs that get in his craw.

The Individuals With Disabilities Education Act (IDEA) operates as a civil rights act for children with disabilities.   It is funded through Congressional budgets each year.  Other than providing a pass through of funds to state education departments, the US Department of Education also monitors state departments of education to ensure that they remain in compliance with the law.  If the US Department of Education is gone, this function may shift to the Department of Justice where it  probably will slide down the priority scale. 

Do we need a Department of Education?  It has only existed for about 45 years.  It was created by Congress and can only be eliminated by Congress, but Trump can starve it to death cutting staff and fund.  Who will care?

 

What's with DDA Funding?

 What’s With DDA Funding in Maryland?

 

Governor of Maryland, Wes Moore, has recommended $200 million in cuts to the Developmental Disabilities Administration (DDA) budget for FY 26 as he attempts to come to a balanced State budget facing a nearly 3 billion dollar deficit.  Advocates for the disabled are working desperately to try to put faces to that cut.

Some of the larger reductions would reduce wages for care givers which are already very low for a very demanding job.   Currently, there is a wage differential for areas in which the cost of living is higher than other areas in the State.   That differential would be removed.  Funding for some specific supports for residential clients with higher intensity needs would also be reduced.    DDA also has a program which allows for guardians to be given a sum of money to purchase services for the client.  This program is known as “self-directed” services.   The legislature may choose to reduce those funds that allow people to hire and manage support staff.

There is also the low-intensity support program that provides up to $2000 for things like assistive technology, transportation or other supports.  On the table is suspension of these services but not elimination.  

Advocates say the need for such services is expanding not growing. Supporters of the cut say that DDA administration has been sloppy and there is a lot of waste. People argue that the mistakes that have been made in the administration of DDA funds should not be passed on the disabled.  Advocates say they are struggling to serve the people they should serve.   How can they be expected to meet demands with less.  State officials say the budget proposal preserves much of the progress and previous investments made for DDA services. 

Advocates respond that taking money out of the piggy bank when times get hard is hardly an “investment”    Services for the disabled in Maryland are being cut, plain and simple.

 

 

Paying the Price

 Paying the Price

All that convenient virtual learning is coming at a steep price.  Sure it’s convenient and a cheap and easy filler but now the piper must be paid.

Virtual learning has left kids and their families with the sense that school is a great place to stop by if you have the time.   Long after the end of COVID, school attendance rates have not begun to get back to where they were. 

Lots of excuses about why kids are not back in school.   But one thing is sure.   Math and reading scores are not nearly where they were five years ago.  On average reading scores are about a half year behind what they were in 2019.  BUT the situation is much worse for some states.  Generally, the states with the greatest use of virtual teaching and closing for COVID have lost the most and haven’t recovered.

States that voted Republican tended to lose the least and states that voted Democratic tended to lose the most.  That's because Republican led states used less virtual learning and were not quick to close schools.    Maryland lost a full year in math achievement.   This isn’t a full year below grade level; this is a full year BELOW what the scores were in 2019 which were already low.   Reading loss was almost as bad.

Lower socio-economic students have lost the most.    Some of these high school students were not in school, so the grabbed low paying jobs which were high paying for a teenager.  They haven’t given those jobs up.  Kids are staying home from school for family vacations, babysitting younger sibs and "just because".   Attending school in person has lost it priority.

You might think school districts have learned something from these data; but they haven’t.   One of the latest go to’s for snowy days is to switch kids to virtual learning.   They tune in on their tablet devices and tune out on learning.   From the district’s perspective these days count as school days and do not need to be made up.   From the student’s perspective, we are learning that the learning is never made up.  After all, when a nice pile of snow beckons a boring slide show is no competition.   Who cares if there is a price to pay, just not yet.

 

  

The new sheriff doesn’t give a damn.

 

There is a 10 year old boy in Prince George’s County who still has not been in school this school year.   It’s déjà vu all over again.   Prior to the Education of All Handicapped Children’s act (EHA) in 1975 and  recreated as Individuals with Disabilities Act (IDEA), principals routinely told parents of children with disabilities that the school did not have a program for them.  The law changed all that, or did it?  Because that is exactly what principals have told this family about their son.   The issue at hand is that Omari uses a wheelchair for mobility.   The schools have just said that they cannot accommodate the wheelchair.   Oh, but the Americans with Disabilities Act say that they are required to do that. In fact, EVERY year Prince George's County Public Schools has certified they are in compliance. So how can so many eleme Laws are great only when enforced.

The US Dept of Education should be enforcing IDEA.   The Trump administration is the new sheriff in town and really they do NOT care.  The staff of the Department has been decimated and those folks who are left are not about to make waves.  So far in spite of the pressure from advocates, Omari is not in school.

People worry that if the Department of Education is totally disbanded as Trump wants to happen, the money for children with disabilities will disappear.

The money will probably be distributed by the Department of Justice since it is guaranteed by IDEA and acts of Congress.   The money is the least of it.   Maryland gets about 5% of its funds for kids with disabilities from the feds.   The real issue is the USOE’s hammer to make sure that states enforce the requirements of IDEA and that the states respond appropriately to families who appeal to the State Department of Education for redress when the local system is failing to meet its responsibility.  Several years ago Maryland was cited for failure to adequately address family appeals.   What will happen if there is no pressure from the feds to keep Maryland in line?   The record is not stellar.   

We are hearing a great deal about the loss of federal dollars in all manner of places.   It’s not all about money.   Oversight is critical.

And, as Rhett Butler said, “frankly, my dear, I don’t give a damn”.

And you thought he was a Democrat?

 And you thought he was a Democrat?

 

As the Governor of Maryland begins to unveil his cost cutting budget to come up with about 3B in savings, it’s interesting to see on whose backs the cuts are being made.

First there is the move to cover his tracks.   In the state of Maryland there is a law that requires every Governor to put enough money into the budget for basic state aide that reflects the previous year's amount PLUS an additional contribution equal to the increase in the cost of living.   This additional amount is called the Maintenance of Effort.   As a result of this requirement, EVERY Governor gets to say, “I put more money in the budget for education than any other governor before me”.  And yep this Governor did, just as every governor has done since the law went into effect.

The other thing the Governor did was reduce the per pupil basic aide by $162, bringing the aide down to the required Maintenance of Effort.   This reduction will cost local school systems millions of dollars when the amount is multiplied by the number of kids in the school system.   For Baltimore County that's about 18M.  For Anne Arundel, it's about 14M.  Nothing to sneeze at.

Secondly, in addition to basic state aid, the State contributes what is known as “excess cost” toward the cost of the State’s contribution to non-public school placement.  Children are placed in approved non-public schools when the local system acknowledges it cannot appropriately serve that child.  The formula is very complicated.   Presently, the State pays 70% of this excess cost.   The Governor is recommending that be reduced to 60%.   At the present time, depending on what a school district spends on a plain student’s education, some school systems pay NO county funds for a non-public placement and others pay a great deal less than the published tuition.  (Betcha you didn’t know that!)

The Governor is also cutting funds for the Developmental Disabilities Administration (DDA).   DDA supports adults with disabilities.   It does this by providing day placements in programs, providing funds for families to keep their adult children with disabilities at home, and by paying aides to care for adults with disabilities.   That’s hard work.   The positions don’t pay much and are difficult to fill.  There is a long waiting list for people who are approved for service to actually get that service.   Sometimes years pass between qualifying for service and actually receiving that service.

The Governor is doing worse than not providing a cost of living increase, he is CUTTING service for a program where there is already a long waiting list AND when it is already difficult to find staff.   Ultimately, this is a dumb way to save money because in the short run the DDA support funds keep adults out of more expensive services.   The Governor is cutting 200 MILLION dollars from an agency that was already short staffed and with a long waiting list.

Then there is Mr. Trump.   He has said all along that he plans to do away with the federal Department of Education (DOE).   So why does that matter?   Not so much and a great deal!   All money for children with disabilities flows through the DOE.   Most of that money comes from the Individuals with Disabilities Act (IDEA).  The federal government has NEVER supported IDEA to the extent the law provides- think 40% in the law and about 5% in reality.  If DOE were to go away, the money would probably come through another government agency.  But DOE is also a watchdog agency to make sure that the various states and local school systems obey the requirements of the law.   Without DOE there would be no one to do that.

We all had some early warning signs about Mr. Trump but who would have guessed what Governor Moore is doing.   And we thought he was a Democrat.

 Don’t take it for granted.

 

It’s been 50 years since the US Congress decided that every child, including those with disabilities, were entitled to a free and appropriate education.   When President Gerald Ford signed the bill into law, he made a point of saying he was signing the bill because of the political pressure but he was sure, the goal of the bill would never happen.

Here we are fifty years later, and the goal of the law has happened.   In fact, the original Education of all Handicapped Children Act (EHA) has been amended several times to expand the entitled services and the name has morphed into Individuals with Disabilities Education Act (IDEA).

Besides the instructional program, children with disabilities are supposed to be provided occupational and physical therapy, speech therapy, family counseling, transition services to assist in the move to jobs or college.   Transportation to the services the child needs is also guaranteed.  In fact, a school district can say it doesn’t have enough teachers for art or even science so the students won’t get those services.   But if the child has a disability, he or she is in a special protected class and must receive those services regardless of the financial condition of the school district.

Does all that happen as required by law.   Absolutely not!   School systems don’t have enough OT’s so kids don’t get OT.   They don’t have enough speech therapists so ditto on speech.   The law requires the service if the student needs it.  So the work around is, the school systems just says the child doesn’t need the service and if the child doesn’t need the service there can be no consequence to the school system not providing the service.

Law for children with disabilities has morphed into a whole new class of legal expertise.   Families that can, spend a great deal of money hiring advocates and special lawyers to get their children what the law has required for half a century.

If children aren’t getting services when the law requires it, think what might happen if the laws were changed.  Be vigilant, don’t take what you have for granted.  Someone may be waiting to take it away.

 

Don't talk to kids

 Don’t Talk to Kids

 

Don’t talk to kids as if they were children.   They don’t like it and you will be thought to be lacking in respect in their minds.  Children are quite remarkable in so many ways.   One is that they are hardwired with a BS meter.   They know when a person is pandering to them.  This meter begins to lose its effectiveness as we age.

The trick to speaking with kids is to speak to them as you would to an adult.   Of course, you need to filter for content, but you also need to be as truthful as possible.

Students in the lowest reading group know they are in the lowest reading group regardless of what we name that group.  So just call the group by the name of the book they are reading or the skill set on which they are working.

Avoid using language that isn’t true.   If a loved one is dying and the chances of recovery are slim, make sure the child knows that the person is very sick and might not get well.  If the religious belief system offers the hope of a heaven, then you can say the person might be going to heaven soon.

If a child asks the reason for a specific rule, give them the real reason not a made up one.   For example, our school has a rule that from middle school onward, boys may not wear sweatpants or other athletic wear to school.  When asked, we don’t soft peddle the reason.   Adolescent boys have involuntary erections that are plainly visible in soft pants and not so much in jeans or other fly front pants.   Boys might be initially embarrassed by the reason but they get it and appreciate the honesty.

Unlike adults, kids can take the truth and don’t appreciate cover up.  As we grow older, we hide from the truth.  We will tell another adult something is very attractive even when the little voice in our head says otherwise.   On the other hand, a child will flat out say “I don’t like that”.  

It is also true that children are not ready for some content.  It is perfectly ok to say, I can’t explain that now or I will tell you more when you are older.  Will some kids tell you they are ready now- definitely.  But it’s also ok to taking the responsibility of the adult and say you are the adult and you disagree.

I was babysitting a child and we were picking a movie to watch.  He selected one for “mature adults only”.  I told him, no his mom had rules and I would obey those rules.  He asked if the issue was sex.   I said probably.  Then he told me I didn’t need to worry because he knew all there was to know about sex.   He was 12 at the time, I didn’t know whether to be sad for him or really worried.

How dumb are we?

 How dumb are we?

 

The Blueprint for Education that the Maryland legislature passed a couple of years ago has a provision to increase teacher planning and collaboration time from the 20% of the day it is now to 40% of the day.   There is NO evidence that any real research was done to see if doing that would improve the quality of education for the children in these teachers classes.

What it would do is cost a great deal of money!  It is estimated that 15,000 additional teachers would be needed to implement this plan without increasing current class sizes.  Don’t let it bother you but we can’t find the teachers we need to fill the existing openings let alone add 15k MORE.  And, of course, there is a cost to that.  Assuming ( and yes I know the first 3 letters in the word assume) that all 15k teachers start at the beginning salary of $60,000, that would cost 900 MILLION DOLLARS.   Add another 18% for benefits, an additional 162 MILLION DOLLARS and you are looking at 1 BILLION dollars.  Is it any wonder the Governor decided to pause this element of the great plan.  Just think if those 15,000 teachers were hired to decrease class sizes instead of giving teachers more planning time with the same size or larger classes?   

It is not clear how or why that magical number of 40% of a teacher’s time for planning was determined.   It is said that a camel is a horse designed by a committee, so maybe a committee came up with that number.   

Of course, the teachers’ union thinks that a fine idea.   After all, 15,000 more teachers means more members and more dues collected.  Even though the Supreme Court has determined that requiring teachers to be members of the union and collecting payroll deductions for dues is not legal, the union has managed to include that provision in their collective bargaining.

In the coming years, when the true price tag for the Blueprint begins to come due and more importantly when results begin to be measured against the cost, the Blueprint might become more of a “red” print.’

The State Superintendent has made it her mission to put the Science of Reading in every beginning elementary school classroom.  She says she has lots of research evidence to back up the worthiness of the cost.   Where is the research that backs up the cost vs. the benefit of the Blueprint investment?   Or is this just another case of throwing money at the wall and see what sticks?   Really, how dumb are we?

Where have all the teachers gone?

 Where have all the teachers gone?

 

Gone to other jobs everyone.   When will we ever learn?   Sorry Pete Seeger.  But the lyrics seemed to fit.  Once again, the issue of not enough teachers has surfaced.

A part of the Blueprint for Education in Maryland has been delayed because there aren’t teachers for the present situation, so the idea of implementing something that would require more teachers was dismissed.   The Maryland State Department of Education is about to implement a program called The Science of Reading.  This program that is heavily phonics based is supposed to have students on grade level in reading by the end of grade 3.   If the students are not, they will either be retained in grade 3 or, at the parent’s request, move on to grade 4 but the parents need to agree to after school tutoring and/or summer programming.  The instruction will still be based on The Science of Reading, but that’s a story for another day.

What does need to be thought about is where are the school systems going to find the space and the teachers to expand the number of children in third grade and/or provide the after school and summer instruction.  That will also cost money.  

The same type of people who gave us the Blueprint and the Read by Grade 3 are trying to figure out how to get more folks to be teachers.   The first plan is to raise teachers’ salaries to $60,000 right out of college with no experience.  So far, that isn’t working very well.  Another plan is to change the licensing requirements for new and experienced teachers.   Certificates are gone and as of last April all teachers have licenses.  It is no long necessary for teachers to earn a Master’s Degree.  School folk have long noticed that the pay jump for the advanced degree cost more money but didn’t correspondingly increase teaching ability.   

So why don’t people want to be teachers any more.  One reason is that women (the predominant gender for teaching) have far more opportunities for job choices than they used to have.  They can earn more money, have more authority over how they do their jobs and even have respect.   Another reason is that teaching isn’t all that pleasant any more.   The profession does not receive the respect from the parent community that it used to have.   Secondly, with pacing guides and teaching guides, teaching has become the profession of processed food.   The documents lay out each step of teaching and grant no grace to the good sense of the teacher to slow down, speed up or even CHANGE the content to suit the learner.  Teaching is one of the few “professions” that is not controlled by the professionals but rather by bureaucrats and politicians.    Education organizations are largely to blame for this as they have become more unions advocating for health and welfare benefits rather than professional associations fighting for control of their own profession.

Have any of the bureaucrats held focus groups with successful teachers and ask them how to increase the teacher pool??

Where have all the teachers gone, gone to get some respect everyone.

 

 Here we go again…

 

Every time there is tight money and schools are looking for a place to cut, it’s the arts that go on the chopping block.

Besides funding, schools are worried about attendance.   This is not a change of subject.

For many kids with learning challenges, they are only coming to school for the arts portion of their day.   In Maryland, children between 5 and 18 are required to attend school. If traditional school learning is a challenge for you, that means a life sentence of failure.  Every day someone will demonstrate that you are not as smart (read not as good as) some of your peers.   Yet you gotta go every day because that’s the law.  So you figure out ways to avoid the daily punishment.   You skip school whenever you can; you feign illness.   For many children, the only reason to come to school, the only place where their other skills count, is the arts.

Instruction in visual arts, music and theatre always lags behind the “important” subjects of English, math, science and history/social studies.   Reading on grade level is now the holy grail of education based on the new policy passed by the State Board of Ed and the new Superintendent.

The Blueprint for Maryland’s Future is very specific about how local districts can spend their money.  Seventy-five percent of the State funds must go for the pillars in the Blueprint.   That leaves the remaining 25% for everything else, including the arts.   Advocates for the arts tried to get those areas included in the Blueprint along with other content areas.   They failed.   The arts are generally considered an added extra, the icing on the cake that can easily be done without.  State regulations require instruction in the arts but there are no specifics as to how that requirement is met.

Maryland is facing a 3 billion dollar budget deficit so budget cutting is more likely than budget enhancement.

No district in Maryland gets more money from the Blueprint than Baltimore City because of its high concentration of students living in poverty.   It can also be argued that no district in the state is in greater need of providing arts education to struggling learners and to kids whose families are unlikely able to supplement the school programs with cultural experiences.   The City also has a HUGE attendance problem. The arts could help solve this problem.   Frederick and Howard counties are both proposing to cut arts programming.

Give the kids a reason to come to school.   Give them a space to shine and show their other abilities.  Why is school just for the academically talented kids?