Some of our most vulnerable students are those in Special Education, yet sadly, they are some of our most underfunded students.  These students often have multiple concerns that sadly go unaddressed in our schools.  How would I help this program improve?

Get Medicaid to Pay

One of the easiest ways to get more funding for Special Ed would be to target Medicaid for payment for services.  Medicaid allows school districts to get insurance payments for medical services to help a student with their Individual Education Plan (IEP). For example, if a student receives speech pathology, audiology or occupational therapy as part of their IEP, Medicaid will pay for these services.  Sadly, WCSD has not received any money over the past ten years despite collecting Medicaid information from eligible students.  I would work with other trustees to implement a program so that WCSD hires an outsourced medical billing company to collect these eligible funds.

Audit All IEP’s

It is estimated that only 20-30% of all IEP’s are in compliance.  This means that 70-80% of special needs students are not getting the education and services clearly agreed to by the WCSD.  In some schools, compliance is likely lower.  Often, parents must hire legal representation to fight back against the District when their child’s needs go unmet.  I would demand that all IEP’s be audited, and parents be notified that their children are not receiving the care they need. 

Raise Special Ed Salaries

Just look at the WCSD job postings.  The list for special education positions is long.  This is because the pay is too low and the job too unsupportive.  To raise pay, I would make a series of cuts to the District.  First, I would eliminate many administrative jobs.  Some easy cuts would be to eliminate the direct reports of the Superintendent.  Now there are multiple area and deputy superintendents.  I would streamline this by allowing for two direct reports.  The legal department does not protect special needs students, but always has money for lawsuits.  I would mandate that the legal department clearly outlines a cost benefit matrix before undertaking any legal action and have it approved by the Board. 

What do you think?

These are just some of the ways to better support our most vulnerable students.  Can you help me think of anything else based on your experience?

The Foundation of Reading: A Misguided Approach?

“Sold a Story” unveils a compelling narrative surrounding the challenges in teaching and learning to read, rooted in decades of misguided educational practices. As Emily Hanford, an education reporter, delves into the complexities of reading education, she uncovers a significant disconnect between what is taught in schools and the scientific understanding of reading acquisition.

The Plight of Struggling Readers

A startling revelation from the podcast is the performance of fourth graders on reading tests, with a third showcasing below-basic reading abilities. This alarming statistic raises questions about the efficacy of current teaching methods, which seem to overlook the essential skills required for proficient reading.

The Origins of Misconceptions

The podcast traces the roots of these educational missteps to a deeply entrenched idea about reading that has been marketed to educators for decades. This notion, contrary to scientific evidence, suggests that children learn to read through exposure and intuition, much like they learn to speak.

The Marie Clay Influence

Central to the story is Marie Clay, a New Zealand educator whose theories on reading, particularly through the Reading Recovery program, have significantly influenced reading instruction worldwide. Clay posited that good readers use contextual clues and prediction strategies rather than phonics or sound-based decoding to read, a theory that has permeated teaching practices.

The Scientific Perspective

Contrasting Clay’s approach, “Sold a Story” presents a wealth of scientific research advocating for phonics and explicit instruction in sound-letter relationships as critical components of reading proficiency. This body of research challenges the effectiveness of prediction and context-based strategies that have dominated reading instruction.

Personal Narratives: The Human Element

The podcast poignantly highlights individual stories, like that of Dan Corcoran, who struggled with reading into adulthood until he received appropriate phonics-based instruction. These narratives add a human dimension to the debate, illustrating the real-world impacts of educational theories and practices.

A Call for Change

“Sold a Story” is not just a critique but a call to action, urging a reevaluation of reading instruction based on scientific evidence. It advocates for a shift away from disproven methods towards approaches that empower all children to become proficient readers.

Conclusion: Towards Evidence-Based Reading Instruction

As “Sold a Story” concludes, the challenge ahead is clear: to bridge the gap between educational practices and scientific understanding of reading. It’s a call for educators, policymakers, and society at large to prioritize evidence-based reading instruction, ensuring that every child has the opportunity to become a confident, proficient reader.

More information can be found at https://features.apmreports.org/sold-a-story/ and a special thanks to Emily Hanford for her reporting this story.

In our quest for educational excellence within our district, it’s essential to adopt proven strategies that not only enhance the learning experience but also ensure that every student has the opportunity to succeed. Roland Fryer, a leading African American economist, rigorously studied why New York City charter schools outperformed public schools.  Drawing on extensive research and best practices from successful schools, he identified a multi-faceted approach to elevate our schools. This approach is akin to crafting a masterful recipe, where each ingredient is crucial to the final outcome. Here’s how we can transform our schools:

Cultivating a Culture of Continuous Feedback

Feedback is the cornerstone of improvement, not just for students, but for educators as well. Regular, constructive feedback helps teachers refine their teaching methods and better address the needs of their students. It’s akin to a coach providing real-time, actionable advice to an athlete, enabling immediate and long-term performance improvements. We propose the implementation of a structured feedback system where educators receive frequent observations and constructive critiques from peers and administrators. This system will foster a culture of growth and excellence among teachers, directly benefiting student learning.  Most teachers in WCSD now report that they rarely get feedback from principals or administrators.

Data-Driven Instructional Strategies

In the age of information, leveraging data to guide instructional strategies is paramount. Just as businesses use data to make informed decisions, schools can use academic performance data to identify areas of strength and opportunities for improvement. By analyzing trends and patterns in student performance, educators can tailor their teaching strategies to meet the specific needs of their classrooms. This approach ensures that instruction is both targeted and effective, maximizing learning outcomes for every student.  Currently, little is done to change teaching methods to help address low performance. 

Expanding Access to High-Quality Tutoring

Personalized attention through high-dosage tutoring can significantly impact a student’s academic journey. Small group tutoring sessions provide a nurturing environment where students can ask questions, explore concepts, and receive individualized feedback. This targeted support is particularly beneficial for students who may need extra help in certain areas, ensuring that no one is left behind. We envision a tutoring program that is seamlessly integrated into the school day, providing ample opportunities for students to engage, learn, and succeed.  Most schools in WCSD cannot afford to bring in reading specialists or other tutors, while the District constantly adds additional directors to the bloated bureaucracy.

Extending Learning Time

Time is a precious commodity in education. Extending the school day or year offers additional opportunities for learning and enrichment. More instructional time means more chances to delve deeper into subjects, engage in hands-on projects, and participate in extracurricular activities that enhance the educational experience. This approach is not about keeping students in school for the sake of it but about enriching their learning experience and preparing them for the challenges of tomorrow.  We regularly cut hours from WCSD instruction by having early outs and other staff development days that have not been shown to benefit the students.

Setting and Upholding High Expectations

The power of belief cannot be overstated. When schools set high expectations, and every member of the community believes in the potential of every student, remarkable things can happen. It’s about fostering a mindset of excellence, where students are encouraged to strive for their best and are supported every step of the way. High expectations, coupled with the right support systems, can transform the academic and personal lives of students, setting them on a path to success.  Excuses should never be allowed.  As it stands, the WCSD has decided that low expectations should be the norm, with dire consequences for our students.  We must never give in to the soft bigotry of low expectations. 

Conclusion

In conclusion, the path to improving our schools is multifaceted, requiring a concerted effort from educators, students, and the community. By fostering a culture of feedback, leveraging data for instruction, providing high-quality tutoring, extending learning time, and maintaining high expectations, we can create an educational environment where every student has the opportunity to thrive. This comprehensive approach is our recipe for success, promising a brighter future for our schools and our students.  Should you want to read more about what Roland Fryer has uncovered through his research, please read his paper “Getting Beneath the Veil of Effectve Schools: Evidence from New York City” that was summarized here.  Also consider visiting the website of OE Ventures, a company he created to specifically address the challenges faced in low performing schools. 

Recently, a local political organization ran a disparaging article against my opponent with her face imposed on a grim reaper.  While I agree that the article and imagery was not appropriate, we need to understand that there is a tremendous amount of anger and frustration in our community directed towards the WCSD.  The Board does little but pay lip service to our community, teachers, parents and students.  Let me go over a few examples.

School Violence

Throughout the District, students are able to get away with horrific acts of violence.  Students that are bullied have no recourse and are often blamed for their situation.  Teachers are often physically assaulted and the District hides it.  As the schools grow more unsafe, little is done. Would you want your child to be the next victim of violent crime?

Special Education

The students most in need of support are often the ones most left behind.  Across the District, only 20-30% of students with IEP’s (Individualized Education Plans) have a compliant IEP.  This means that these student often go without the supports, therapies and other tools they are federally entitled to receive.  Does this benefit special needs students?

Books

Many parents are rightly concerned about the explicit nature of some books in our libraries.  Books should be age appropriate.  Huck Finn in elementary school is not appropriate but is critical in high school.  If the District cared, it could easily create a policy to age restrict certain books or even require a parent consent form.  If we require parental consent for sex ed, why don’t we require it for sex ed in book form? 

Transparency

Far too often, the District purposefully hides the truth from parents.  We don’t know how often evacuations occur.  If you attempt to put in an information request, the most common response is that there are no records they can provide.  Why can’t they speak more transparently?

Lawyers

The lead council for the WCSD, Neil Rombardo, has a reputation for being a poor lawyer and bully.  He is more concerned about intimidation and scare tactics than protecting our kids.  If given a choice between litigation or actually engaging with parents productively, he chooses to make the parents lives worse.  This costs money and erodes trust.  Why can’t we find someone better to protect our children?

Money

A common refrain is that there is never enough money to do all the things that need to be done.  That said, there is always money for legal fights, new administration buildings or $200,000 a year directors for special interest projects.  Our kids play sports on unsafe fields and can’t get reading specialists in the classroom.  Meanwhile, they don’t collect on Medicaid reimbursements that could total hundreds of thousands of dollars a year.  Maybe an audit of District spending would show what is really going on?

Parent Rights

After covid lock downs, many parents realized what was actually going on in the classrooms.  Rather than realizing that parents are the best advocates for their kids, the District has decided they are nothing but an annoyance.  No parent should have to feel that by sending their child to school, they are giving up all rights.  Why not treat parents like they have something to contribute?

School Choice

With all that is happening, many parents want to send their child to a school that isn’t part of WCSD.  If they can afford it, parents with means send their kids to private school.  Others are choosing to homeschool or try for a zone variance to another in district school.  The wait lists for free charter schools are growing every year but the Board is dragging its feet on approving more.  When the Board can’t fix the problems in public schools, why should it expect parents to not want to go elsewhere?

Conclusion

As you can see, the list of things to be angry about is long, and this list isn’t exhaustive.  If there is something you are unhappy about, please let me know in the comments. 

Introduction

As a candidate running for the Washoe County School Board, I am deeply committed to creating a safe and supportive learning environment for all students. In this blog post, we’ll explore critical safety concerns related to discipline processes within our schools. These issues impact not only student well-being but also their ability to learn effectively.

The Right to a Safe Learning Environment

According to NRS 388.132, every student has the right to a safe learning environment. This legal provision emphasizes the district’s responsibility to maintain safety within our schools. However, recent incidents reveal that this right is often compromised.

Violations and Behavioral Challenges

Severe behavioral issues among students pose a significant challenge. Unfortunately, these issues lead to violations of the right to safety. Children with such challenges are sometimes placed in classrooms where they shouldn’t be, affecting both their own safety and that of their peers.

Parental Input and Building Relationships

The Washoe County School District (WCSD) must prioritize parental input. Engaging parents and guardians is crucial for creating a safer educational environment. Additionally, building strong relationships with families fosters trust and collaboration.

Special Education Funding

Safety concerns are compounded by the district’s refusal to properly fund special education. Adequate resources are essential for meeting the diverse needs of students with disabilities. Insufficient funding impacts safety protocols and support services.

Real-Life Example: Jessie Beck

At Jessie Beck Elementary, discipline processes have unintended consequences. When a student misbehaves, they are sent to the office and rewarded with a toy. However, upon returning to class, the teacher asks them to put the toy away, leading to frustration and further disruptive behavior. This inconsistency contributes to an unsafe classroom atmosphere.

Learning Disruptions During Evacuations

A critical question arises: How can children learn effectively during evacuations? Frequent disruptions due to evacuations hinder academic progress and create anxiety among students. We must address this issue to ensure continuity in learning.

Parental Awareness and Escalating Behaviors

Parents often underestimate the severity of disruptions. Behaviors escalate gradually, and students become accustomed to them. By the time evacuations occur, children perceive them as normal, which is not acceptable. We need better communication and awareness.

Transparency and Information Requests

Transparency is essential. Unfortunately, when parents seek information about evacuations, the district often refuses and even bans them from volunteering. This lack of transparency hinders parents’ ability to advocate for their children’s safety effectively.

Conclusion

As a school board candidate, I am committed to addressing these safety concerns head-on. We must prioritize student safety, engage parents, allocate adequate resources, and ensure transparent communication. Together, we can create safer schools where every child thrives.

Dear Washoe County residents and fellow advocates for quality education,

I am thrilled to announce that I have officially filed my candidacy for the Washoe County School District (WCSD) Trustee position in District D. Our schools are the heart of our community, and it’s time for a fresh perspective and unwavering commitment to excellence.

Here’s why I’m running:

1. Elevating Our Schools: Our schools deserve better than the status quo. We’ve seen an alarming rise in school violence, and graduation rates have hit an all-time low. As your trustee, I will work tirelessly to create safer, more nurturing environments for our students.
2. Financial Priorities: It’s puzzling that educational programs often face budget constraints, while administrative roles multiply and legal battles drain resources. Let’s shift the focus back to what matters most: our students’ education. I pledge to advocate for smart financial decisions that prioritize learning outcomes.
3. Teacher Retention and Recruitment: Our dedicated educators are the backbone of our schools. Yet, we’re witnessing a concerning trend of teachers leaving the profession. I will champion policies that support our teachers, ensuring they have the resources and encouragement they need to thrive.
4. Supporting Vulnerable Students: Every student deserves equal access to a quality education. Our most vulnerable students—whether due to socioeconomic factors, language barriers, or special needs—must receive the support they are legally entitled to. No child should fall through the cracks.
5. Transparency and Accountability: The WCSD must be transparent about its successes and challenges. As your trustee, I will hold the district accountable for its actions, ensuring that decisions are made in the best interest of our students and families.
6. Non-Partisan Leadership: Education transcends politics. I am committed to serving as an independent voice, free from party affiliations. Our students’ futures should unite us, not divide us.

Your Support Matters: In the upcoming primary elections, I humbly ask for your vote. Together, we can transform our schools into vibrant centers of learning, innovation, and opportunity. Let’s make education the cornerstone of our community’s success. 

Thank you for believing in a brighter future for WCSD. Let’s build it together! For more information, visit my website www.votejoshcole.com.

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