58.8 F
Waurika
Sunday, April 28, 2024
Advertisement

Saving Us Dumb Locals from Ourselves

0

Far away in an undisclosed coffeehouse, a hero in a white hat squints and looks suspiciously up at the rising sun. A kerfuffle is rumored among rubes in a faraway village, and nothing . . . absolutely nothing . . . worries a high-noon stranger like a bunch of local yokels facing the terrors of our modern world. A white horse soon appears. A quick pic for social media, and our hero drives away while a handler returns the horse to a waiting trailer to follow. Time to save us dumb locals from ourselves. 

Historically, Americans have always doubted the motives of self-identified heroes, but lately we seem to have succumbed to the hype. They predictably invade our towns and schoolyards for mock battle, and just as quickly move on for the next town, confident that they have made the world a better place by spotlighting an isolated, local, and complicated issue as a universal blight on our entire nation. The Twitterverse explodes. Facebook looks on in disgust. Tik-Tokers eat laundry detergent. 

Whatever the issue, local yokels must never fear!  Far away heroes from opposing sides will step in to fix our city councils, school boards, and main streets. They often swarm virtually, their manicured thumbs tapping away in outrage, but occasionally, they even make phone calls. If it’s something truly serious, however, like Dr. Suess poisoning our youth, the truly elite heroes stop just outside of town while hired hands un-trailer their white horses, so they can gallantly ride into town without a hair out of place.

Like never before, our communities, small towns, and schoolyards have become battlegrounds for faraway elites with deep pockets and obscure motives. While most Americans are concerned about silly issues like the economy, inflation, and school safety, these new saviors run unchecked and celebrated through our social media world. They always boast a vast local constituency, even when no locals recognize them. It’s just another high-noon standoff for them in an unknown town sure to produce collateral damage among people far too simple to understand their historic mission. Sure, local communities and schools have been dealing with these issues successfully without their help for years, but never waste a crisis, and when there is no crisis, create one.    

Not long ago, such high-noon strangers rode in, made a lot of noise, and disappeared. They only had blanks in their guns, so no harm, but now, they ruin lives, careers, and relationships. When the dust settles, locals are left empty, embittered, and betrayed. Meanwhile, outside of town, they trailer their horses and move on to the next backwater hotspot. A savior’s work is never done, and lattes are getting cold.

This new breed of elitist central planners have not yet rediscovered the futility of micromanaging local affairs. Self-proclaimed heroes rarely find the support they seek, so they inevitably devolve into their own form of tyranny, whether by governmental or mob decree. Tacit agreement with either orthodoxy is no longer enough, so normal folks keep their heads down and avoid eye-contact. No matter what you say or how you say it, it’s not good enough. We can no longer merely tolerate differences or partially agree – we must fervently celebrate and participate to prove allegiance. Most Americans hate being told what to do, even if they agree, but this has gotten out of hand. 

There will always be a need for far-away perspectives and experts, but everything is eventually a local issue. Local news. Local problems. Local solutions. Local responsibility. Of course, our new heroes champion these things, as long as locals bow obediently to the upheaval in our schools and communities under threat of national attention or cancellation. When it’s all over, local yokels must scoop up the messes left by these self-appointed heroes’ gallant white steeds. That’s now our role. Ironically enough, our only options after all their damage: blow up Twitter, slap Facebook, or eat Tide Pods. Maybe those Tik-Tokers have the answer, after all.

Tom Deighan is a public educator and author of Shared Ideals in Public Schools. You may email him at deighantom@gmail.com

Public Money, Public Rules for Vouchers

0

This is the eighth in a series of ten summertime articles mapping the common ground upon which parents, educators, and communities can unite regarding one of the most divisive topics in America: public education.

Many Oklahoma leaders appear to be taking progressive steps toward implementation of a voucher system, citing the need for increased competition between public and private schoolsMany wonder just how that would look, and I think we could learn something from our student athletes, for most public high schools already compete against private schools on the field, on the court, and on the stageThey follow the same rules, supported by common-sense parents and educatorsThis supports my belief that 80% of parents and 80% of educators agree on 80% of educational issues, and I believe that this even applies to the controversial topic of school choice. My position on this issue has always been captured in a simple phrase: Public Money, Public Rules. To prove, however, that my position is not shaped by current politics, here is an excerpt from my article in an April 2015 edition of the Lawton Constitution:

It will undoubtedly surprise some people, but as a superintendent of a public school district in Oklahoma, I do not oppose vouchers – as long as anyone receiving public funds has to follow the same rules a public school follows. They should provide transportation, therapists, special education, lunches, and fully certified teachers. They should take the same tests and meet the same accountability measures in place for public schools. They should have the same oversight and financial reporting requirements. 

This sort of logic seems to apply in virtually every other area that shifts public funds to private entitiesPublic and private universities follow the same rulesPrivate and public hospitals follow the same rules. Quasi-public systems like turnpikes even follow the same rules of the roadHeck, even private prisons must follow the same rules as public prisons, so if the rule applies to criminals, we might consider it for kids Public Money, Public Rules works everywhere else, so it should work for public school fundsTaxpayers like to know how and where their money is spent.

Public Money, Public Rules first implies transparency, which was the concern with a high-profile Oklahoma charter school last yearThe public expects to know where its money goes, and that district’s private vendor left many unanswered questions. Public Money, Public Rules also relates to accountability, which is a question mark for private schools in Oklahoma that currently receive public fundsMany private schools in Oklahoma receive checks directly from your local schools, through programs such as the Lindsey Nicole Henry Scholarship and some federal programs, but I do not know which (if any) of the public rules follow that public money 

Must these schools or the proposed voucher schools report graduation rates or utilize the state-mandated evaluation systems, testing systems, or climb the other mountains of mandates expected of your neighborhood school?  Must they block off 90-minutes for uninterrupted reading?  Are their schools rated with A’s or F’s?  Can they expel students? (Public schools cannot.)  Can they deny students entry?  (Public schools cannot.)  Are they required to transport special education students or serve their needs, no matter how astronomically expensive, just like public schools?   As Oklahoma continues to take steady, progressive steps toward vouchers, the Public Money, Public Rules issue should be front-and-centerAny school receiving local, state, or federal tax dollars should follow all the same rules, be it private, public, or charter

We do not accept separate rules in soccerPrivate schools and public schools must follow the exact same rules on a level fieldLikewise, any discussion of a voucher system must begin and end with Public Money, Public Rules – not just most rules but all rules – full adherence to every onerous, ridiculous rule that has been imposed on kids, parents, and educators in public schoolsThis principle works for soccer and tennis as well as prisons and hospitals. Public Money, Public Rules just seems like another issue upon which most parents and most educators could agree.

Tom Deighan is the current Superintendent of Duncan Public Schools. He may be reached at deighantom@gmail.com

Mostly Education: “Hitting the school bubbly”

0

Third-graders wiggle. They fidget. They giggle and laugh for no apparent reason. Honestly, they are a little goofy. This time of year, however, they hit the bubbly for the first time, as they take their first standardized tests, and they seem to lose a bit of their own bubbliness. As kids, we penciled in bubbles, but kids now click bubbles on a screen. Never mind that 9-year-olds often lack the fine motor skills to use computers effectively, and never mind that 9-year-olds’ maximum attention spans are below 30 minutes. By federal and state decree, they must endure numerous tests that require 60 to 80 minutes of intense concentration, mouse-clicking, and keyboarding. Their answers not only decide if they enter fourth-grade but also their teacher’s employment, their school’s funding, and their community’s A-F Ratings. Those are pretty high-stakes resting on a nine-year-old’s mouse click, but a little bubbly never hurt anyone, right?

Because the stakes are so high, these tests shape every aspect of our schools. They drive our schedules and calendars, determining how and what teachers teach every day. We no longer just teach to the tests; we live and die by them. They shape our entire school culture. They impact our property values and economic development. We even mow around the tests!  Bubbly, anyone?  

Ok, the tests may monopolize our time and focus, but they least measure the right third-grade skills, right?  We have all been third-graders, so we remember critical skills like multiplication that prepared us for things like long division, algebra, geometry, and higher math courses. Logically, therefore, most parents know what skills third-graders need for success, like multiplication, yet less than half of the test focuses on Number and Operations (44-48%). Over 50% of the test measures students’ understanding of Algebraic Reasoning and Algebra (12-18%), Geometry and Measurement (26-20%), and Data and Probability(12-18%).  I wonder if a 9-year-olds’ time is well spent focusing on Algebra before they have mastered multiplication. I wonder if our teachers feel pressured to cover test specifications even when they know their students have not yet mastered essential skills. I wonder if the educational corporations or bureaucrats who produce our standardized-tests know better than our parents.

But let’s just drink the bubbly Kool-Aide and assume that these tests accurately measure what a third-grader needs to master. Let’s also assume that teaching to these tests with such high-stakes is entirely appropriate. Maybe, just maybe this makes sense if it has all at least been consistent. Unfortunately, over the lifetime of our current third-graders alone, our state curriculum has been a hot mess, changing at least four times since 2014, when we abruptly scrapped Common Core for the old PASS Curriculum (that we originally replaced with Common Core). We soon replaced PASS again with the hastily produced Oklahoma Academic Standards (that bear an uncanny resemblance to Common Core). It takes several years of consistent curriculum and reliable testing to determine validity on a statewide scale, but Oklahoma has changed course so much over the last decade that no one can keep track. And since we did not test last year due to the pandemic closure, this year’s scores are literally another start-over. Need some bubbly yet?

For most of my career I willingly drank the bubbly, but “teaching to the test” has not worked. Perhaps it is because of the inconsistency or perhaps because the tests do not measure the right thing, but we cannot rely on an unreliable system. After over 20 years following the advice of central planners and corporations, maybe we should provide parents and teachers more input on our school culture. Yes, we must take these tests, but they do not have to drive everything. We fill out our taxes this time of year and go on with our lives. Likewise, let’s take the tests but focus more on mastering what is age-appropriate and critical to their academic success, good character, and overall health. And maybe, our third graders can truly be bubbly again. 

Tom Deighan is a public educator and currently serves as Superintendent of Duncan Public Schools. He may be reached at deighantom@gmail.com

Oklahoma Schools Cannot Manage a Pandemic

0

When state or federal entities create impossible situations due to unfunded mandates, unpredictability, or conflicting laws, public schools have always managed to figure things out. Inevitably, the central-planned solutions become politically impossible messes that school boards, parents, and educators are expected to unravel. As we have seen since this pandemic started, local control is a very convenient scapegoat when one-size-fits-all solutions hurt more than they help, but we may have finally tied ourselves up in a knot that local schools cannot untangle.

Beginning with the state-wide closures in the spring of 2019 and continuing through the 2020-21 school year, school districts were expected to either carry heavier and heavier loads managing COVID or just give up and close. We figured them out, however, navigating state and federal contradictions at the local level. Districts like Duncan swam upstream to keep schools open despite quarantining 2,500 students and staff. We made tough decisions locally to keep our schools open, despite our hands being tied. 

Last year, schools like Duncan assisted in duly authorized quarantining, contact tracing, isolation orders, and close contact notifications based on very explicit communications that schools must follow these orders.  We were either directly notified or confirmed regarding every COVID case in our schools. Then, under the direction of duly authorized experts, we provided information to assist in their final determinations.  Public school staff did most of the legwork and delivered most of the orders, but we never acted unilaterally, for we do not have the expertise or authority to do any of those things. We truly appreciated the partnership with local health authorities as we worked together to keep schools open safely. It was exhausting, but at the end of the year, we felt like we fought the good fight together.

But this year, schools are being “expected” to issue quarantining, contact tracing, and isolation orders unilaterally, based solely on personal, self-reported, and unverifiable health information. We are no longer officially notified of confirmed COVID-positive people in our buildings. Authorities no longer identify specific individuals or groups for quarantine, contact tracing, or isolation. They no longer prescribe the terms or duration of those quarantines. This year, schools have been told that we are on our own. Schools are now expected to do those things that have traditionally been beyond our authority, and we understand that we may lose funding if we do not. So, which laws do we break? 

If schools follow current recommendations, we will be violating SB658, but this is not about masks anymore. We are expected to quarantine, which requires our knowing a person’s vaccination status, but SB658 apparently forbids our requiring documentation that an individual has been vaccinated against COVID-19. Expecting schools to act as public health experts during a pandemic seems to contradict existing laws and virtually everything we have been told since this pandemic started. In the past, schools have always wriggled free enough to find a solution when asked to, but for me the answer is finally “No.”  

No, my schools should not be compelled to violate any provisions of SB658, for it is the law. And, no, educators should not be asked to act as public or private healthcare authorities during a pandemic. These are impossible choices that schools should not be forced to make. Schools can legally send sick people home and close to protect our staff and students, but educators cannot manage a pandemic. If things have changed, we need clarity and certainty before moving forward.  

No one knew if COVID would return the way it has, and no one wanted it, but we all knew that SB658 would create impossible choices if COVID did surge again. That impossible choice was not created by parents, educators, or children, but once again, they are expected to unravel this impossible problem. This time, I respectfully say, no. Schools cannot carry this burden. 

Tom Deighan is currently the superintendent of Duncan Public Schools. He may be reached at deighantom@gmail.com  You may read past articles at www.mostlyeducational.com

Easter: The Emptiest Holiday

0

Marshmallow Peeps are the epitome of dietary emptiness – pure sugar, whipped into a fluffy puff, then dipped in more sugar. Confection perfection!  Peeps are my favorite Easter candy, and they cap off The Season of Eating that starts in late September and sweetly saunters on for the next six months. Halloween . . . Thanksgiving . . . Christmas . . . Valentines . . . and finally Easter. And candy is at the heart of it all!   Those empty, barren calories with no nutritional value. The more we eat, the more we want. The Fattening Five offer an uninterrupted stream of dietary nothingness . . . and I love every minute of it, especially Easter, because we save the best candy for last. 

Halloween candy impresses due to sheer volume, but the good stuff is gone too quickly, that is, if the trick-or-treaters even get it. If I am guarding the candy bowl, you can be sure the good stuff goes in my bag, but before Thanksgiving arrives, we are picking through the last of the candy-corn and Dum-Dums. Unfortunately, Thanksgiving is a bit of a bust on the candy front, but thankfully, chocolate Santas start hitting the shelves. And if all else fails, pumpkin pie satisfies in a pinch. 

Christmas and Valentine’s Day candy are much better than Halloween candy, but they fall short of perfection for one simple reason: gotcha candies from those fancy gift boxes. When I bite into a chocolate, I should not be surprised, much less with raspberry crème. All the leftover candies with small exploratory dents or bites are an annual public health hazard. There should be a Surgeon General’s warning on any so-called chocolate with crème filling. We might as well fill them with ribbon candy.

But Easter candy, simply the best!  Almost all of it has chocolate, peanut butter, caramel, or marshmallow in it. Amazing Peeps, giant Reese’s Eggs, chocolate covered marshmallow bunnies, and the mysterious Cadbury fluid, and who knew that MM’s taste better in pastels?  The only way it could get any better is with it all combined into some sort of chocolate bunny dipped in sugar. As a matter of fact, the worst candy Easter has to offer is the colorful jelly bean. Not too shabby, Mr. Easter Bunny. 

Next week, after I eat the last jellybeans and marshmallow chicks, I will be sad to see The Season of Eating end. I will not only miss the sweets, but I will also need to shed five pounds and to recuperate from six months of shameful, regretful calories. But that is not the only emptiness Easter has to offer, for it is the emptiest holiday of all!  

The most amazing emptiness in history occurs on Easter: the empty tomb, from which broken and ashamed people have emerged forgiven and repurposed for two-thousand years. In its emptiness, we discover fullness of joy and redemption. For just like Easter candy, Christ also saves the best for last, sometimes following our darkest despair. On that spring morn so long ago, He conquered death and the grave, forever exchanging our heavy sorrow for the joyful emptiness of His tomb. So, no matter where you are or what you are dealing with, let Easter remind you that He always saves the best for last, and transforms sorrow to joy. Unlike the empty Easter candy we love so much, however, the emptiness of Easter fills us with joy unspeakable and full of glory. 

Tom Deighan is superintendent of Duncan Public Schools. You may email him at  deighantom@gmail.com and read past articles at www.mostlyeducational.com

FOLLOW US

2,900FansLike
630FollowersFollow
264FollowersFollow
66SubscribersSubscribe
- Advertisement -

RECENT POSTS