See the Tacoma Tribune news story in their paper today regarding the 11.8 million dollar jury verdict below for 2 year old Gabriel Tobin who drowned in July 2004 in Lake Tapps.
I will blog more about the failures by the child care licensing agency and the Attorney General's Office in this case.
This is a thank you to the jury who were reasonable and prudent in their review, analysis and assessment of the case.
As a former child care licensor, now an activist for parents and the public I testified at this trial.
I thank the citizens who sat on this jury and were the reasonable judges to hear this case.
The failures in licensing that led to Gabriel Tobin's death started from the beginning in 2001.
The Attorney General's Office in my opinion is the biggest failure in this case. Myself, licensors and the supervisors were taught again and again over the years how to license properly.
Now the Attorney General's Office in opposition to the training they gave me and others brought this to court to support the the managers who oversaw the poor and improper licensing of this day care home.
I made a public disclosure request to find out how much taxpayer money they put into defending these state bureaucrats. Mary Kay Quinlan was the supervisor out of Pierce County and the jury found her at fault in this case.
Christine Gregoire was Attorney General and under her watch other children died. The Attorney General's Office in my opinion has been used as a public defender lawyer to suppport DSHS management personnel from being held accountable for their failures.
The Attorney General's Office is required to serve the citizens of the state of Washington not entrenched bureaucratic managers.
I will be writing more details in the future. I'm buried with some other social justice work at the moment.
Please leave any questions you'd like me to clarify about the state's role in this matter.
Saturday, October 4, 2008
Sunday, September 14, 2008
Why is the Teacher's Union actively supporting misconduct?
From the Yakima Herald.com Online News.
Published on Sunday, September 14, 2008
Teacher-student sex: WEA makes an unwise move
Yakima Herald-Republic
"It's not good for teachers to have sex with students in high school under any circumstances. On that we can all agree.
But in seeking to clarify a law making it a crime for a teacher to have sex with an 18-year-old, the Washington Education Association appears to be doing a better job of further confusing the issue.
The union has filed a "friend of the court" brief in a case involving a Grays Harbor County teacher accused of having sex with an 18-year-old female student. The defense challenged the statute, saying a student who is 18 is considered an adult, therefore a teacher can't be charged with sexual misconduct with a minor.
WEA's contention is that the law is vague and should be clarified as to whether the intent is to cover all students or just students who are minors. Yet filing a brief on behalf of a defendant at least gives the appearance of not only taking sides, but playing a game of semantics.
The law is vague. But why doesn't WEA move to clarify it in the Legislature, rather than taking sides in a lawsuit to protect a teacher accused of serious misconduct?
The defense appealed a Grays Harbor Superior Court ruling last year that the law was clear and a student can be a victim of the crime even if he or she is 18. Oral arguments in that case were heard Tuesday by a state appeals court.
To further muddy the legal waters, last month a Benton County Superior Court judge said the law is too vague as to what constitutes a minor in such situations and dismissed the charge against a former Richland High School music teacher accused of having sex with an 18-year-old student.
Such conflicting court interpretations alone signal the need for a legislative remedy. But let's make no mistake what the issue is that should be clarified: No teacher should have sexual contact with any student of any age through high school. Period, no exceptions. Teachers at that level simply are in a position to impose too much influence on impressionable students.
Beyond high school it's different, and the legal age of 18 is a legitimate plateau to be treated as an adult.
A spokesman for WEA said the union does not condone teachers having inappropriate sexual relationships with students of any age.
"Filing this brief should not be construed to mean that anybody within WEA condones inappropriate sexual conduct with students," Rich Wood, a spokesman for the union told the Tri-City Herald. "... It would be an insult to suggest our 81,000 members would condone that kind of behavior. They don't."
Blog note: They might want to take a survey on that as the Seattle Times a few years ago went to court and had 159 cases of sexual misconduct by coaches in the school districts (Seattle area if I remember right) unsealed.
Back to the Yakima article: "But WEA officials, by intervening in the case, appear to be revealing a bias and rush to protect a teacher under fire rather than using common sense. The union could have come out strongly for clarification of the law without becoming part of the court proceedings.
Any teacher guilty of that kind of sexual misconduct with any student should be banned from the teaching profession. It really doesn't matter if the student involved is 17 years and 11 months old or 18. And conviction should be treated as a criminal offense.
The law should be clarified to reflect that. On that we can agree with the teachers union."
Another website states students are covered under the law to be protected:
"Last year, Hirschfelder's attorney Rob Hill argued that the case should be dismissed because the girl was not a minor. Hill questioned the state law, which says, in part, that a person is guilty of first-degree sexual misconduct with a minor if "the person is a school employee who has ... sexual intercourse with a registered student of the school who is at least 16 years old and not married to the employee ..."
Superior Court Judge David Foscue ruled that there "is no ambiguity in the text of the statute."
Hill appealed the decision to the Court of Appeals, Division 2 in Tacoma to be heard on Tuesday."
Published on Sunday, September 14, 2008
Teacher-student sex: WEA makes an unwise move
Yakima Herald-Republic
"It's not good for teachers to have sex with students in high school under any circumstances. On that we can all agree.
But in seeking to clarify a law making it a crime for a teacher to have sex with an 18-year-old, the Washington Education Association appears to be doing a better job of further confusing the issue.
The union has filed a "friend of the court" brief in a case involving a Grays Harbor County teacher accused of having sex with an 18-year-old female student. The defense challenged the statute, saying a student who is 18 is considered an adult, therefore a teacher can't be charged with sexual misconduct with a minor.
WEA's contention is that the law is vague and should be clarified as to whether the intent is to cover all students or just students who are minors. Yet filing a brief on behalf of a defendant at least gives the appearance of not only taking sides, but playing a game of semantics.
The law is vague. But why doesn't WEA move to clarify it in the Legislature, rather than taking sides in a lawsuit to protect a teacher accused of serious misconduct?
The defense appealed a Grays Harbor Superior Court ruling last year that the law was clear and a student can be a victim of the crime even if he or she is 18. Oral arguments in that case were heard Tuesday by a state appeals court.
To further muddy the legal waters, last month a Benton County Superior Court judge said the law is too vague as to what constitutes a minor in such situations and dismissed the charge against a former Richland High School music teacher accused of having sex with an 18-year-old student.
Such conflicting court interpretations alone signal the need for a legislative remedy. But let's make no mistake what the issue is that should be clarified: No teacher should have sexual contact with any student of any age through high school. Period, no exceptions. Teachers at that level simply are in a position to impose too much influence on impressionable students.
Beyond high school it's different, and the legal age of 18 is a legitimate plateau to be treated as an adult.
A spokesman for WEA said the union does not condone teachers having inappropriate sexual relationships with students of any age.
"Filing this brief should not be construed to mean that anybody within WEA condones inappropriate sexual conduct with students," Rich Wood, a spokesman for the union told the Tri-City Herald. "... It would be an insult to suggest our 81,000 members would condone that kind of behavior. They don't."
Blog note: They might want to take a survey on that as the Seattle Times a few years ago went to court and had 159 cases of sexual misconduct by coaches in the school districts (Seattle area if I remember right) unsealed.
Back to the Yakima article: "But WEA officials, by intervening in the case, appear to be revealing a bias and rush to protect a teacher under fire rather than using common sense. The union could have come out strongly for clarification of the law without becoming part of the court proceedings.
Any teacher guilty of that kind of sexual misconduct with any student should be banned from the teaching profession. It really doesn't matter if the student involved is 17 years and 11 months old or 18. And conviction should be treated as a criminal offense.
The law should be clarified to reflect that. On that we can agree with the teachers union."
Another website states students are covered under the law to be protected:
"Last year, Hirschfelder's attorney Rob Hill argued that the case should be dismissed because the girl was not a minor. Hill questioned the state law, which says, in part, that a person is guilty of first-degree sexual misconduct with a minor if "the person is a school employee who has ... sexual intercourse with a registered student of the school who is at least 16 years old and not married to the employee ..."
Superior Court Judge David Foscue ruled that there "is no ambiguity in the text of the statute."
Hill appealed the decision to the Court of Appeals, Division 2 in Tacoma to be heard on Tuesday."
Saturday, September 13, 2008
The WASL and children's learning in our public education system
The Columbian newspaper in August had an article about the WASL (Washington's Assessment of Student Learning) and reportedly reporting on how well the kids did. As it turns out the real issue is on how well the adults did.
I googled the Office of Superintendent of Public Instruction (OSPI) to see what I could research on this subject.
For "Writing", the OSPI on-line example had the 10th grade kids respond to this question:
"If your home was threatened by fire and you could safely retrieve one or two items before you leave for a secure place what you choose?" (and why?)
There goes all the fire safety training to keep our kids safe.
The ones OSPI liked least were the kids who directly answered the immediate question.
The first one wrote: "If my house were threatened by fire I would try and put the fire out and save everything but since you won't let me."
Another wrote she'd grab the cell phone to call people and a book to read to take her mind off what happened to her home.
The writings OSPI liked best were greater in length, descriptive and sentimental about the importance of various items to their families.
As a 10th grade kid who experienced a fire in her house I would have written very pragmatically myself: “I would call the fire department, grab nothing, and get everyone out. As the Fire Marshall tells us a house can fill with black smoke and be consumed by fire withing 90 seconds."
The adult who wrote this question needs to go to "critical thinking school" and the taxpayers/parents would absolutely be right to assess the public education system continues to fail our kids.
I googled the Office of Superintendent of Public Instruction (OSPI) to see what I could research on this subject.
For "Writing", the OSPI on-line example had the 10th grade kids respond to this question:
"If your home was threatened by fire and you could safely retrieve one or two items before you leave for a secure place what you choose?" (and why?)
There goes all the fire safety training to keep our kids safe.
The ones OSPI liked least were the kids who directly answered the immediate question.
The first one wrote: "If my house were threatened by fire I would try and put the fire out and save everything but since you won't let me."
Another wrote she'd grab the cell phone to call people and a book to read to take her mind off what happened to her home.
The writings OSPI liked best were greater in length, descriptive and sentimental about the importance of various items to their families.
As a 10th grade kid who experienced a fire in her house I would have written very pragmatically myself: “I would call the fire department, grab nothing, and get everyone out. As the Fire Marshall tells us a house can fill with black smoke and be consumed by fire withing 90 seconds."
The adult who wrote this question needs to go to "critical thinking school" and the taxpayers/parents would absolutely be right to assess the public education system continues to fail our kids.
Sunday, July 27, 2008
Washing the Dishes
Someone wrote that democracy is like washing the dishes.
Having just finished reading, "Freedom for the Thought We Hate, A Biography of the First Amendment" by Anthony Lewis that phrase came back to my mind.
Democracy is never an "accomplished" goal. We must never stop washing the dishes.
Having just finished reading, "Freedom for the Thought We Hate, A Biography of the First Amendment" by Anthony Lewis that phrase came back to my mind.
Democracy is never an "accomplished" goal. We must never stop washing the dishes.
Tuesday, July 22, 2008
The Moment the Decoding Works for a Child
Today the five year old just turned six year old in my life had that joyful moment of realizing that decoding works.
I created a "secret codebook" for his older brother when he was six and the younger one immediately wanted one.
Today he brought it to the table and went through the phonemes, you know, like -at, -up, -it and with concentration he added the consonant sounds at the beginning. "b, b, b"....."at"......bat! The look of excitement on his face realizing he read a word by himself, heart warming to witness.
But he wasn't satisfied with reading the word "right", he wanted the definition, he used it in a sentence and he would remark on other words he thought sounded similar to the word he was working on.
He loved having a conversation about the English language.
I created a "secret codebook" for his older brother when he was six and the younger one immediately wanted one.
Today he brought it to the table and went through the phonemes, you know, like -at, -up, -it and with concentration he added the consonant sounds at the beginning. "b, b, b"....."at"......bat! The look of excitement on his face realizing he read a word by himself, heart warming to witness.
But he wasn't satisfied with reading the word "right", he wanted the definition, he used it in a sentence and he would remark on other words he thought sounded similar to the word he was working on.
He loved having a conversation about the English language.
Wednesday, July 16, 2008
Excerpts from Illiteracy Article by Ronald Nash
Found on the internet from:
The Three Kinds of Illiteracy
Ronald Nash
Just five percent of seventeen-year-old high school students can read well enough to understand and use information found in technical materials, literary essays, and historical documents."[2] Imagine then how hopeless it is to get the other 95 percent to read Plato or Dante -- or the Bible. "Barely six percent of them," Finn continues, "can solve multi-step math problems and use basic algebra."[3] We're not talking difficult math here but rather something as elementary as calculating simple interest on a loan.
Illiteracy this extensive is virtually unprecedented in America's history. Eighty years ago, in 1910, only 2.2 percent of American children between the ages of ten and fourteen could neither read nor write. It is important to remember that the illiteracy of 1910 reflected for the most part children who never had the advantage of schooling. The illiterates of today, however, are not people who never went to school; they are, for the most part, individuals who have spent eight to twelve years in public schools.
Clearly incompetence of this magnitude is not the result of accident. A large part of the blame rests with the educational establishment itself, the very people and institutions entrusted with the task of educating America's children.
There is a growing body of evidence that suggests that many of our public school teachers are themselves woefully under-educated. In 1983, for example, school teachers in Houston, Texas were required to take a competency test. More than 60 percent of the teachers failed the reading part of the test. Forty-six percent failed the math section while 26 percent could not pass the writing exam. As if this weren't bad enough, 763 of the more than 3,000 teachers taking the test cheated.
The Three Kinds of Illiteracy
Ronald Nash
Just five percent of seventeen-year-old high school students can read well enough to understand and use information found in technical materials, literary essays, and historical documents."[2] Imagine then how hopeless it is to get the other 95 percent to read Plato or Dante -- or the Bible. "Barely six percent of them," Finn continues, "can solve multi-step math problems and use basic algebra."[3] We're not talking difficult math here but rather something as elementary as calculating simple interest on a loan.
Illiteracy this extensive is virtually unprecedented in America's history. Eighty years ago, in 1910, only 2.2 percent of American children between the ages of ten and fourteen could neither read nor write. It is important to remember that the illiteracy of 1910 reflected for the most part children who never had the advantage of schooling. The illiterates of today, however, are not people who never went to school; they are, for the most part, individuals who have spent eight to twelve years in public schools.
Clearly incompetence of this magnitude is not the result of accident. A large part of the blame rests with the educational establishment itself, the very people and institutions entrusted with the task of educating America's children.
There is a growing body of evidence that suggests that many of our public school teachers are themselves woefully under-educated. In 1983, for example, school teachers in Houston, Texas were required to take a competency test. More than 60 percent of the teachers failed the reading part of the test. Forty-six percent failed the math section while 26 percent could not pass the writing exam. As if this weren't bad enough, 763 of the more than 3,000 teachers taking the test cheated.
Reading stats from 1995 and 2005 A Significant Decrease
I still have been looking for literacy stats after 1973. I found this on "The Nation's Report Card":
"Executive Summary: Reading Results for Grade 12
Reading performance declines for all but top performer
The percentage of students performing at or above Basic decreased from 80 percent in 1992 to 73 percent in 2005, and the percentage of students performing at or above the Proficient level decreased from 40 to 35 percent.
Retrieving information from a highly detailed document is an example of the knowledge and skills demonstrated by students performing at the Basic level.
Making a critical judgment about a detailed document and explaining their reasoning is an example of the knowledge and skills associated with students’ performance at the Proficient level."
"Executive Summary: Reading Results for Grade 12
Reading performance declines for all but top performer
The percentage of students performing at or above Basic decreased from 80 percent in 1992 to 73 percent in 2005, and the percentage of students performing at or above the Proficient level decreased from 40 to 35 percent.
Retrieving information from a highly detailed document is an example of the knowledge and skills demonstrated by students performing at the Basic level.
Making a critical judgment about a detailed document and explaining their reasoning is an example of the knowledge and skills associated with students’ performance at the Proficient level."
Over Heard at the Park
Three siblings were having some conflict. After a bit of unsuccessful intervention by their mother, mom said, "Do I have to do another team building exersize with you?"
"No, mom" one child said. Another said, "Please not another three legged race."
It's interesting how anything can be turned into punishment.
Like "time out". Time out started in the 70's and it was for parents to count to 10 to enable them to calm down.
Now it is often use as a threat, a form of punishment.
"No, mom" one child said. Another said, "Please not another three legged race."
It's interesting how anything can be turned into punishment.
Like "time out". Time out started in the 70's and it was for parents to count to 10 to enable them to calm down.
Now it is often use as a threat, a form of punishment.
Friday, July 11, 2008
Child Care Rules, Unions and their Use of Language
Parents will want to have some beginning information to consider how and why a union is involved with their child care decisions.
SEIU's (Service Employee International Union) winning streak of sticking a needle in the arm of taxpayers and pumping out funds endlessly ended in May/June 2008.
SEIU stuck the needle in the taxpayer through the family home and in-home child care providers two years previously with what euphemistically was called "collective bargaining".
Creatively, they used language to create the impression that 10,000 providers wanted that "unionizing". The number was closer to 2,000. Big difference, ey?
Now a "Negotiated Rule Making" process has been painfully going on for at least two years (I'll have to check my dates). A process that at the most takes a year keeps stretching out. It's simply a process to review and up-date regulations for "the healthy, safety and the well-being" of your child in licensed care while you work.
It's a public meeting but has been run more like a private club.
Even their own SEIU members are not told that it is a public meeting. They don't even ask for the rank and file members to weigh, not even those 2,000.
SEIU announces today on their website about the August 9, 2008 Negotiated Rule Making Meeting and then wrote:
"Open to elected Negotiated Rule Making members."
It's open to the public but SEIU hides this lawful fact from their own rank and file.
Then on another page of the SEIU website today:
"Help us hold our elected officials accountable! If they've made promises to our members and broken those promises, there will be consequences!
Join us at 9 AM (on August 17, 2008) (ends by 1 PM) for snacks & training - locations around the state to be announced soon; please hold the date!"
It now appears that SEIU using money pumped out of taxpayers' veins plan to attack the senators and state representatives for stopping the blood letting.
Meanwhile it has been thoroughly documented of SEIU's verbal and written attacks against the lone parent voice on the Negotiated Rule Making committee.
These actions by SEI in my observations and opinion have little to do with the "health, safety and well-being of the child in licensed care."
As the targeting and attacks unfold this blog will post the information as to which senators and representatives are being targeted.
SEIU's (Service Employee International Union) winning streak of sticking a needle in the arm of taxpayers and pumping out funds endlessly ended in May/June 2008.
SEIU stuck the needle in the taxpayer through the family home and in-home child care providers two years previously with what euphemistically was called "collective bargaining".
Creatively, they used language to create the impression that 10,000 providers wanted that "unionizing". The number was closer to 2,000. Big difference, ey?
Now a "Negotiated Rule Making" process has been painfully going on for at least two years (I'll have to check my dates). A process that at the most takes a year keeps stretching out. It's simply a process to review and up-date regulations for "the healthy, safety and the well-being" of your child in licensed care while you work.
It's a public meeting but has been run more like a private club.
Even their own SEIU members are not told that it is a public meeting. They don't even ask for the rank and file members to weigh, not even those 2,000.
SEIU announces today on their website about the August 9, 2008 Negotiated Rule Making Meeting and then wrote:
"Open to elected Negotiated Rule Making members."
It's open to the public but SEIU hides this lawful fact from their own rank and file.
Then on another page of the SEIU website today:
"Help us hold our elected officials accountable! If they've made promises to our members and broken those promises, there will be consequences!
Join us at 9 AM (on August 17, 2008) (ends by 1 PM) for snacks & training - locations around the state to be announced soon; please hold the date!"
It now appears that SEIU using money pumped out of taxpayers' veins plan to attack the senators and state representatives for stopping the blood letting.
Meanwhile it has been thoroughly documented of SEIU's verbal and written attacks against the lone parent voice on the Negotiated Rule Making committee.
These actions by SEI in my observations and opinion have little to do with the "health, safety and well-being of the child in licensed care."
As the targeting and attacks unfold this blog will post the information as to which senators and representatives are being targeted.
Tuesday, July 8, 2008
Is the Governor's Child Care Licensing Agency Schmoozing the Media?
Is the media critically thinking through what the government feeds them for a story? What is the media's responsibility to carefully review information before going with the story?
King 5 reported this week that parents are now better informed that transparency has been improved as the child care licensing agency DEL (The Department of Early Learning) now scans in the "Facility Licensing Compliance Agreements" into their website.
The most vital information the Governor's office (its Christine Gregoire's agency now) does not give are the child protective services (CPS) investigations.
Most important for parents to know is that the department has allowed providers and facilities with "founded" CPS charges to keep their licenses.
The parent will not find "CPS" information on the Governor's child care licensing website.
The website even tells you that.
Additionally, in direct violation of law (RCW) the parent is not notified of the licensed child care providers and facilities that are currently in denial, suspension or revocation action.
Parents will not find the names child care providers or facilities who had their licenses denied, revoked or suspended.
Both of those are required by law.
Some parents could be using these providers (who sometimes continue to then provide unlicensed care).
King 5 reported this week that parents are now better informed that transparency has been improved as the child care licensing agency DEL (The Department of Early Learning) now scans in the "Facility Licensing Compliance Agreements" into their website.
The most vital information the Governor's office (its Christine Gregoire's agency now) does not give are the child protective services (CPS) investigations.
Most important for parents to know is that the department has allowed providers and facilities with "founded" CPS charges to keep their licenses.
The parent will not find "CPS" information on the Governor's child care licensing website.
The website even tells you that.
Additionally, in direct violation of law (RCW) the parent is not notified of the licensed child care providers and facilities that are currently in denial, suspension or revocation action.
Parents will not find the names child care providers or facilities who had their licenses denied, revoked or suspended.
Both of those are required by law.
Some parents could be using these providers (who sometimes continue to then provide unlicensed care).
Tuesday, July 1, 2008
How Children Learn to Read, a Lesson from the 17th Century
Thomas Tryon advises how to teach children to read and write in England in the late 17th Century:
"At a year and a half, or two years old show them their letters, not troubling them in the vulgar way, with asking them what is this letter, or that word, but instead thereof, make frequent repetitions in their hearing, putting the letters in their sight. And thus in a little time, they will easily and familiarly learn to distinguish the twenty-four letters, all as they learn the utensils, goods, and furniture of the house, by hearing the family name them. At the same time, teach your children to hold the pen, and guide theirs hand; and by this method, your children, unaccountably to themselves, will attain to read and write at three, four and five years old....."
In America
1790 literacy rate was 90% (women's was 45%)
1840 rate - between 93 -100%
1940 rate - 96% for Whites - 80% for Blacks
1951 rate - 81%
1973 rate - 73%
I am having trouble finding the most recent literacy rates. I'll post when I find.
"At a year and a half, or two years old show them their letters, not troubling them in the vulgar way, with asking them what is this letter, or that word, but instead thereof, make frequent repetitions in their hearing, putting the letters in their sight. And thus in a little time, they will easily and familiarly learn to distinguish the twenty-four letters, all as they learn the utensils, goods, and furniture of the house, by hearing the family name them. At the same time, teach your children to hold the pen, and guide theirs hand; and by this method, your children, unaccountably to themselves, will attain to read and write at three, four and five years old....."
In America
1790 literacy rate was 90% (women's was 45%)
1840 rate - between 93 -100%
1940 rate - 96% for Whites - 80% for Blacks
1951 rate - 81%
1973 rate - 73%
I am having trouble finding the most recent literacy rates. I'll post when I find.
Wednesday, June 25, 2008
State Senator Val Stevens rebukes DSHS for Not protecting Children
I just sent this letter off to the Colmunbian Newspaper in Vancouver. See a link to the full article below
Dear Editor,
The state's spokesman said:
"Agency spokeswoman Lee said the state disagrees with the accrediting body that all supervisors must have master’s degrees in social work..."
Before 1989 all supervisors (Social Worker 4's) and social worker 3's were required to have their masters in social work.
AFSCME and DSHS administrators decertified that position themselves a long long time ago in 1989. We got a big raise and the requirements for social worker 4 (supervisors) and social worker 3 (social workers or caseworkers) positions were weakened.
The next big investigation that a newspaper or television media should do is on what is going on in the Attorney General's Office. More of the story will come into view. Perhaps a federal Inspector General must be called. They recently did a good investigation on the Justice Department.
In 1911 the father of scientific management Frederick Winslow Taylor wrote: "In the past man has been first. In the future the system must be first."
It's been almost 100 years. These systems are crumbling. Reforms aren't working. The state has few leaders who will manage and monitor the system to success. Christine Gregoire in my opinion has failed in her responsibility to protect children when she was the attorney general and as governor.
Margo Logan
Here's the link:
http://www.columbian.com/news/localNews/2008/06/06242008_Legislator-rebukes-childrens-agency.cfm?newsletter=1
Dear Editor,
The state's spokesman said:
"Agency spokeswoman Lee said the state disagrees with the accrediting body that all supervisors must have master’s degrees in social work..."
Before 1989 all supervisors (Social Worker 4's) and social worker 3's were required to have their masters in social work.
AFSCME and DSHS administrators decertified that position themselves a long long time ago in 1989. We got a big raise and the requirements for social worker 4 (supervisors) and social worker 3 (social workers or caseworkers) positions were weakened.
The next big investigation that a newspaper or television media should do is on what is going on in the Attorney General's Office. More of the story will come into view. Perhaps a federal Inspector General must be called. They recently did a good investigation on the Justice Department.
In 1911 the father of scientific management Frederick Winslow Taylor wrote: "In the past man has been first. In the future the system must be first."
It's been almost 100 years. These systems are crumbling. Reforms aren't working. The state has few leaders who will manage and monitor the system to success. Christine Gregoire in my opinion has failed in her responsibility to protect children when she was the attorney general and as governor.
Margo Logan
Here's the link:
http://www.columbian.com/news/localNews/2008/06/06242008_Legislator-rebukes-childrens-agency.cfm?newsletter=1
Monday, June 23, 2008
Remembering How You Learned to Read
Folks in my classes continue to report not remembering how they learned to read. A couple here and there do, but most do not.
One woman who learned to read before she went to school, again, like Scout in "To Kill a Mockingbird" got in trouble when she read along with the teacher.
I haven't spent a lot of time this spring reading with the seven year old in my life. I got an adult book out of the library on pirates. The pleasure and pride came to his face when he once again could tackle an adult book. I helped him when he stumbled with the decoding.
He stopped at one point and said, "My teacher says that if I come across five words that are hard to pronounce it means the book is too hard for me." "No way", I shouted gleefully! His look of relief warmed my heart.
He read the first page of the introduction. Took him 23 minutes of concentration and effort. I gave definition to the words he didn't know.
Kids want to be in the real world with adults. They really like to hang out with adults who treat them with respect who have an interest in the world.
One woman who learned to read before she went to school, again, like Scout in "To Kill a Mockingbird" got in trouble when she read along with the teacher.
I haven't spent a lot of time this spring reading with the seven year old in my life. I got an adult book out of the library on pirates. The pleasure and pride came to his face when he once again could tackle an adult book. I helped him when he stumbled with the decoding.
He stopped at one point and said, "My teacher says that if I come across five words that are hard to pronounce it means the book is too hard for me." "No way", I shouted gleefully! His look of relief warmed my heart.
He read the first page of the introduction. Took him 23 minutes of concentration and effort. I gave definition to the words he didn't know.
Kids want to be in the real world with adults. They really like to hang out with adults who treat them with respect who have an interest in the world.
Tuesday, June 17, 2008
The Child Care Licensing Website and the Ides of March
As a former child care licensor looking at the most newly created Department of Early Learning (DEL) website "Beware the Ides of March" phrase pops into my head.
Why?
Caesar's wife had a dream about treachery and betrayal that would happen mid-March. I don't have the exact date but the "NEW" child care licensing website got launched about mid-March.
As a parent looking up a child care provider on this website you will not be given the information whether or not the provider or facility has a "founded" child protective services (CPS) claim against it.
Parents now have access to all the regulations (called WACs) on the website but the bureaucracy fails to tell you that a WAC can be waived at the whim of a supervisor and manager.
Thus when a parent views a particular provider and the history looks clean, we don't know if they were found to have abused, neglected a child or a child was sexually abused on their property.
The CPS statute is being used to keep secrets. Investigations of child abuse in a licensed facility do not fall under the CPS law (RCW 26.44). That law was written to do with the "private" family not a "licensed" facility.
Perhaps some of our Senators and Representatives will help this next legislative session to clear up this problem for parents who must use licensed child care in order to go to work for the benefit of the state, the economy and stakeholders.
Why?
Caesar's wife had a dream about treachery and betrayal that would happen mid-March. I don't have the exact date but the "NEW" child care licensing website got launched about mid-March.
As a parent looking up a child care provider on this website you will not be given the information whether or not the provider or facility has a "founded" child protective services (CPS) claim against it.
Parents now have access to all the regulations (called WACs) on the website but the bureaucracy fails to tell you that a WAC can be waived at the whim of a supervisor and manager.
Thus when a parent views a particular provider and the history looks clean, we don't know if they were found to have abused, neglected a child or a child was sexually abused on their property.
The CPS statute is being used to keep secrets. Investigations of child abuse in a licensed facility do not fall under the CPS law (RCW 26.44). That law was written to do with the "private" family not a "licensed" facility.
Perhaps some of our Senators and Representatives will help this next legislative session to clear up this problem for parents who must use licensed child care in order to go to work for the benefit of the state, the economy and stakeholders.
Thursday, May 1, 2008
Words out of the Mouth of DSHS
DSHS in 2002 in the courts stated in regards to the issues of health, safety and well-being of children in care and which the Washington Supreme Court rejected:
"the State’s arguments....children in foster care have no constitutionally protected rights or that the rights they do possess are no greater than convicted criminals in prison."
and:
"The Court also rejected the State’s defense that budgetary constraints allow it to violate the rights of children for whom it is caring...."
This is chilling. Who are the people running or connected to DSHS that have this mindset?
From: Braam v. State of Washington
"the State’s arguments....children in foster care have no constitutionally protected rights or that the rights they do possess are no greater than convicted criminals in prison."
and:
"The Court also rejected the State’s defense that budgetary constraints allow it to violate the rights of children for whom it is caring...."
This is chilling. Who are the people running or connected to DSHS that have this mindset?
From: Braam v. State of Washington
Saturday, April 26, 2008
Eco-healthy family home child care
209 family home child day care providers in Oregon are certified "eco-healthy" by the Oregon Environmental council.
Check out the the link below for some inspiring stories and ideas about the nature connection that is so important to children.
One of these providers was in my class today. After visiting her and others' eco-healthy day care homes I'll post my observations.
Good stuff.
http://www.oeconline.org/kidshealth/ehcc/ecoqualified
Check out the the link below for some inspiring stories and ideas about the nature connection that is so important to children.
One of these providers was in my class today. After visiting her and others' eco-healthy day care homes I'll post my observations.
Good stuff.
http://www.oeconline.org/kidshealth/ehcc/ecoqualified
Friday, April 25, 2008
DYKNWHWPPLWRTNTHBGNNNG?
BNSTDYNGTHHSTRYFRDNGNDWRTGNDTSFSCNTNGWHTDYTHNK
Been studying the history of reading and writing. It is fascinating. What do you think?
More later. Can you guess what this is about?
Been studying the history of reading and writing. It is fascinating. What do you think?
More later. Can you guess what this is about?
Sunday, April 20, 2008
A Reading and Writing Story
I've been asking friends and students I teach what they remember about learning to read. Below my friend Grace Stueve shares what she remembers:
To be able to write is a skill that should not be taken for granted although at times I tend to do so. There are many people who actually cannot write. That seems incredible to me.
I think I learned to write before I went to school. I know my son did. I can remember him being seated at a table with paper before him and pencil in hand laboring to write a letter to his grandmother while I was busy with some household task that required my attention.
He would ask how to spell certain words and I would trace the letters out in the air with my index finger and he would copy the motions onto his paper. It served as well as a blackboard and made it unnecessary for me to interrupt what ever I happened to be occupied with at the moment, and in the process he learned to write.
It seems to me that most children want to learn to write before they are old enough to go to school. It is valuable to their sense of identity to learn how those marks on paper represent the sound that is their name and the names of all other things in the world. As it is written in the Bible, "In the beginning was the word." There is something awesome - maybe even holy about writing.
Such was the miracle that transformed Helen Keller who was struck deaf, dumb, and blind by an illness at the age of eighteen months. When she realized that the letters traced by her teacher into the palm of her hand represented the names of the physical objects of the world she was able, in spite of of her multiple handicaps, to make sense of her life and grow to fame in spirit and intelligence.
As for myself, I cannot imagine what life would be like if I could not write. At present I am attempting to file things - mostly unpublished - that I have written in my lifetime of 80 years. Some of it goes back to childhood, others are the reams of writing - that defies classification - which I have turned out in the last ten years while attending THE HUDSON HOUSE WRITER'S STUDY GROUP started by Mary Kirkendall.
I once mentioned my filing problem to another good friend who had the solution. She said, " You have a shredder don't you? Why don't you just shred them?"
And do you know what? I think she was serious. She is a remarkably sane person and I generally agree with her opinions. But obviously she not a writer.
Grace Stueve
To be able to write is a skill that should not be taken for granted although at times I tend to do so. There are many people who actually cannot write. That seems incredible to me.
I think I learned to write before I went to school. I know my son did. I can remember him being seated at a table with paper before him and pencil in hand laboring to write a letter to his grandmother while I was busy with some household task that required my attention.
He would ask how to spell certain words and I would trace the letters out in the air with my index finger and he would copy the motions onto his paper. It served as well as a blackboard and made it unnecessary for me to interrupt what ever I happened to be occupied with at the moment, and in the process he learned to write.
It seems to me that most children want to learn to write before they are old enough to go to school. It is valuable to their sense of identity to learn how those marks on paper represent the sound that is their name and the names of all other things in the world. As it is written in the Bible, "In the beginning was the word." There is something awesome - maybe even holy about writing.
Such was the miracle that transformed Helen Keller who was struck deaf, dumb, and blind by an illness at the age of eighteen months. When she realized that the letters traced by her teacher into the palm of her hand represented the names of the physical objects of the world she was able, in spite of of her multiple handicaps, to make sense of her life and grow to fame in spirit and intelligence.
As for myself, I cannot imagine what life would be like if I could not write. At present I am attempting to file things - mostly unpublished - that I have written in my lifetime of 80 years. Some of it goes back to childhood, others are the reams of writing - that defies classification - which I have turned out in the last ten years while attending THE HUDSON HOUSE WRITER'S STUDY GROUP started by Mary Kirkendall.
I once mentioned my filing problem to another good friend who had the solution. She said, " You have a shredder don't you? Why don't you just shred them?"
And do you know what? I think she was serious. She is a remarkably sane person and I generally agree with her opinions. But obviously she not a writer.
Grace Stueve
Saturday, April 19, 2008
Quit Blaming Parents
I sent a letter off this morning to the Columbian newspaper in Vancouver regarding an opinion piece they printed on April 17, 2008
RE: Parent Involvement key to education by Elizabeth Hovde
It’s not the parents fault. It’s Dr. W. Horsley Gannt, G. Stanly Hall, James Earl Russell, James McKeen Cattal and Edward Thorndike’s fault. They all studied many years in Prussian Germany to bring that educational system to America.
By 1930 we got “look-say” method of teaching reading. By 1935 all of a sudden numerous types of reading disabilities popped up.
Learning to read was easy. This small circle of men valued Prussia and made our school systems about social control. They specifically did not want voracious readers and independent thinkers.
Something that is both free and compulsory is a big red flag.
In “To Kill a Mockingbird” Atticus courageously went against the whole town to stand up for someone wrongly attacked.
But Atticus didn't stand up for his kid, Scout. It was the 1930's and Scout got in trouble at school for already knowing how to read. He had to do it on the fly. Why?
Longer days in school are not the answer.
With these continually failing bureaucracies cries for reform are heard. Oh, yeah and more money.
When history is hidden from us we lose.
RE: Parent Involvement key to education by Elizabeth Hovde
It’s not the parents fault. It’s Dr. W. Horsley Gannt, G. Stanly Hall, James Earl Russell, James McKeen Cattal and Edward Thorndike’s fault. They all studied many years in Prussian Germany to bring that educational system to America.
By 1930 we got “look-say” method of teaching reading. By 1935 all of a sudden numerous types of reading disabilities popped up.
Learning to read was easy. This small circle of men valued Prussia and made our school systems about social control. They specifically did not want voracious readers and independent thinkers.
Something that is both free and compulsory is a big red flag.
In “To Kill a Mockingbird” Atticus courageously went against the whole town to stand up for someone wrongly attacked.
But Atticus didn't stand up for his kid, Scout. It was the 1930's and Scout got in trouble at school for already knowing how to read. He had to do it on the fly. Why?
Longer days in school are not the answer.
With these continually failing bureaucracies cries for reform are heard. Oh, yeah and more money.
When history is hidden from us we lose.
Saturday, April 12, 2008
Identity
It comes to me after all these years after a life time of watching people interact, labeling oneself may close the shutters to in-coming information.
It seems that is why is can be so hard to discuss religion and politics. The dialog, the interactions, the communication is really not about the subject. Rather people are defending their identities.
The only person I can think of at the moment who listened and experienced new information unhindered by his current identity; and then drastically made a change in his life was Malcolm X.
There may be others, but its not coming to mind at this moment.
It seems that is why is can be so hard to discuss religion and politics. The dialog, the interactions, the communication is really not about the subject. Rather people are defending their identities.
The only person I can think of at the moment who listened and experienced new information unhindered by his current identity; and then drastically made a change in his life was Malcolm X.
There may be others, but its not coming to mind at this moment.
Friday, April 11, 2008
Decoding History
The opportunity I was given to do research on the SEIU (Service Employees International Union) took me to the library to do broader research.
I found a book on the history of the NEA (National Education Association). Wow, wow and big wow.
More on that later.
I looked up the NEA's website. On the NEA website they don't tell you the names or history of the men responsible for forming the NEA; and where they were educated.
It's a big wow.
Check it out at the library: "NEA: Trojan Horse in American Education" by Samuel Blumenfeld.
I've been doing some informal research and I find people curious and thirsty for real opportunities to learn.
More about that later as well.
I love going to the library. And yea for librarians.
I found a book on the history of the NEA (National Education Association). Wow, wow and big wow.
More on that later.
I looked up the NEA's website. On the NEA website they don't tell you the names or history of the men responsible for forming the NEA; and where they were educated.
It's a big wow.
Check it out at the library: "NEA: Trojan Horse in American Education" by Samuel Blumenfeld.
I've been doing some informal research and I find people curious and thirsty for real opportunities to learn.
More about that later as well.
I love going to the library. And yea for librarians.
So-called Acting Out Children
As a child care licensor I ran across at times child care providers who blamed the child. An acting out child elicited from some providers anger, blaming and speaking as though they were a victim of that child.
Some of those providers with that same anger kicked the child out of their day care. They wouldn't ask for help. It made me cringe.
I had the opportunity to hang out and work in an early childhood education classroom last year. There was anywhere from a few to fourteen children. Probably five of the fourteen were identified as having a special need.
The teacher treated all the children with respect, dignity and kindness. One particularly acting out four year old was a biter and scratcher. She worked with him consistently and methodically. He was speaking no words. At circle time when he acted out by throwing himself on the floor, kicking, biting and scratching, the other children waited patiently and unfazed in their chairs. It didn't take long and he returned to his chair; and we were back to singing "The wheels on the bus go round and round."
I returned to that classroom this week. I left at noon with a big smile on my face. This little guy's improvement was noticeable. He was speaking, joined in the singing and dancing and was making some contact. Another little guy with the same diagnosis (but didn't violently act out) also had the same improvements.
The teacher asked her assistant to work one on one with a new child who had acting out behaviors. The assistant made a derogatory remark, laughed, did some eye rolling and said ok.
The teacher called her out immediately on her attitude; and asked me if I'd work with the child. The assistant said she was just kidding. The teacher called her out again; and said, "You can't help a child with that kind of attitude and energy; and what if his parent had stepped into the room?" The assistant apologized.
I love this teacher and what she's doing for kids; and not allowing that certain unkind attitude to happen in her classroom.
Children are so wonderful, all of them and that some providers don't see that is very sad.
Some of those providers with that same anger kicked the child out of their day care. They wouldn't ask for help. It made me cringe.
I had the opportunity to hang out and work in an early childhood education classroom last year. There was anywhere from a few to fourteen children. Probably five of the fourteen were identified as having a special need.
The teacher treated all the children with respect, dignity and kindness. One particularly acting out four year old was a biter and scratcher. She worked with him consistently and methodically. He was speaking no words. At circle time when he acted out by throwing himself on the floor, kicking, biting and scratching, the other children waited patiently and unfazed in their chairs. It didn't take long and he returned to his chair; and we were back to singing "The wheels on the bus go round and round."
I returned to that classroom this week. I left at noon with a big smile on my face. This little guy's improvement was noticeable. He was speaking, joined in the singing and dancing and was making some contact. Another little guy with the same diagnosis (but didn't violently act out) also had the same improvements.
The teacher asked her assistant to work one on one with a new child who had acting out behaviors. The assistant made a derogatory remark, laughed, did some eye rolling and said ok.
The teacher called her out immediately on her attitude; and asked me if I'd work with the child. The assistant said she was just kidding. The teacher called her out again; and said, "You can't help a child with that kind of attitude and energy; and what if his parent had stepped into the room?" The assistant apologized.
I love this teacher and what she's doing for kids; and not allowing that certain unkind attitude to happen in her classroom.
Children are so wonderful, all of them and that some providers don't see that is very sad.
Friday, March 14, 2008
The Creative Collective Bargaining bill did not pass
The 2008 legislative session ended yesterday.
The creatively called child care center collective bargaining bill did not pass.
This is a thank you moment to the Senators in Washington State. This is not a rah, rah, rah we won moment. This is a moment of appreciation to all the senators who continued to be open, thoughtful and measurably considered in weighing the information that came their way. As always this author appreciates Senator Hargrove's standing in the world and his sense of humor. Senator Kohl-Welles with the amount of pressure coming her way remained gracious and open to receiving information. Senator Holmquist brought strength, vitality and directness to this issue. Senator Eide was also straight forward, flexible and pragmatic in receiving information.
This truly as it unfolded wasn't a Democratic vs Republican issue.
I thank Stu Jacobson of Washington Parents for Safe Child Care for asking me to do the research on this bill and provide that information to the senators. This similar bill in 2006 simply had not been on my radar. As I read the details of the bill, wow, what a surprise.
More and more secrecy has seeped in our American culture.
In my opinion this was a defining moment in Washington state history. There will be many more. Though tremendous pressure was put on the senators, in my opinion, the senators were open to information, research and documentation to help them make the decision that they did.
The senators are to be commended and respected. Though many citizens and parents who send their children to licensed child care were too busy to have the time and energy to get into the complexities of this issue; we who could step up to the plate and be researcher and voice for them were gratified to do so.
Our Native Elders tell us the decisions we make today effect seven generations of children going forward.
We gathered, we spoke, we pow-wowed and those holding elected office listened in a measurably significant way. We thank the senators.
The creatively called child care center collective bargaining bill did not pass.
This is a thank you moment to the Senators in Washington State. This is not a rah, rah, rah we won moment. This is a moment of appreciation to all the senators who continued to be open, thoughtful and measurably considered in weighing the information that came their way. As always this author appreciates Senator Hargrove's standing in the world and his sense of humor. Senator Kohl-Welles with the amount of pressure coming her way remained gracious and open to receiving information. Senator Holmquist brought strength, vitality and directness to this issue. Senator Eide was also straight forward, flexible and pragmatic in receiving information.
This truly as it unfolded wasn't a Democratic vs Republican issue.
I thank Stu Jacobson of Washington Parents for Safe Child Care for asking me to do the research on this bill and provide that information to the senators. This similar bill in 2006 simply had not been on my radar. As I read the details of the bill, wow, what a surprise.
More and more secrecy has seeped in our American culture.
In my opinion this was a defining moment in Washington state history. There will be many more. Though tremendous pressure was put on the senators, in my opinion, the senators were open to information, research and documentation to help them make the decision that they did.
The senators are to be commended and respected. Though many citizens and parents who send their children to licensed child care were too busy to have the time and energy to get into the complexities of this issue; we who could step up to the plate and be researcher and voice for them were gratified to do so.
Our Native Elders tell us the decisions we make today effect seven generations of children going forward.
We gathered, we spoke, we pow-wowed and those holding elected office listened in a measurably significant way. We thank the senators.
Wednesday, February 27, 2008
Lessons I learned from a four and six year old
By way of my son I got to spend time with two amazing children. Actually all children are amazing. We need only pay attention.
The six year old was experiencing boredom and frustration with reading those "Bob" books. I looked at them and thought, "I'm with you, Bud."
At the time I was reading John Taylor Gatto's book, "The Underground History of American Public Education." In explaining some of the information I found in the book to my son, I was aware of how closely the six year old was listening. Later I found him over at the book thumbing through it.
The next day I asked the four year old and the six year old did they want to me read some of the book to them. "Yes!" At the dining room table these two children sat for two hours listening as I read about George Washington and Benjamin Franklin's schooling and education. Not one moment of short attention span, not one moment of boredom and nobody had to get up and go to the bathroom. Two hours!
At John Taylor Gatto's suggestion I copied phonemes off the internet and made the six year a "Secret Code" notebook to help him learn to read. His reading improved and more important a love of reading bloomed.
This noticing of how these young children wanted to belong in the real world (adult world) led me to buy at the Paws and Claws thrift store two adult dictionaries. These went to the boys along with highlighting pens. The six year old loved learning how to look up words. Then I'd read the definition to him. The four year would look through his dictionary and find pictures. I'd point out the word (which he then happily highlighted) and read the definition.
Two years later both boys keep their adult dictionaries and secret codebooks with their highlighting pens underneath their beds.
If you like to share a lovely child story please do.
The six year old was experiencing boredom and frustration with reading those "Bob" books. I looked at them and thought, "I'm with you, Bud."
At the time I was reading John Taylor Gatto's book, "The Underground History of American Public Education." In explaining some of the information I found in the book to my son, I was aware of how closely the six year old was listening. Later I found him over at the book thumbing through it.
The next day I asked the four year old and the six year old did they want to me read some of the book to them. "Yes!" At the dining room table these two children sat for two hours listening as I read about George Washington and Benjamin Franklin's schooling and education. Not one moment of short attention span, not one moment of boredom and nobody had to get up and go to the bathroom. Two hours!
At John Taylor Gatto's suggestion I copied phonemes off the internet and made the six year a "Secret Code" notebook to help him learn to read. His reading improved and more important a love of reading bloomed.
This noticing of how these young children wanted to belong in the real world (adult world) led me to buy at the Paws and Claws thrift store two adult dictionaries. These went to the boys along with highlighting pens. The six year old loved learning how to look up words. Then I'd read the definition to him. The four year would look through his dictionary and find pictures. I'd point out the word (which he then happily highlighted) and read the definition.
Two years later both boys keep their adult dictionaries and secret codebooks with their highlighting pens underneath their beds.
If you like to share a lovely child story please do.
Tuesday, February 26, 2008
Child Care Centers against House Bill 2449 and how words are used
The Seattle Times, the P.I., the Mukilteo Beacon, The Bellingham Herald, King 5 News and KNDO TV News out of Yakima have all done stories on the so called "collective bargaining" bill. Check them out. They can all be seen on-line. Robert Mak's King 5 television Sunday morning television show will highlight this subject. Other publications are also set to go to print on the story.
http://www.mukilteobeacon.com/22008child.html
http://www.kndu.com/
http://www.king5.com/video/news-index.html?nvid=221521&shu=1
I'm taken by the "words" and how they are used to obfuscate factual information. Is it deliberate? For example, last year the Department of Early Learning (DEL) announced on their website how they came out on a national exam (if you will for the purpose of making this understandable) on Washington State's child care standards and oversight. DEL touted the "happy" news that Washington State came in 4th. However, DEL, neglected (was it deliberate?) to inform Washington's citizen's that the number 4 spot came with the grade of an "F".
RCW 43.215.535 came with the caption in the bill that year that child care complaints were to be made accessible to parents on a website. At the end of that RCW it tells you that "captions are not law". If you read the law it's says enforcement actions are to be on a website. If you look up the RCW's definition of "enforcement" it has to do with revocation, denial, suspension, modification of license and civil penalties. The bill was passed in 2005. Not one notification of enforcement action has been found on the website. Is that deliberate?
This current "collective bargaining" bill states it's an act to improve the quality of child care; and that family home child care improved as a result of the similar 2006 bill. There is no data to back that up, the only data found so far shows no improvement as a result of SEIU. Is that deliberate?
What's with the swirly twirly language?
http://www.mukilteobeacon.com/22008child.html
http://www.kndu.com/
http://www.king5.com/video/news-index.html?nvid=221521&shu=1
I'm taken by the "words" and how they are used to obfuscate factual information. Is it deliberate? For example, last year the Department of Early Learning (DEL) announced on their website how they came out on a national exam (if you will for the purpose of making this understandable) on Washington State's child care standards and oversight. DEL touted the "happy" news that Washington State came in 4th. However, DEL, neglected (was it deliberate?) to inform Washington's citizen's that the number 4 spot came with the grade of an "F".
RCW 43.215.535 came with the caption in the bill that year that child care complaints were to be made accessible to parents on a website. At the end of that RCW it tells you that "captions are not law". If you read the law it's says enforcement actions are to be on a website. If you look up the RCW's definition of "enforcement" it has to do with revocation, denial, suspension, modification of license and civil penalties. The bill was passed in 2005. Not one notification of enforcement action has been found on the website. Is that deliberate?
This current "collective bargaining" bill states it's an act to improve the quality of child care; and that family home child care improved as a result of the similar 2006 bill. There is no data to back that up, the only data found so far shows no improvement as a result of SEIU. Is that deliberate?
What's with the swirly twirly language?
Saturday, February 23, 2008
A Senate committee is again considering the so-called "collective bargaining" bill for child care centers
I start this blog with an event that is currently unfolding in the legislature as this is time sensitive. In doing some research for Washington Parents for Safe Child Care I was surprised that the parent had been put into the union/state of Washington government contract. This was done with out the parent voice. Recent research uncovered some more surprising data. For instance, the small percentage of providers who wanted to go with the union.
Does collective bargaining bill benefit union over kids and child care providers?
Senate bill 6522 died on the floor last Tuesday. However, the House companion bill is still alive and is set to have a public hearing on Monday, February 25, 2008 in the Senate Labor and Commerce committee. The current bill adds child care centers to the most recent RCW 41.56 which covers licensed family home and other “exempt in-home” providers.
Information found on the Service Employees International Union (SEIU) website touts SEIU having 10,000 child care provider members. Another statistic on the website states that 92% of the providers voted to join SEIU.
In doing research for Washington Parents for Safe Child Care and finding these stats; 92% seemed incredibly high. Did SEIU mean 92% out of 10,000 members?
A seven day journey commenced to get stats from a number of agencies and organizations. SEIU representatives Gretchen Donart, Communications Organizer and Early Learning Director, Karen Hart; Department of Early Learning manager Larry Horne and Southwest Service Manager, Josh Verville (who covers Clark County); Clark County Child Care Association, President Judith Peters and Treasurer, Melba Halgren and the American Arbitration Association Vice President for elections Jeffrey Zaino were not forthcoming and provided no stats .
What might these agencies not want the public, parents and other child care providers to know?
The Public Employment Relations Commissions (PERC) when called was immediately forthcoming with the statistics. Out of 10,000 members claimed by SEIU only 2236 (that’s the 92% number) voted for the SEIU. Only 22% of about 10,000 members (PERC had the total at 9842). How many providers voted for the 2007 SEIU contract? SEIU touts 99%. 99% of how many who voted?
No information was found that any meetings of “exempt in-home providers” ever occurred. This represents approximately another 5000 claimed by SEIU as members. How many of that group voted?
As reported by the Washington Policy Center (WPC): “SEIU Local 925 represents more than 46,000 public sector employees, including service employees at public schools and University of Washington. For most of these workers, membership in Local 925 is a mandatory condition of their employment, and failure to pay union dues in full and on time is cause for dismissal.”
The collective bargaining bill “won” by the Washington Federation of State Employees (WFSE) had that union threatening 800 state employees with being fired for not signing up to have money deducted from their paychecks. How will SEIU handle the independent small business child care providers who do not want to be in SEIU?
The current bill states as fact that the quality of family home care improved as a result of the collective bargaining bill passed in 2006. As reported by the WPC: “To the contrary, only eight FCH providers achieved National Association for Family Child Care (NAFCC) accreditation in 2007. This is an increase of only one over the seven providers accredited in 2006, out of a field of 5,387 FCH providers.” The Department of Early Learning has released no reports showing an improvement in quality in licensed family home child care as a result of the SEIU contract.
Has Pandora’s box been opened? The bill says it’s an emergency. What’s the rush?
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