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."
Sunday, September 14, 2008
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.
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