Local Elected School Board Members on How Common

Local Elected School Board Members on How Common Core Erodes Local Control and is Bankrupting our Schools September 30, 2013 Kathy Angelucci, Board of Education Member, Cobb County Dr. Mary Kay Bacallao, Board of Education Member, Fayette County Kelly Marlow, Board of Education member, Cherokee County

GEORGIA STATUTES AND CODES § 20 -2 -49 Standards for local board of education members The General Assembly finds that local boards of education play a critical role in setting the policies that lead to the operation and success of local school systems. School board members hold special roles as trustees of public funds, including local, state, and federal funds, while they focus on the singular objective of ensuring each student in the local school system receives a quality basic education. Board duties require specialized skills and training in the performance of vision setting, policy making, approving multimillion dollar budgets, and. The motivation to serve as a member of a local board of education should be the improvement of schools and academic achievement of all students. Service on a local board of education is important citizen service. hiring a qualified superintendent Given the specialized nature and unique role of membership on a local board of education, this elected office should be characterized and treated differently from other elected offices where the primary duty is independently to represent constituent views. Local board of education members should abide by a code of conduct and conflict of interest policy modeled for their unique roles and responsibilities. And although there are many measures of the success of a local board of education, one is clearly essential: and the opportunities it allows the school system's students. maintaining accreditation http: //statutes. laws. com/georgia/title-20/chapter-2/article-3/20 -2 -49#sthash. Wzmtl 0 p. M. dpuf

When did these rules change?

2010

GEORGIA STATUTES AND CODES § 20 -2 -140 - State Board of Education to establish competencies and uniformly sequenced core curriculum The State Board of Education shall establish competencies that each student is expected to master prior to completion of the student's public school education. The state board shall also establish competencies for which each student should be provided opportunities, at the discretion of the student and the student's parents, to master. Based upon these foregoing competencies, the state board shall adopt a uniformly sequenced core curriculum for grades kindergarten through 12. Each local unit of administration shall include this uniformly sequenced core curriculum as the basis for its own curriculum, although each local unit may expand enrich this curriculum to the extent it deems necessary and appropriate for its students and communities. http: //statutes. laws. com/georgia/title-20/chapter-2/article-6/part-2/20 -2 -140#sthash. cksu. XN 2 r. dpuf

When did these rules change?

2010

Elected officials, their constituents and parents are by passed. Appointed State School Board members make the decisions about curriculum.

How should school governance work? Let’s look at some ancient principles, used by the founding fathers.

The Government of Ancient Israel The Making of America, page 18

Proposed School Governance Plan for the State of Georgia

Accurate Weights and Measures • The CCRPI is not an accurate measure. According to the CCRPI, students with limited English proficiency, students who are economically disadvantaged and special education students are better prepared for college and careers than other students. Why? Those students generate more points than other students, even with the same test scores. That is the way the CCRPI bonus and challenge points work at the school level. And who out there thinks the CCRPI is a valid and reliable score? What was it intended to measure, college and career readiness? The name needs to be changed. Just because it intends to measure college and career readiness, does not make it so.

Popham, J. W. (1975). Educational evaluation. Englewood Cliffs, New Jersey: Prentice-Hall, Inc.

Accurate Measures • Testing, not assessment • What kind of tests do we need? • Formative placement tests so we know where to start. • End of the year tests so we can see how much we have learned.

Tests to determine… • End of School Year Reading Level • End of School Year Math Level • End of School Year Writing/Grammar Level Truth in Testing… equal opportunity not equal educational results.

The History of SACS and Advanc-Ed

The Making of America, page 38