Charters, ECOT, Education, Ohio, Public Schools, Schools, Uncategorized

Teacher Stance with Senator Schiavoni and Ohio Democratic Caucuses

signature ECOT

Ohio BATs stands in solidarity with members of the Ohio Senate and House Democratic Caucuses whose amicus brief defends the Ohio Department of Education in its review of funding for electronic schools – the basis of a lawsuit stemming from the Electronic Classroom of Tomorrow (ECOT). We applaud our minority party legislators for standing up on behalf of students, families, schools, and taxpayers, who are all being bilked by ECOT.

 

We agree with the amici that compulsory education, in all its forms, requires documentation beyond mere learning opportunities offered by electronic schools. To receive any portion of state tax dollars, all schools must ensure that students are participating in their learning through required attendance procedures and policies.

 

“In its gradual approach to adding funding oversight to e-schools, the General Assembly recognized the core experimental nature of community schools and balanced it against responsible stewardship of public funds and the obligation to ensure children are educated.” We concur with this assessment of intent behind legislative changes regarding e-schools. Read the full brief here: https://supremecourt.ohio.gov/pdf_viewer/pdf_viewer.aspx?pdf=834613.pdf

 

We sincerely thank Ohio’s Democratic Caucus legislators for defending our children, protecting public education, and safeguarding our tax dollars, with special recognition to Senator Joe Schiavoni for leading this effort. The signatures below show our support of these amici.

 

Kelly A. Braun, 30 years in some form of education-related jobs; currently a pre-K teacher

Brittany Alexander, 21 year educator

Karen Linch, 18 year educator

Linda Englert Kennedy, 35 years, since 1983

Gary Gilbert, father of two, educator in some form for 30 years.

Debra Testa Fedyna, 35 years elementary teaching, 6 years University of Mount Union adjunct professor, supervisor of student teachers

Michelle Amber Clark, 7 year educator

Sherm Koons, 20 year educator

Tucker Kari MacDonald Tucker, 22 year educator

Rania Fowler, 20 years

Kelly Modlich, 19 years public school educator, 8 year pre-school educator

Wendy Duke, 22 yrs now retired

Laura Valendza, 15 years

Karen Dodson-Glanzer, 21 year educator

Teresa Brown, 35 year educator

Marti Franks, 44 years in secondary education, retired but still an activist.

Mary Reed, 20 year educator

Ana Chapman, 25-year educator and 4-year school board member

Elizabeth Evans, 9 years teaching

Beth Egbert, 19 years

Brandon Parsons, 13-year educator, parent for 13 years

Julie Cohan, educator and parent for 25 years

Melodie Larsen, 31 years teaching in urban public education

Jackie Conrad, 25 year educator

June Krayer, 16 years in education

Rhonda Chartier, Elementary education 13 years

Billie Sarich, 31 years, elementary education

Carrie Preston, teacher, 20 years, mother of 3 grandmother of 5

Stephani Itibrout, 21 years high school teacher

Marty Perlaky, 27 years secondary education

Danielle Carey, 23 year educator

Dawn Neely-Randall, 28 years teaching in public education

Jocelyn Weeda, PhD., 23 year educator

Douglas Edwards, 34 year public school educator

Isabel Bozada, 3 year educator

Geoff D. Mize, 19 years public school educator

Rebecca Kleinhenz, 18 years public school educator
Shannon Brazzil, 21 years 8th Grade Special Education

Travis Pennell, 10 years

Eckhart Marylouise Eckhart, 30 years in public schools now retired

Larry Ellis, 17 year public school educator

Mary Palmstrom, 35 years in public schools, retired

Andrea White, Ph.D., 25-year-educator

Becki Schwab, 14 yrs public school educator

Hauer Katie Hauer, 28 year educator

Tom A. Traut, 30 years in public school – retired

Abby Vaile, 39 years as an educator

Myra Keller, 9 years

Laurie Maravetz, 25 years public school educator

Beth Wilson-Fish, 34 years in education, 2 years on public School Board
Charlandra Lundy, public school educator, 23 years

Jeanne Melvin, educator – 3 years corporate-owned private school and 36 years public school district

Amy Fihe, 23 years

Paula Garfield, Retired- 32 years in public schools, Behavior Intervention Teacher/Specialist

Linda Limbach, 35+ years as public school educator and 3 years as an educational consultant

Stephanie Jordan, 16 yrs public educator

Mandy Jablonski, parent, supporter of public education

Matt Jablonski, 18 years public school teacher

Vickie Briercheck, 30 years

Soozie Kish-Hetterscheidt, 17 years

Jo Guido, 33 years

Dan Heintz, 15 years teaching in public education

Jane Barnes, 14 years in public education

Anita Beck, retired 37 yr public school educator

Denis Smith, Retired 36 years public school teacher and administrator

Diane Valentino, 28 year public educator

Rhonna Smith, 25 year public school Intervention Specialist

Matthew Smith, 31 years public school educator-retired

Ruth V. Spanos, 14 years public school Speech-Language Pathologist

Chris Thomas, Retired public school teacher-28 years

Jessica Bosak, parent/home preschool educator, public school supporter

Jinnifer Roach, public school teacher for 21 years

Margaret Moschell, public school teacher for 19 years

Maureen Reedy, retired educator, 36 years of experience, Ohio Teacher of the Year, 2002, Upper Arlington Teacher of the Year, 2001

Stacey Higgins, 22 years experience

Brenda Moran Schaefer, 20 years experience

Sarae Pacetta, early childhood educator, 21 years experience

Pamela Sneary Spadaro, 21 years of teaching

Melissa Marini Švigelj-Smith, 20 years teaching

Penny Parish-Brown, 34 years, 14 as a teacher and 20 as a School Psychologist

Rachel Rowen, public school teacher, 9 years

thank you

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Education, Elections, Ohio, Public Schools, Schools

Rep. Andy Brenner—you have been called out!

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via Janet Breneman
·
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FOR IMMEDIATE RELEASE
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I CHALLENGE MY OPPONENT REP. ANDREW BRENNER TO A DEBATE!

Columbus- October 3, 2016

Democratic candidate Janet Breneman, candidate for the Ohio House of Representatives 67th District, challenges incumbent Andy Brenner to a debate.

Janet Breneman, a progressive education and health advocate, challenging the seat of State Representative Andrew Brenner, says it’s time for citizens to break the stranglehold, which Brenner has held on voters.

“For too long voters have accepted the empty rhetoric of Andy Brenner- a lackluster mouthpiece of local conservatives- and now we are holding him accountable.”

Brenner further had the audacity to text me stating “I’m in a Republican District where the index is over 65%, why are you running against me?’

A recent position statement by media outlet Cleveland.Com notes the state wide concern regards the performance and costs of charter schools-and specifically lambastes Andy Brenner for referring to public education as “socialism”, a statement for which Brenner later apologized.

“It’s the teachers of this country, and public schools which provide the backbone for education in our great country”, adds Janet Breneman. “I challenge him to a debate on the topic, and I want the public to see whether he can rise to that challenge, or cower.

Further, I hereby now ask Andrew Brenner to return the campaign donations he accepted from ECOT founder, William Lager.

Ohio taxpayers are spending $108 million for only approximately 8,000 ECOT students to attend- which is significantly less than what ECOT said was their attendance figures, according to the Ohio Dept. of Education.

Janet Breneman may be reached at: BrenemanForOhio@gmail.com or by phone
419-410-0017

debate

 

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Education, Ohio, Public Schools, Schools

Expressing Gratitude for Judge French’s Ruling Regarding ECOT

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Ohio BATs, affiliated with Badass Teachers Association
October 4, 2016

The Honorable Jenifer French
Judge, Franklin County Court of Common Pleas
Common Pleas Courthouse, Courtroom 6A
345 South High Street, 6th Floor
Columbus, OH 43215

Dear Judge French:

We are writing to you today with our sincere gratitude on behalf of the students we serve in our learning environments every day. The ECOT decision handed down by you will have a rippling effect on the virtual school industry in Ohio.

For the past nearly twenty years, our state has operated all of its 614 school districts under an unconstitutional funding system. Further compounding this problem is the funding of charter schools, including virtual schools like ECOT. This is the crux of the real problem with our public schools. Many of our public schools are underfunded, especially the schools serving students who are living in poverty. Quite frankly, public schools serving students who live in poverty require more resources to ensure all students are successful (yet they continue to have those resources stripped). We do not define success by using test scores.
ECOT receives higher per pupil funding than most all public schools and they continue to fail our students . . . most often our most vulnerable students. We wonder what our public schools would look like if each of our students received the same amount without restrictions. We are quite confident we can do a much better job than ECOT. We already know we do a better job with less money.
Those of us who advocate on behalf of our students everyday oftentimes feel we are not heard and we feel helpless – not a good feeling! Then a decision from a judge reinforces our
determination to ensure our students are provided with everything necessary to be successful.

Again, thank you!

Ohio BAT Administrators

 

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Uncategorized

What About Students, Parents and Teachers?

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Ohio BAT Greg Mild, who writes for PLUNDERBUND, is top-notch at presenting deep, connecting truths related to education in Ohio. Though this article about charter school millionaire William Lager, is a little over a year old, the information is still needing to reach many eyes and understanding. Bruce Knecht, also a BAT, commented under a thread where the ECOT article was posted. He had these truths and context connectors to share about the “for-profit”-charter-take-over-syndrome:

“The case of William Lager is typical of what has been occurring during the current era of “education reform.” Let me offer a view of the broader context in which this is occurring. The present version of education reform is the product of a convergence of forces, representing a conjunction of political and economic power, that have vested interests in seeing that the reform agenda (more charters, CCSS, more standardized tests, higher stakes attached to those tests, etc.) is implemented.

Budget allocations of state and federal departments of education must be protected.
Political and bureaucratic control must be exerted over public schools.
Elected politicians must raise large sums to contend in the next election cycle.
Corporate profits must keep growing, which entails that more and more taxpayer dollars intended for public schools are transferred into the coffers of corporate vendors (Pearson, ECOT, et. al.) even as funding for schools is cut.

This creates a network of symbiotic relationships (an education-industrial complex) among government bureaucrats, politicians, corporations, and the private investment community which serves the essential interests of all the players in the game. What about students, parents, and teachers? They are simply not counted as players in the game – until now they have been effectively shut out of the process.

This is a “reform” effort that is driven entirely by elites, the net effect of which is to create a system of perverse incentives. It is in the interests of the players in this game to maintain the problems of education, not to solve them! In so doing, they keep a mutually beneficial game going. Of course, they must create the appearance that solutions are being sought (involvement without efficacy). Thus, just as it is imperative to find (fabricate?) a clear and present national security threat in order to maintain the military-industrial complex, it is necessary to sustain the narrative of failing public schools in order to promote the growth of the education-industrial complex.

The concomitant weakening of the public school system can provide still further justification for the urgent pursuit of “education reform.”

Welcome to the Brave New World of American Education!”

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