videos

There’s video and a transcript here. After explaining that he missed the initial TEA community engagement sessions because he was “under the weather”, he gets asked the key question:

Lisa Falkenberg 1:55
Mhmm. Okay, and then, so, we’re trying to figure out what resources will be used – as much as you can say – what resources would be used for the D and F schools that they don’t have access to now?

Mike Morath 2:10
Sure. I mean, this is the grand question: How does a school system – and certainly one as large as Houston ISD – organize itself as a system of 250-plus campuses so that the way that the district works does not allow an individual campus to lack the structures of supports for you know, a decade or more? You can’t have a situation where kids are going half a decade, or a decade, not learn how to read, write and do math at high levels. So you know, what people keep asking us is, ‘how is that going to change?’ And there’s sort of two answers to that question: The core answer of what TEA is doing is actually indirect. What we’re focused on is leadership. So we’re replacing the school board superintendent. My task is to find nine Houstonians of a character and integrity – that are student-focused – to be members of that governing body that will work together as a team and then find a superintendent that also works with that team that can then execute. Ultimately, that’s the sole focus of the agency, the way the law is set up, the way that our oversight structure is set up. It is that group of people that then have to make all of these changes. But that fundamentally doesn’t answer your question ‘what are the changes that you need to make?’ and so this gets you into all the key questions of how do you make schools work for students? Just think of the discipline of reading. So at an elementary school. There’s an elementary school in Houston, whose last acceptable performance was in 2011. So this is two entire generations worth of kids: Kindergarten through fifth grade. They have, never as a group, been exposed to a school that equipped them to rewrite or do math and do it well. So what needs to happen?

Lisa Falkenberg 4:08
What school was that?

Mike Morath 4:09
I’ll let you guys research that. So you think about elementary literacy instruction. So what we know – what evidence tells us – the evidence is compellingly clear on how the human mind acquires the gift of reading. You’ve got to make sure kids learn how to decode. That has to be taught. There’s a very specific way to do that. You do the ‘mmm’ sound before you do the ‘ph’ sound and you do that for a reason. There’s an explicit exposure, in order, to these concepts. You’ve got a bunch of random control trial-based instructional materials out there, and training, that shows this is the most effective way to do it. So you need to make sure that in kindergarten, first grade, second grade, third grade, that that kind of instruction is happening and with materials that have that kind of evidence base. That’s only part of the equation that helps kids learn how to read. Reading is also a function of background knowledge. All the words that you know and accumulate. And this is one of the reasons why you see such disparities by class in reading proficiency. Because if your parents are very well educated and have resources to take you on trips, and then you will learn things – a lot of things – outside of school, and much of that is going to affect your vocabulary and background knowledge. And that is a driver in literacy. So the question is, ‘are schools functioning as the great equalizer for literacy?’ Do they have a curriculum that is well-designed and intentional at building knowledge, about building vocabulary and is even designed to do so? So you think, well, what’s the evidence base? I’ll tell you that you need to have an instructional material and in a curricular environment the way classroom works in order for vocabulary to work. We know that if you have a set of lessons that are focused on say, ‘inferencing’ as a skill. You do something on ‘giraffes,’ and then you do something on ‘going to the ice cream store’ and then you do something on ‘World War II’ and then you do something on ‘your thoughts about balloons,’ that will not lead to any vocabulary growth. Instead, the evidence is quite clear. You have to read the same kind of texts over and over and over again. Same subject. So you read about ‘giraffes’ and you read about ‘zoos’ and then you read about the ‘African savanna.’ Then you read about the biology of necks. That sort of thing. That causes vocabulary growth. So the question is: “in the schools that have seen low levels of literacy for a decade, how well-designed is the instructional program in the curricular experience for kids so that that is actually happening?’ And this is not a new phenomenon. This knowledge isn’t even new to Houston. I think about the great Thaddeus Lott. He may be a principal y’all are familiar with. This epically famous principal that served, I want to say, at Wesley Elementary for decades. People came to his school, studied what he was doing, and he had a systematic, direct instruction on phonics. He had a strong, rigorous approach to background knowledge. Curriculum that was well-designed. Then, his approach to recruiting teachers focused on, of course, folks that had extremely high expectations; that if you come to school with a with a broken right arm and you can’t turn in a writing assignment because of it, you know, the teacher says, ‘well, your left arm is not broken.’ The high expectations that says, ‘No, we’re going to learn this. I’m here to support you, but we’re going to learn this’ and he creates a learning environment. He did this for 20 years at that school that got extraordinary results.

Gotta say, that’s an awful lot of words that sound suspiciously like the Underpants Gnome meme to me. To wit:

Step 1: Appoint Board of Managers
Step 2: ???????
Step 3: All schools are now passing!

I had to back away for a few minutes after that. I eventually went back and read some more, and he does get into specifics in a few places, so go read and listen for yourself. One thing he does say is that the Board of Managers is accountable to him, so to answer this question, if there’s a Board member that we the public think is dead weight, we need to convince Mike Morath of that. So, yeah.