Common Core in spotlight

Senate Education kills standards and testing timeout

The wide range of hopes and fears about academic standards and coming online tests were more than fully aired Thursday for the Senate Education Committee, which concluded its 6 1/2-hour meeting by voting 4-3 to kill Senate Bill 14-136.

The measure, drafted by concerned parents and sponsored by Sen. Vicki Marble, R-Fort Collins, would have delayed by a year implementation of new online state tests, created a task force to review the Colorado Academic Standards (including the Common Core) and required the Department of Education to study the costs of implementing the standards and tests.

The hearing capped two days of events and lobbying at the Capitol that focused attention on issues that previously haven’t been as high profile in Colorado as in other states.

Defeat of the bill was expected, given that key Democratic legislators, state education officials and both mainline and reform advocacy groups generally have been supportive of Colorado’s program of new standards, tests and other education changes, which was launched in 2008 and still is being implemented.

The discussion, as chair Sen. Andy Kerr, D-Lakewood, noted, was “very respectful.” That tone continued as members made their final comments before voting. All four Democrats voted to kill the bill.

“I heard a lot of things today that give me lots of things to think about,” said Denver Democratic Sen. Mike Johnston, perhaps the legislature’s leading proponent of the standard education reform agenda. “I don’t think the answer is to pause on this.”

Aurora Democratic Sen. Nancy Todd, a bit choked up, said she sympathized with concerns about over-testing but that “it’s a difficult thing” to put Colorado’s system on hold. “There will be discussions that will continue.”

The hearing, with long lists of witnesses organized by both sides (more than 40 total), spotlighted the variety of fears and criticisms that have been sparked by the Common Core standards and by the prospect of new online tests aligned to those standards. Some witnesses were emotional, and one broke into tears while speaking to the committee.

Bill supporters raise many fears

Marble previewed the arguments of bill supporters, saying, “This bill was not written by me, this bill was written by moms very concerned about the Common Core standards and the implementation of testing.”

Later in the hearing, Marble said that what she hears from parents is that “It’s the camel’s nose under the tent. … This is the first brick in the foundation to help the fed government take over our schools.”

Witnesses testifying for the bill raised worries about everything from too much testing, perceived loss of local control, one-size-fits-all instruction, lack of parent voice in the process, obscene textbooks and made multiple references to the supposedly sinister designs of Bill Gates.

“I’m a mother and a nurse and I’m really angry,” said Anita Stapleton of Pueblo in opening her remarks. Stapleton has been very active in the anti-Common Core movement.

“I truly speak for hundreds of educators and parents who are desperately trying to have their voices heard,’’ said Lis Richards, principal at Monument Charter Academy. “We will not align to those standards. … We’re not going to dip our colors for the Common Core Standards.”

Cheri Kiesecker, a Fort Collins parent active in drafting the bill, said testing “is taking away so much classroom time.”

And Sunny Flynn, a Jefferson County parent, complained about “big business, big government and big data” and added, “It is time for Colorado to decide if the move to centralized education is good for our state.”

Stephanie Pico, who said she works as a computer technician in the Cherry Creek schools, said she feels schools and students in that district aren’t ready for online tests, saying, “It would be wise to press the pause button.”

Bill opponents try to stress the positive

Platte Canyon physical education teacher Elizabeth Miner said the Colorado Academic tandards “reflect real world skills and knowledge [and] were created by the best and brightest teachers.” Miner is 2014 Colorado Teacher of Year.

MiDian Holmes, with Stand for Children Colorado, said, “These standards are the next step in bringing quality education” to all students, including minorities.

Kerrie Dallman, president of the Colorado Education Association, said, “Our teachers and students are drowning in testing” but said the teachers union still opposes SB 14-136. “We believe these standards are an issue of equity.” Dallman also complained about “the lack of resources in our eductin system right now.”

Chris Watney, president of the Colorado Children’s Campaign, said passing the bill “would halt the progress being made on our robust education system in Colorado. … Every year many kids in our system are falling behind. Students keep waiting for adults to become more comfortable with well-vetted change.”

The debate is expected to continue in a new forum on Monday, when the House Education Committee is scheduled to hear House Bill 14-1202, which would allow individual districts to opt out of state tests.

Roll call: Voting for the bill were Republican Sens. Marble, Scott Renfroe of Greeley and Mark Scheffel of Parker. Voting against were Democrats Johnston, Kerr, Todd and Sen. Rachel Zenzinger of Arvada. The votes reversed on the motion to postpone the bill indefinitely.

History alive

Inspired by Hamilton, Colorado students perform their own raps and poems on the big stage

PHOTO: Photo by Hyoung Chang/The Denver Post
From left, West Leadership Academy's Alexandra Andazola Chavez, Jose Torres Andazola, Rossy Martinez Sanchez, and Zehydi Chaparro Rojas perform "The Story of Peggy."

The plush red seats at the Wednesday matinee of Hamilton in Denver were filled with 2,700 teenagers who’d spent weeks studying a special curriculum about the hip-hop musical’s namesake, Alexander Hamilton, and the other Founding Fathers. Even though the show’s four-week Denver run had been sold out for months, the teenagers were seeing it for free.

Some of them had dressed for the occasion in high-heeled boots and three-piece suits. Others wore jeans and Converse. They represented 38 Colorado high schools that serve high proportions of students from low-income families, and many of them were students of color.

That’s notable because most of the cast of Hamilton are actors of color. Hamilton, George Washington, and Thomas Jefferson are played by black and Latino actors, a decision creator Lin-Manuel Miranda has said reflects America’s racial makeup and is meant to pull the audience into the story of an immigrant, Hamilton, who played an important role in the nation’s founding.

Before the show, 23 students took the stage to perform their own spoken word poems, raps, monologues, and scenes inspired by what they’d learned from the Hamilton Education Program curriculum, which was devised in part by Miranda and has its own hashtag: #EduHam.

“My body felt electrified,” said Josiah Blackbear, a 15-year-old sophomore at West Early College in Denver, who performed a rap he’d written about Alexander Hamilton. “The words I was speaking brought power and truth to the rest of the venue.”

Here is video of six of the student performances, including one entirely in Spanish.


During Memphis visit, former Newark schools chief touts ways to change student discipline

PHOTO: Governor's Office/Tim Larsen
Cami Anderson when she was superintendent of schools in Newark, New Jersey.

As the top schools chief in Newark, Cami Anderson was horrified at the strict discipline policy she saw in one of her high schools. Since then, she has left the New Jersey district and taken her ideas on the road about reducing suspensions and moving away from exclusionary discipline practices.

This week, Anderson came to Memphis as part of her Discipline Revolution Project at the invitation of Stand for Children Tennessee, The Community Foundation of Greater Memphis, School Seed, and Shelby County Schools. The New Teacher Project is partnering with her on the national tour.

Anderson has been meeting with Shelby County Schools administrators and board members as well as charter school leaders, philanthropists, education advocates, and students. Her time will culminate in a public event hosted by Stand for Children on Thursday at the National Civil Rights Museum.

Chalkbeat sat down with Anderson after she explained to a group of about 40 charter leaders her six focus areas to reduce classroom disruptions while also preventing sending students home when they’re in trouble. (This interview was edited for clarity and brevity.)

Related story: Tennessee students more likely to be suspended if they’re black boys — or live in Memphis

Question: How did you land on student discipline as an area you wanted to focus on?

Answer: If there’s actually a thread in my career, it’s this. I essentially ran the system of supports for the kids in New York City who are on their last stop on the train, so to speak. I’ve always worked with kids who are marginalized, the ones who really struggled in school. So, I’ve spent a lot of time thinking about what we need to get better at collectively to serve all kids, to really embrace the “all means all.” That’s been my lifelong question.

The three areas to me where inequities are most obvious are: enrollment policies, how we handle discipline, and mobility and how a kid stays connected to school. Discipline is where it comes to a head. It’s both a place where our collective inability to reach all kids shows up and it’s also an opportunity if we actually figure out how to prevent young people from misstepping in the first place, but then respond in healthy ways when they do Then we’d actually start to solve the broader equity issues.

Q. School leaders say they don’t want to have a lot of suspensions because students miss out on class. But they’re also not sure what to replace suspensions with to manage student behavior well. What would you say to them?

"You can’t just be against something. You have to be for something."Cami Anderson

A. That’s one of the main reasons we started Discipline Revolution Project. We don’t want you to do X, whatever X is: suspend kids, use corporal punishment. But educators are saying, rightfully so, then what are we doing? Our whole framework is trying to answer that question and give them tools to get to the “why” behind finding alternative responses.

Most people who use punitive or exclusionary discipline don’t actually think it works that well. They just don’t have a lot of other tools. So, when you give folks a lot of other tools and they find that it works, it’s a very powerful thing. When people try out a restorative conference, they say “Oh, I feel better. The kid feels better. And we actually got back to the lesson faster.” You can’t just be against something. You have to be for something.

I’ve heard a lot of demand for basics of restorative practices (conflict resolution between students and students and teachers), though I don’t think they should stop there. They want training for student support teams. And overwhelmingly, the places I’ve been want to talk about how teacher bias plays into who gets disciplined, but they don’t know how to start the conversation and for it to be productive.

Q. Memphis’ two school districts have emphasized a bottom-up approach on discipline reform: adding behavior specialists, school counselors, soliciting support from principals and teachers. How have you seen other districts do it?

"Policy-level change is critical but insufficient if you only do that."Cami Anderson

A. I’ve seen districts lead with policy and only make statements declaring they will cut suspensions in half or put a moratorium on suspensions or rewrite their policy. Policy-level change is critical but insufficient if you only do that. What you see is folks who are actually on the ground working with students may not have the strategies to replace it with something productive. That causes people to be more entrenched in their views that discipline reform wouldn’t work, some schools subtly pushing kids out, underreporting discipline data, all that.

I’ve also seen the opposite where it’s all about professional development and capacity but at no point is there is any accountability for those same schools, for example, that suspend 90 percent of the kids. People watch what you do, not what you say. If you don’t align your policies and your actions with your values, then you also have limits to the impacts you have for kids.

Frustrated with high suspension rates, Memphis schools shift to restorative justice

I’ve come to believe you need all of it and you need everyone working together. Stop admiring the problem and get on to the solutions.

Q. What pushed student discipline practices more widely into the national conversation? What have you observed from the conversation here in Memphis?

A. People are looking at data, which is a good thing, and seeing patterns like everyone else. Another thing is I believe a lot of people who got into education reform are completely dedicated to equity. And now they’re seeing this side of it, and like someone said in the training today, they feel a sense of “healthy guilt.” I think it’s great they’re having the courage to be honest. And then a lot of folks had kids. You start thinking, “Do I want any of that happening to my own kid?” I’m personally heartened and encouraged and motivated to see a collective sense of responsibility and focus on this.

There’s a lot of energy and candor in Memphis about this issue. Some other cities I’ve been in think they have it figured out when they don’t. When there’s that much energy, I think anywhere — including in Memphis — people can be tempted to devolve into the blame game, no matter what district or charter hat you wear. That energy can be the greatest asset or greatest liability.

Study: When Chicago cut down on suspensions, students saw test scores and attendance rise

Q. The school shooting in Parkland has been a catalyst for more conversations about the trauma students bring into the classroom — conversations that were already happening about violence in low-income communities of color. What would you say to school leaders on how to address that?

A. I’m most interested to know what adults can do to mitigate those risk factors for young people who experience trauma. I feel like it could take us down a very bad path to just observe that there are things called “adverse childhood experiences.” To me, that’s not enough. The question then is what are the environments and strategies that we can put in place as educators and adults to mitigate the impact of those traumatic experiences. Things like relationships, trust, consistency, high expectations, high supports, and support healthy identity development especially in times of conflict. We know from research that young people who face long odds who ultimately prevail, they are exposed to environments that really embody those things.

You can both be aware of and acknowledge those experiences that make it harder for them to succeed in school. But if you stop there, I don’t think you’re doing justice to young people. There are things we can do in schools to help create the environment to help them succeed.