Align Away

Denver Public Schools “back to the drawing board” in search for Common Core-aligned curriculum

PHOTO: J. Zubrzycki
Sofia Aliyeva, a third grader, works on learning the proper use of the word "spent" in an ESL class at Ellis Elementary.

Denver Public Schools officials say they are starting their search for curricular materials aligned to the Common Core State Standards in math and English language arts all over again.

It’s been four years since Colorado adopted the Common Core in language arts and math as part of the Colorado Academic Standards. Starting next spring, the state’s standardized test in the subjects will be tied to the new standards.

But DPS has yet to adopt or purchase a new set of curricular resources aligned to the Common Core.

District officials say that the textbooks and other academic resources that are on the market right now aren’t up to snuff, especially for Denver’s large population of English learners.

“It’s a real struggle right now,” said Alyssa Whitehead-Bust, the district’s chief academic and innovation officer. “Finding a curriculum that’s that’s been redesigned for the Common Core is difficult enough—and finding one that’s aligned for English learners is a different challenge.”

The district reviewed the Common Core-aligned textbooks and curriculum on the market last year, Whitehead-Bust said, but decided that none was worth the millions of dollars the district would have to invest.

The district then decided to create a new curriculum in-house. “That was Plan B. And that turned out to be equally challenging,” Whitehead-Bust said. “Now we’re back to the drawing board.”

Whitehead-Bust said there was no clear date by which the district was guaranteed to have new resources. “We’re continuing to move forward with research and investigation,” she said.

In the meantime, DPS teachers are in limbo, adapting resources that were created with the previous state standards in mind to create lessons that are aligned the Common Core.

Redesigned, not realigned

The Common Core standards for English language arts and math have been adopted in 43 states and the District of Columbia (Minnesota adopted only the standards in English language arts). Though the standards have stirred political and educational controversy, Denver officials say they are more rigorous and will encourage better teaching and learning.

Third graders at Ellis Elementary study English with ESL teacher Bree Roon.
PHOTO: J. Zubrzycki
Third graders at Ellis Elementary study English with ESL teacher Bree Roon. Each of the students in this group has a different native language, including Karen, Spanish, Russian/Turkish, Arabic, and Bosnian.

But Denver is not alone in having not found new Common Core-aligned curriculum and textbooks, said Carrie Heath Phillips, program director for Common Core State Standards at the Council of Chief State School Officers (CCSSO), which helped develop the standards. “Many places didn’t want to rush to buy new materials until there were more quality resources out there.”

She said that’s starting to change: Some states, including Tennessee, Louisiana, and Hawaii, have recommended lists of textbooks that are aligned to the standards.

In Colorado, each district chooses which curriculum and resources it will use. Some districts, including Boulder, have adopted new curricular resources tied to the Common Core.

Whitehead-Bust said that DPS is searching for something that’s not simply old textbooks with a new label. “There are a lot of companies that have remapped their material to the standards. But they haven’t redone their material. We’re looking for materials that are really redesigned, not just realigned.”

In the meantime, she said, teachers haven’t been totally without updates and support. “What we’re trying to do is take the resources that were in place last year, many of which were really strong and solid resources, and deepen the rigor of the content, infuse more informational text, and deepen expectations around text-dependent questions, so we can really guide teachers through.” Elementary English language arts teachers have gotten new guided reading books for their students. A literacy newsletter has suggestions about how to tie lessons to the new standards.

“Great resources in the hands of less-than-well-trained teachers don’t have anywhere close to the same impact as well-trained teachers using resources you’d hoped to replace and upgrade over time,” she said.

But weaving old materials together with new additions aimed at making lessons more rigorous or aligned with the new standards isn’t always easy.

“They do provide us with a lot of resources,” said Margaux Rowley, a second grade teacher at Ellis Elementary, in southeast Denver. “But sometimes you’re getting so much—it’s, ‘do this with the scope and sequence,’ ‘do this with the standards.’ It’s a lot of information.”

Rowley said that making sure the lesson plans and instructional materials she uses in class line up with the standards, and with how other grades in the school are interpreting the standards, is a challenge.

Theresa Winslow, a fifth grade teacher at Ellis, said that math materials are more up-to-date than language arts. “In literacy, we’re still tied to the lesson guides from ten years ago.”

Frustrated board

At a meeting of the district’s board in November focused on academic programs and teacher and leader training initiatives, board member Arturo Jimenez said he was concerned about the delay. “If we don’t have the curricular materials chosen and implemented and ready to go, it’s difficult to see the logic that we’re focusing on teacher leadership development, evaluation and incentives,” he said. He compared it to sending paratroopers into battle without parachutes.

The Denver school board discusses academics, including curriculum, at a meeting in November.
PHOTO: J. Zubrzycki
The Denver school board discusses academics, including curriculum, at a meeting in November.

“How do we focus teachers without planning and practice guides, without curriculum that’s focused on the Common Core? It seems like we’re doing it backwards,” he said.

Superintendent Tom Boasberg said while he understood the concern, “we have kids on the ground who desperately need our teachers. Are not going to say we’re not going to coach or develop them?”

Whitehead-Bust described the district’s efforts to “bridge” between old materials and new. “Many districts are in our position,” she said. “It’s frustrating for teachers.” She said there would likely be an update to the timeline for finding resources as the district develops its new strategic plan this winter.

Board president Happy Haynes said she was surprised to hear that materials appropriate for English learners were hard to come by. “I don’t know why it took [publishers] so long to figure out that that’s an extraordinary need—but we need to keep the pressure there in order to get the materials we need.”

Challenges for English learners

Ellis Elementary educates students who speak more than 20 different native languages.
PHOTO: J. Zubrzycki
Ellis Elementary enrolls students who speak more than 20 different native languages.

States and districts have been developing ways to make sure the standards are accessible to English learners, according to the CCSSO’s Phillips. The state of New Jersey, for one, has developed scaffolding guides for English learners. The school district in San Diego has translated all of the standards into Spanish. The Council of the Great City Schools released a “user’s guide” for districts looking to find instructional materials tailored to English learners’ needs this August.

In 2013-14, 35 percent of Denver’s public school students were English learners.

District chief schools officer Susana Cordova said the new standards highlight an already-existing challenge: “It’s difficult to find material in Spanish in general–and even more difficult to find material that’s been revised and aligned to the rigor of the Common Core.” The district offers several Transitional Native Language Instruction, or TNLI, in programs, in which Spanish speaking students spend some time learning in their native language.

She said there also aren’t enough materials with features that make it easier for students who are learning English to process text (such as on-page definitions for tricky words). She said the Common Core standards’ emphasis on informational text and problem solving in math means that English learners are confronted with more technical language and, in math, just more language than ever before.

And even resources that are advertised as aligned don’t always live up to the hype, she said. When the district reviewed one publisher’s Common Core-aligned materials, Cordova said, eight of the ten lessons built for English learners focused on idioms. “That’s not the bulk of what English learners need to learn,” Cordova said.

The district adopted a new program called E.L. Achieve, intended to be a more effective literacy program for English learners, earlier this fall.

At Ellis Elementary, where more than 24 languages are spoken and fewer than a third of students speak English as a first language, “we didn’t get the new standards and think, oh my goodness, how will we teach our English learners,” said Linda Miller, the dean of instruction at Ellis. “It was, how will we get STUDENTS to show that they have mastered or are where they should be with the standards? So now it’s this aftermath—so now we’re going to use E.L. Achieve. How will that support teaching the standards as well?”

“We’re working as hard as we possibly can to teach all our students,” Miller said. “A large majority happen to be English learners. But that hasn’t changed.”

Teachers were most concerned about how students, especially English learners, would fare on PARCC, the state’s new computer-based, Common Core-tied assessment, which, they said, is very text heavy. Even the instructions for how to navigate the online exam—drag and drop, or figuring out which box is an answer box—can trip up students, especially those who are still translating in their heads.

“A lot of our English learners are brilliant,” Winslow said. “But the test isn’t really going to show you what they’re capable of. And then it looks like we’re not doing our jobs.”

union power

Charter teachers won big in nation’s first strike. What now?

PHOTO: Yana Kunichoff / Chalkbeat
Teachers from Acero charter schools in Chicago protest stalled negotiations Oct. 24, 2018, as they readied to vote on authorizing a strike.

Some 500 unionized teachers joined in the nation’s first charter strike last week, and succeeded in negotiating wage increases, smaller class sizes and a shorter school day. Their gains could foreshadow next year’s citywide contract negotiations — between the Chicago Teachers Union, with its contract expiring in June, and Chicago Public Schools.

“The issue of class size is going to be huge,” said Chris Geovanis, the union’s director of communications. “It is a critically important issue in every school.”

Unlike their counterparts in charters, though, teachers who work at district-run schools can’t technically go on strike to push through a  cap on the number of students per class. That’s because the Illinois Education Labor Relations Act defines what issues non-charter public school teachers can bargain over, and what issues can lead to a strike.

An impasse on issues of compensation or those related to working conditions, such as length of the school day or teacher evaluations, could precipitate a strike. But disagreements over class sizes or school closures, among other issues, cannot be the basis for a strike.

The number of students per class has long been a point of contention among both district and charter school teachers.

Educators at Acero had hopes of pushing the network to limit class sizes to 24-28 students, depending on the grade. However, as Acero teachers capped their fourth day on the picket line, they reached an agreement with the charter operator on a cap of 30 students — down from the current cap of 32 students.

Andy Crooks, a special education apprentice, also known as a teacher’s aide, at Acero’s Sor Juana Inés de la Cruz school and a member of the teachers bargaining team, said that even having two fewer students in a classroom would make a huge difference.

“You really do get a lot more time with your students,” Crooks said. “And if you are thinking about kindergarten in particular, two less five year olds really can help set the tone of the classroom.”

In district-run schools, classes are capped at 28 students in kindergarten through third grade, and at 31 students in fourth through sixth grade. But a survey by the advocacy group Parents 4 Teachers, which supports educators taking on inequality, found that during the 2017-2018 school year, 21 percent of K-8 classrooms had more students than district guidelines allowed. In 18 elementary school classrooms, there were 40 or more students.

The issue came up at last week’s Board of Education meeting, at which Ivette Hernandez, a parent of a first-grader at Virgil Grissom Elementary School in the city’s Hegewisch neighborhood, said her son’s classes have had more than 30 students in them. When the children are so young and active — and when they come into classrooms at so many different skill levels — “the teachers can’t handle 30 kids in one class,” she told the board.

Alderman Sue Garza, a former counselor, accompanied Hernandez. She also spoke before the board about classroom overcrowding — worrying aloud that, in some grades at one school in particular, the number of students exceeded the building’s fire codes. (Board chair Frank Clark said a district team would visit the school to ensure compliance fire safety policies.)

While the Chicago Teachers Union aren’t technically allowed to strike over class sizes, the union does have a history of pushing the envelope when it comes to bargaining.

Back in 2012, when the Chicago Teachers Union last went on strike, they ended up being able to secure the first limit on class sizes in 20 years because the district permitted the union to bargain over class size.

They also led a bargaining campaign that included discussion over racial disparities in Chicago education and school closures, arguing that these trends impacted the working conditions of teachers.

“Even if you can’t force an employer to bargain over an issue, you can push them to bargain over the impact of an issue,” Bob Bruno, a labor professor at the University of Illinois at Champaign-Urbana, explained.

The Chicago Teachers Union also emerged from its 2012 negotiations with guarantees of additional “wraparound services,” such as access to onsite social workers and school counselors.

What's Your Education Story?

As the 2018 school year begins, join us for storytelling from Indianapolis educators

PHOTO: Dylan Peers McCoy/Chalkbeat
Sarah TeKolste, right, and Lori Jenkins at a Teacher Story Slam, in April.

In partnership with Teachers Lounge Indy, Chalkbeat is hosting another teacher story slam this fall featuring educators from across the city.

Over the past couple of years, Chalkbeat has brought readers personal stories from teachers and students through the events. Some of our favorites touched on how a teacher won the trust of her most skeptical student, why another teacher decided to come out to his students, and one educator’s call to ramp up the number of students pursuing a college education.

The event, 5:30 p.m. Thursday, Sept. 13, is free and open to the public — please RSVP here.

Event details:

5:30 p.m. to 7:30 p.m.
Thursday, Sept. 13, 2018
Tube Factory artspace
1125 Cruft St., Indianapolis, IN 46203
Get tickets here and find more on Facebook

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