Capitol intrigue

New twists complicate testing debate

Developments Tuesday afternoon provided fresh twists to the Colorado legislature’s complicated testing debate, including introduction of a bill that would formalize the right of parents to opt out of tests.

The new measure also would bar the state from penalizing school districts for low student participation.

Also Tuesday, the Colorado Education Association issued a statement critical of Sen. Owen Hill’s Senate Bill 15-215. Union President Kerrie Dallman said the bill “takes a few, tentative steps toward easing the testing burden for some students, but it’s largely a bill of cosmetic changes. Most parents across the state will be left asking, ‘How does this help my child?’”

Those developments came just hours after Gov. John Hickenlooper publicly endorsed Hill’s bill, a move seen as an effort to shore up faltering support for the bill. (See this story for details on the governor’s news conference.)

Still unanswered Tuesday evening was the question of whether the bill will be heard as scheduled by the Senate Education Committee on Thursday afternoon.

Education lobbyists who’ve been following the bill don’t believe Hill, chairman of Senate Education, has the votes on his own committee to pass it.

But Hill, a Colorado Springs Republican, told Chalkbeat Colorado Tuesday afternoon that he was considering delaying the bill because Sen. Mike Johnston, D-Denver, might not be able to attend the hearing. Johnston’s father died earlier this week.

Hill wasn’t available for comment late Tuesday evening. But another committee member said the bill would be laid over for consideration at a later date.

(Get more information on the bill in this story.)

Reportedly waiting in the wings if SB 15-215 falters is a proposal – not yet introduced – by Sen. Chris Holbert, R-Parker. A recent bill draft reviewed by Chalkbeat Colorado includes provisions that would ban testing beyond federal minimum requirements, allow districts to ask state approval for giving local tests in place of state assessments, give districts flexibility on when to administer science and social studies tests, and provide schools significantly greater flexibility in assessing school readiness and early literacy of young students.

The draft bill also would require the Department of Education to ask the federal government for permission to use the ACT test as the sole high school test.

Also, the bill would change the use of student academic growth measures in evaluation of teachers. Current law (which is on hold for this school year only) requires that growth measures account for 50 percent of evaluations.

As drafted, the draft bill would allow districts to choose what percentage they want to use for growth, but the level couldn’t exceed 20 percent. Growth calculated from student scores on multiple years of state tests is one of the measures used to calculate growth of a teacher’s students. Local growth measures also are used in many districts.

That provision is attractive to the state teachers union, but tinkering with the teacher evaluation system is anathema to the education reform and business groups whose representatives flanked Hickenlooper at the morning news conference.

Six other testing bills were introduced previously, but none of them are considered likely to pass. See the Testing Bill Tracker at the bottom of this story for details.

Opt-out bill has wide support

The opt-out proposal, Senate Bill 15-223, has bipartisan support and 31 cosponsors, a significant number in a 100-member legislature. (Read the bill here.)

The Senate sponsors are Holbert and Sen. Nancy Todd, D-Aurora. Carrying it in the House are Rep. Steve Lebsock, D-Thornton, and Rep. Kim Ransom, R-Douglas County, two legislators who haven’t been heavily involved in education issues.

The bill would require districts, boards of cooperative educational services and charters to allow parents to opt out of any standardized tests required by the state or local districts. Written district policies on opting out would have to be provided to parents.

The bill’s summary also says, “The Department of Education and the local education provider cannot penalize the student, the student’s teacher and principal, or the public school that the student attends, and the department cannot penalize the local education provider that enrolls the student, if the parent excuses the student from taking the standardized assessment.”

Current state and federal policy requires that at least 95 percent of students participate in state testing. The federal government requires states to impose a penalty on districts that drop below that level. The penalty Colorado has chosen is a one-step drop in a district’s accreditation rating if participation drops below 95 percent on two or more tests.

While the bill doesn’t specifically reference the accreditation penalty, its no-penalties provisions presumably would prohibit that.

The new bill is in line with recent action by the State Board of Education, which voted in February to absolve districts of any penalties that might be triggered by parents opting their children out of tests this year. (See this story for details.)

Testing Bill Tracker

Click the bill number in the left column for more a more detailed description, sponsors and other information. Click the link in the Fiscal Notes column at the right for a bill’s description and an estimate of potential state costs.

explainer

Five things to know about the latest brouhaha over Tennessee’s TNReady test

PHOTO: Laura Faith Kebede

Last week’s revelation that nearly 10,000 Tennessee high school tests were scored incorrectly has unleashed a new round of criticism of the standardized test known as TNReady.

Testing company Questar says it muffed some tests this spring after failing to update its scanning software. A year earlier, a series of mistakes got its predecessor, Measurement Inc., fired when Tennessee had to cancel most of TNReady in its first year after a failed transition to online testing.

While the two companies’ glitches are hardly comparable in scope, Questar’s flub has uncorked a tempest of frustration and anger over the standardized assessment and how it’s used to hold teachers accountable.

Here are five things to know about the latest TNReady flap:

1. A relatively small number of students, teachers, and schools are affected.

State officials report that the scoring problem was traced to only high school tests, not for its grade-schoolers. Of the 600,000 high school end-of-course tests, about 9,400 were scored incorrectly. Most of the fixes were so small that fewer than 1,700 tests — or less than one-tenth of 1 percent — saw any change in their overall performance level. A state spokeswoman says the corrected scores have been shared with the 33 impacted districts.

2. But the TNReady brand has taken another huge hit.

Tennessee has sought to rebuild public trust in TNReady under Questar and celebrated a relatively uneventful testing season last spring. But the parade of problems that surfaced during TNReady’s rollout, combined with this year’s drops in student performance under the new test, have made subsequent bumps feel more like sinkholes to educators who already are frustrated with the state’s emphasis on testing. Questar’s scanning problems were also tied to delays in delivering preliminary scores to school systems this spring — another bump that exasperated educators and parents at the end of the school year and led many districts to exclude the data from student report cards.

3. State lawmakers will revisit TNReady — and soon.

House Speaker Beth Harwell asked Monday for a hearing into the latest testing problems, and discussion could happen as early as next week when a legislative study committee is scheduled to meet in Nashville. Meanwhile, one Republican gubernatorial candidate says the state should eliminate student growth scores from teacher evaluations, and a teachers union in Memphis called on Tennessee to invalidate this year’s TNReady results.

4. Still, those talks are unlikely to derail TNReady.

Tennessee is heavily invested in its new assessment as part of its five-year strategic plan for raising student achievement. Changing course now would be a surprise. Last school year was the first time that all students in grades 3-11 took TNReady, a standardized test aligned to the Common Core standards, even though those expectations for what students should learn in math and English language arts have been in Tennessee classrooms since 2012. State officials view TNReady results as key to helping Tennessee reach its goal of ranking in the top half of states on the Nation’s Report Card by 2019.

5. Tennessee isn’t alone in traveling a bumpy testing road.

Questar was criticized this summer for its design of two tests in Missouri. Meanwhile, testing giant Pearson has logged errors and missteps in New York, Virginia, and Mississippi. And in Tennessee and Ohio this spring, the ACT testing company administered the wrong college entrance exam to almost 3,000 juniors from 31 schools. Officials with the Tennessee Department of Education emphasized this week that they expect 100 percent accuracy on scoring TNReady. “We hold our vendor and ourselves to the highest standard of delivery because that is what students, teachers, and families in Tennessee deserve,” said spokeswoman Sara Gast.

Q&A

This Wayne Township school made big gains on ISTEP, and its principal said teachers sticking around was key.

PHOTO: Shaina Cavazos
Students at Robey Elementary School in Wayne Township participate in an English lesson.

As the kindergartners at Robey Elementary School shuffled down the hallway in a single-file line, the wings on their festive construction paper bat headbands flapped softly.

When Principal Ben Markley walked by, the kindergartners jostled to greet him, one after another giving a tiny wave by bending their index fingers up and down. Bat wings flapped furiously.

“Are we working hard today?” Markley asked as he approached, returning what he dubbed the “kindergarten wave” by waggling his own index finger.

“Yes!” the kids chorused back excitedly.

Markley continued down the hallway, explaining that he created the wave to give some of the school’s youngest students a special way to connect with him — a better option than running up and gluing themselves to his legs, he said.

He is now in his fifth year at Robey, a school with more than 750 students located in the northwest corner of Wayne Township. In fact, Markley has spent his entire career as an educator in Wayne Township. And he’s not alone: Of the 20 Robey teachers who taught grades that took ISTEP last year, 19 stayed on from the year before.

Markley says that retaining teachers and staff has afforded students immense benefits — not the least of which that the school made some of the largest gains of any township school on last year’s ISTEP test.

Chalkbeat sat down with Markley recently to talk about the school’s progress. Below are excerpts from the conversation, edited for clarity and brevity.

Your passing rate for English and math went up about 8 percentage points from last year, and your letter grade went up from a B to an A. What was your reaction when you learned that?

Two years ago we were pretty disappointed with some of our scores. We saw some areas in math that we thought we should be addressing a little differently — the way our teachers were thinking about curriculum and really the depth and the rigor that we were presenting to our students.

There was this pretty big gap between what we were asking our kids to do and what was on the state assessment. We talked a lot about that last year. We spent a lot of our professional development time thinking about what are the deeper thinking skills that students need, especially in math. We sometimes called it how do we get kids to grapple with problems. How do we get them to show perseverance and dedication and be able to learn from mistakes — to make a mistake and accept that mistake and say, how do we grow from this?

We haven’t had the teacher turnover that some schools have had. And so (teachers within every grade) are becoming content and curricular experts. When you put smart people in the room together talking about how they teach something, they are able to share lots of great ideas.

To see that pan out in improved performance — that’s what you’re so excited about. That’s why you put all that effort and time and energy and debating and conversation in, because then our hard work paid off, and that’s rewarding for teachers.

What is your school community like?

We are about 52 to 53 percent free and reduced lunch this year. We’re about 50 percent white, about 35 to 40 percent African American and about 10 percent Hispanic.

It feels almost neighborhood- or community-like being back here. I think families know that they can come here and they can partner with staff members to try to find the best ways to help their children. We serve rural families and out-of-district families who choose to come to Robey, and we take pride in that fact.

What is your approach to leadership?

I think we have very talented, dedicated, smart people, and so I feel like my job is to get them the resources that they need. I trust the decisions that teachers make. So I want them to feel empowered to make those decisions and suggest those changes and improvements that help us move forward as a school.

I talked about staff continuity already. I think that is something I maybe even initially underestimated how important it was. It fosters a sense of collegiality. They know they’ve got each others’ backs.

It also just gives them time to wrap their minds around our curriculum. The first time you teach it, that’s a big undertaking. It’s overwhelming. And so to have consistency (with our teaching staff) from year to year … was critical to our success.