changes to the core

New York state recommends changes to over half the Common Core learning standards

PHOTO: Monica Disare
State Education Commissioner MaryEllen Elia at the School of Diplomacy in the Bronx.

New York released its much-anticipated draft of the state’s new math and English learning standards on Wednesday, which officials said are a major departure from Common Core.

More than half of the standards, which specify what skills and knowledge students should be able to demonstrate in each grade, were changed. That could mean anything from wording tweaks to replacing a standard altogether, said State Education Commissioner MaryEllen Elia. Some of the most significant changes involve early-grade English standards and a clarified set of expectations for Algebra I and II.

These standards are only a draft, but they offer the first glimpse into what will likely become the basis for a New York state education.

“It isn’t just tinkering around the edges and doing small, little things,” Elia said. “We had a very dedicated committee that met multiple times… [to] make sure that while they were still rigorous standards, that they were more clearly defined for our teachers across the state.”

New York was one of 45 states to adopt the Common Core standards, which were designed to improve college and career readiness. Last year, New York joined a nationwide trend and started backing away from Common Core after one in five students in the state opted out of state tests.

Governor Andrew Cuomo called for an overhaul of the standards in December, which he said led to “confusion and anxiety.”

Since then, the State Education Department has convened committees with a total of more than 130 teachers and other stakeholders to review and revise the math and English standards.

The state’s teachers union praised the changes, saying they are aligned to what students should be learning — and praised the review process.

“New York parents and educators, who worked with these standards every day, had a more meaningful voice in developing these new draft standards, and that represents an encouraging start,” said NYSUT Vice President Catalina Fortino. NYSUT leaders also pointed out that the process is far from over and the public comment period will be crucial to finalizing the standards.

Others were quick to argue that the standards had not changed very much at all. High Achievement New York, a coalition formed to support rigorous standards, sent a statement celebrating the fact that Common Core remains largely intact.

“Clarifying and simplifying language and combining standards is just common sense – enhancing the standards already in place and helping teachers better use these standards in the classroom,” said the leaders of High Achievement New York. “Most important, the vast majority of the standards … remain in place.”

Though many states have backed away from the official Common Core standards, often their replacement closely resembles the original standards. A New York state survey of each standard provided mainly supportive feedback, suggesting many educators and stakeholders did not want significant changes.

Elia explained that the changed standards were revised to varying degrees. Some were moved to new grade levels, others saw terminology adjustments or were clarified, and some were completely replaced with a “more relevant” standard. Elia said she could not say which type of change was most common.

She also said that while other states had fewer people offering input, or had to finish the revisions quickly, New York had a thorough review process. The extent to which New York state’s proposed standards represent a departure from Common Core will likely be analyzed by policymakers and researchers over the next several weeks and months.

Some of the most salient changes to English standards were centered around the early grades, state officials said. The new standards try to focus on the “whole child” and place an emphasis on learning through play. Officials are also convening a task force to take another look at the early education standards.

In math, the standards have been revised to clarify what students should learn in Algebra I and Algegra II. They also give students more time to develop “deep levels of understanding” for complicated algebra concepts. For both math and English, the state will create a glossary of terms to make sure educators are on the same page about what the standards mean.

Those changes are consistent with statewide survey results, which suggested that early-grade English standards should be more developmentally appropriate and higher-level math standards should be clarified.

In New York, the Common Core standards have also became part of a larger discussion about other policy reforms, such as the use of state standardized test scores in teacher evaluations. Replacing the standards is the first step in redefining what it means to get an education in New York state, which will include revising assessments, teacher evaluations and how the state rates schools.

The standards will now go out for public comment, which will be open until Nov. 4. The Board of Regents are expected to consider the standards in early 2017 and roll out new assessments based on the standards by the 2018-19 school year.

“One thing we don’t want to do is to rush this,” Elia said.

election 2019

College student, former candidate jumps into Denver school board race – early

PHOTO: Andy Cross/The Denver Post
Tay Anderson speaks to students at Denver's South High School in May 2017.

A Denver college student who as a teenager last year unsuccessfully ran for a seat on the district’s school board announced Wednesday that he plans to try again in 2019.

Tay Anderson, 20, said he will run next November for the board seat currently occupied by Happy Haynes. Haynes, a longtime Denver politician who is executive director of the city’s parks and recreation department, does not represent a particular region of the school district. Rather, she is one of two at-large members on the board. Haynes was first elected to the school board in 2011 and is barred by term limits from running again.

Haynes supports the direction of Denver Public Schools and some of its more aggressive improvement strategies, such as closing low-performing schools. Anderson does not.

He is the first candidate to declare he’s running for the Denver school board in 2019. Haynes’ seat is one of three seats that will be open in 2019. There is no school board election this year.

In 2017, Anderson ran in a heated three-way race for a different board seat representing northeast Denver. Former teacher Jennifer Bacon won that seat with 42 percent of the vote.

Anderson, a vocal critic of the district, campaigned on platform of change. He called for the district to improve what he described as weak community engagement efforts and to stop approving new charter schools, which are publicly funded but independently run.

Bacon also questioned some of the district’s policies. The Denver teachers union endorsed her over Anderson, who raised the least amount of money of the three candidates. Bacon was one of two new board members elected in 2017 who represent a more critical perspective. The 2019 election is likely to involve many of the same debates over education reform.

Anderson is a graduate of Denver’s Manual High School. He is now a student at Metropolitan State University, where he is studying education. He said he also works at Hinkley High School in neighboring Aurora, helping with the school’s restorative justice program, a method of student discipline that focuses on repairing harm rather than doling out punishment.

Anderson posted his campaign announcement on Facebook. It says, in part:

After a lot of thought, prayer, and seeking guidance from mentors, I decided this is the path I need to pursue to fulfill my commitment to the students, teachers, and community of Denver. I learned many valuable lessons during my campaign in 2017 and I know that I need to prepare and ensure that I have the adequate time to be in every part of Denver to connect with as many voters as possible, which is why I am getting to work now!

My dedication to Denver Public Schools has always been deeply personal and this campaign is reflective of that. As I gear up for another campaign, I am once again driven and motivated by my grandmother, who was an educator for over 35 years. Her tenacity to never give up is what drives my passion for the students in Denver Public Schools. I am determined to follow in her footsteps. I have organized students around school safety and more importantly impacted students’ lives in Denver Public Schools and Aurora Public Schools. These students have a voice and I am prepared to fight for their agency in their education.

more back-and-forth

Eighteen legislators show support for TNReady pause as 11 superintendents say press on

PHOTO: TN.gov
Tennessee lawmakers listen to Gov. Bill Haslam deliver his 2016 State of the State address at the State Capitol in Nashville.

School leaders and now state lawmakers continue to pick sides in a growing debate over whether or not Tennessee should pause state testing for students.

Eighteen state legislators sent the superintendents of Nashville and Memphis a letter on Tuesday supporting a request for an indefinite pause of the state’s embattled test, TNReady.

“As members of the Tennessee General Assembly responsible for helping set policies and appropriate taxpayer funds for public education, we have been dismayed at the failed implementation of and wasted resources associated with a testing system that is universally considered — by any set of objective measures – to be a colossal failure,” said the letter, signed by legislators from Davidson and Shelby counties, where Nashville and Memphis are located.

Rep. John Ray Clemmons, a Democrat from Nashville, spearheaded the letter. Representatives Johnnie Turner, G.A. Hardaway, Barbara Cooper, Antonio Parkinson and Sen. Sara Kyle were among the signers representing Memphis.

Clemmons told Chalkbeat that he believes Tennessee should have a state test, but that it shouldn’t be TNReady.

“We are showing support for leaders who are representing students and teachers who are incredibly frustrated with a failing system,” Clemmons said. “We have to come up with a system that is reliable and fair.”

The lawmakers’ statement comes a day after Education Commissioner Candice McQueen responded to the Nashville and Memphis school leaders in a strongly worded letter, where she said that a pause on state testing would be “both illegal and inconsistent with our values as a state.”

The growing divide over a pause in TNReady testing further elevates it as an issue in the governor’s race, which will be decided on Nov. 6. Democratic nominee Karl Dean, who is the former mayor of Nashville, and Republican nominee Bill Lee, a businessman from Williamson County, have both said their respective administrations would review the state’s troubled testing program.

“We are hopeful that the next governor will appoint a new Commissioner of Education and immediately embark on a collaborative effort with local school districts to scrap the failed TNready system,” the 18 state lawmakers said in their statement.

Shelby County Schools Superintendent Dorsey Hopson and Metropolitan Nashville Public Schools Director Shawn Joseph launched the back-and-forth with an Aug. 3 letter they said was sent to outgoing Gov. Bill Haslam and McQueen declaring “no confidence” in the troubled state test. McQueen’s office said Tuesday that neither her office nor the governor’s office had yet received the letter.

However, a spokeswoman for Nashville public schools told Chalkbeat on Monday that the Aug. 3 letter was sent to Assistant Commissioner Elizabeth Fiveash, who reports to McQueen. While some legislators backed the two superintendents, 11 district leaders from around the state released an email statement on Tuesday supporting state testing. Superintendents from Maryville, Alcoa, Sevier, Johnson, Dyersburg, Loudon, Clinton, Marshall, McKenzie, Trousdale, and Lenoir signed the statement, which they said was also sent to McQueen.

“Test items and question types are directly linked to the standards and are pushing students to deeper critical thinking,” the email said. “The comprehensive accountability model holds schools and districts accountable for improved student performance…. Challenges remain, but together we must be positive as we continue the work.”

The state has struggled to administer TNReady cleanly since its failed online rollout in 2016, prompting McQueen to cancel most testing that year and fire its testing company. Except for scattered scoring problems, the next year went better under new vendor Questar and mostly paper-and-pencil testing materials.

But this spring, the return to computerized exams for older students was fraught with disruptions and spurred the Legislature to order that the results not be used against students or teachers.

For the upcoming school year, the state has hired an additional testing company, and McQueen has slowed the switch to computerized exams. The state Department of Education has recruited 37 teachers and testing coordinators to become TNReady ambassadors, tasked with offering on-the-ground feedback and advice to the state and its vendors to improve the testing experience.

Read both the state lawmakers’ letter and the superintendents’ statement below:

Signers are: John Ray Clemmons, Bo Mitchell, Sherry Jones, Dwayne Thompson, Brenda Gilmore, Darren Jernigan, Antonio Parkinson, Jason Powell, Bill Beck, Mike Stewart, Barbara Ward Cooper, Larry Miller, G.A. Hardaway,  Karen D. Camper, Harold Love,  Johnnie Turner, Sara Kyle, and Joe Towns.

August 14, 2018
 
STATEMENT OF SUPPORT
 
District leaders across Tennessee understand and validate the disappointment and frustration our teachers, students, and parents felt with the glitches and errors faced during the spring’s administration of the TNReady student assessment. It was unacceptable. However, it is important that we, as leaders, step up to say that now is the time to press on and continue the important work of improving the overall education for all Tennessee students.  
 
We are optimistic about where we are heading in education – ultimately more students will graduate prepared for the next steps in their lives. The foundation is solid with (1) rigorous standards, (2) aligned assessments, and (3) an accountability model that focuses on student achievement and growth.  We are now expecting as much or more out of our students as any state in the nation. Test items and question types are directly linked to the standards and are pushing students to deeper critical thinking. The comprehensive accountability model holds schools and districts accountable for improved student performance across all subgroups.  Challenges remain, but together we must be positive as we continue the work.
 
Our students have made strong and steady gains in achievement and growth over the past few years, earning recognition at a national level. Our students now have the opportunity to be more fully prepared and competitive to enter college and the workforce. This is not the time to press the pause button. Even with the improvements in student performance, there is much work to do. Achievement gaps for subgroups are too large and not enough students are graduating “Ready” for the next step.
 
We must hold the course on rigorous standards, aligned assessments, and an accountability system focused on student achievement and growth. We, the directors of Tennessee schools, believe this rigor and accountability will impact all students. We embrace the priorities outlined in Tennessee Succeeds with a focus on foundational literacy and pathways to postsecondary success. Tennessee students have already demonstrated a determination to reach the mastery of rigorous state standards and will rise to the newly established expectations. We have work to do, and we should keep the focus on instruction and closing the gaps to ensure every student in Tennessee is ready for their future. We want to send a message of confidence and determination, a relentless ambition to reach our goals. We must step up and hold the line. We cannot expect anything less than excellence. Our students deserve it. 
 
 
Mike Winstead, Maryville City Schools
Brian Bell, Alcoa City Schools
Jack Parton, Sevier County Schools
Steve Barnett, Johnson City Schools
Neel Durbin, Dyersburg City Schools
Jason Vance, Loudon County Schools
Kelly Johnson, Clinton City Schools
Jacob Sorrells, Marshall County Schools
Lynn Watkins, McKenzie Special School District
Clint Satterfield, Trousdale County Schools
Jeanne Barker, Lenoir City Schools