Are Children Learning

State legislature votes to delay Common Core-aligned assessments

Tennessee’s state legislature voted Thursday to delay new tests based on Common Core state standards for a year and start a new competitive bidding process for assessments.

The legislature’s decision, if approved by the governor, means Tennessee schools will continue implementing the Common Core state standards, which have been adopted by 46 states, but will not use an assessment based on the standards to gauge students’ academic performance in the 2014-15 school year.

The PARCC assessment was supposed to be used in Tennessee schools next year. The state’s legislature considered delaying implementation of both the test and the state standards for as many as two years.

A house conference committee report released Wednesday  and adopted Thursday says that the state should use the Tennessee Comprehensive Assessment Program, or TCAP, which is the current state assessment, again in 2014-15. Meanwhile, it should hold a competitive bidding process to determine which assessment to use starting in the 2015-16 school year. The committee calls for the test to be field tested before it is implemented.

As the Tennessee Education Report notes, PARCC could again be selected through that competitive bidding process. But other states that had initially signed on to use the PARCC assessment, including Kentucky and Florida, have also changed their plans.

The report also set guidelines limiting how student data collected in the assessments can be used. It also requires any nationally-developed standards for science or social studies to be explicitly approved by the state’s legislature. (The current Common Core standards are just for English language arts and Math.)

The committee report is couched in the language of state’s rights: It begins by saying, “WHEREAS the federal government has no constitutional authority to set educational standards for Tennessee or to determine how children in Tennessee will be educated. Any partnership with the federal government is solely at the discretion of the state…”

The bills delaying the assessment, which must be signed into law by Gov. Bill Haslam, a Republican, had a tumultuous run through the state’s legislature: The state standards, the textbooks used to teach them, the assessments used to measure their implementation, and the way data from the tests will be used have all been the subject of intense debate.

Andrea Zelinski, a reporter for the Nashville Scene, reports that the governor is likely to go along with the delay: 

Advocacy groups bemoaned the decision. “This legislation creates a disappointing pause in Tennessee’s efforts to have a high-quality assessment that truly measures student learning,” said Jamie Woodson, the CEO of SCORE, a nonpartisan education advocacy group. “We have supported moving to a new state assessment in the 2014-15 school year because students deserve a more engaging, skills-based assessment that is better aligned with classroom instruction and allows them the opportunity to show how much they have actually learned.”

Shelby County superintendent Dorsey Hopson II has said that he believes the district should move forward with implementation of the Common Core state standards, but that the district did not have enough computers to implement the PARCC tests, which are mostly online, as of earlier this spring. The district has been preparing for the PARCC tests this year regardless.

The debates in the Tennessee legislature reflect a national debate about the Common Core state standards, which were adopted with great enthusiasm by many states but which have since become the subject of heated debate. Here is a “tracker” of anti-Common Core legislation. Many states have experienced challenges in implementing the new standards, which were intended to be more rigorous and more uniform across states.

Updated: 

State education commissioner Kevin Huffman released a statement about the delays:

“Our teachers have worked hard to prepare for new assessments, and I genuinely believe our students are ready and that they can compete with students in other states. While I am disappointed that Tennessee students will not move forward with the assessments planned for next year, I understand the General Assembly’s goal of ensuring that we select the right assessments for the long run. We will continue to focus on implementing higher academic standards and ensuring that Tennessee students improve faster than students anywhere in the country.”

First Person

I’m a principal who thinks personalized learning shouldn’t be a debate.

PHOTO: Lisa Epstein
Lisa Epstein, principal of Richard H. Lee Elementary, supports personalized learning

This is the first in what we hope will be a tradition of thoughtful opinion pieces—of all viewpoints—published by Chalkbeat Chicago. Have an idea? Send it to cburke@chalkbeat.org

As personalized learning takes hold throughout the city, Chicago teachers are wondering why a term so appealing has drawn so much criticism.

Until a few years ago, the school that I lead, Richard H. Lee Elementary on the Southwest Side, was on a path toward failing far too many of our students. We crafted curriculum and identified interventions to address gaps in achievement and the shifting sands of accountability. Our teachers were hardworking and committed. But our work seemed woefully disconnected from the demands we knew our students would face once they made the leap to postsecondary education.

We worried that our students were ill-equipped for today’s world of work and tomorrow’s jobs. Yet, we taught using the same model through which we’d been taught: textbook-based direct instruction.

How could we expect our learners to apply new knowledge to evolving facts, without creating opportunities for exploration? Where would they learn to chart their own paths, if we didn’t allow for agency at school? Why should our students engage with content that was disconnected from their experiences, values, and community?

We’ve read articles about a debate over personalized learning centered on Silicon Valley’s “takeover” of our schools. We hear that Trojan Horse technologies are coming for our jobs. But in our school, personalized learning has meant developing lessons informed by the cultural heritage and interests of our students. It has meant providing opportunities to pursue independent projects, and differentiating curriculum, instruction, and assessment to enable our students to progress at their own pace. It has reflected a paradigm shift that is bottom-up and teacher led.

And in a move that might have once seemed incomprehensible, it has meant getting rid of textbooks altogether. We’re not alone.

We are among hundreds of Chicago educators who would welcome critics to visit one of the 120 city schools implementing new models for learning – with and without technology. Because, as it turns out, Chicago is fast becoming a hub for personalized learning. And, it is no coincidence that our academic growth rates are also among the highest in the nation.

Before personalized learning, we designed our classrooms around the educator. Decisions were made based on how educators preferred to teach, where they wanted students to sit, and what subjects they wanted to cover.

Personalized learning looks different in every classroom, but the common thread is that we now make decisions looking at the student. We ask them how they learn best and what subjects strike their passions. We use small group instruction and individual coaching sessions to provide each student with lesson plans tailored to their needs and strengths. We’re reimagining how we use physical space, and the layout of our classrooms. We worry less about students talking with their friends; instead, we ask whether collaboration and socialization will help them learn.

Our emphasis on growth shows in the way students approach each school day. I have, for example, developed a mentorship relationship with one of our middle school students who, despite being diligent and bright, always ended the year with average grades. Last year, when she entered our personalized learning program for eighth grade, I saw her outlook change. She was determined to finish the year with all As.

More than that, she was determined to show that she could master anything her teachers put in front of her. She started coming to me with graded assignments. We’d talk about where she could improve and what skills she should focus on. She was pragmatic about challenges and so proud of her successes. At the end of the year she finished with straight As—and she still wanted more. She wanted to get A-pluses next year. Her outlook had changed from one of complacence to one oriented towards growth.

Rather than undermining the potential of great teachers, personalized learning is creating opportunities for collaboration as teachers band together to leverage team-teaching and capitalize on their strengths and passions. For some classrooms, this means offering units and lessons based on the interests and backgrounds of the class. For a couple of classrooms, it meant literally knocking down walls to combine classes from multiple grade-levels into a single room that offers each student maximum choice over how they learn. For every classroom, it means allowing students to work at their own pace, because teaching to the middle will always fail to push some while leaving others behind.

For many teachers, this change sounded daunting at first. For years, I watched one of my teachers – a woman who thrives off of structure and runs a tight ship – become less and less engaged in her profession. By the time we made the switch to personalized learning, I thought she might be done. We were both worried about whether she would be able to adjust to the flexibility of the new model. But she devised a way to maintain order in her classroom while still providing autonomy. She’s found that trusting students with the responsibility to be engaged and efficient is both more effective and far more rewarding than trying to force them into their roles. She now says that she would never go back to the traditional classroom structure, and has rediscovered her love for teaching. The difference is night and day.

The biggest change, though, is in the relationships between students and teachers. Gone is the traditional, authority-to-subordinate dynamic; instead, students see their teachers as mentors with whom they have a unique and individual connection, separate from the rest of the class. Students are actively involved in designing their learning plans, and are constantly challenged to articulate the skills they want to build and the steps that they must take to get there. They look up to their teachers, they respect their teachers, and, perhaps most important, they know their teachers respect them.

Along the way, we’ve found that students respond favorably when adults treat them as individuals. When teachers make important decisions for them, they see learning as a passive exercise. But, when you make it clear that their needs and opinions will shape each school day, they become invested in the outcome.

As our students take ownership over their learning, they earn autonomy, which means they know their teachers trust them. They see growth as the goal, so they no longer finish assignments just to be done; they finish assignments to get better. And it shows in their attendance rates – and test scores.

Lisa Epstein is the principal of Richard H. Lee Elementary School, a public school in Chicago’s West Lawn neighborhood serving 860 students from pre-kindergarten through eighth grade.

Editor’s note: This story has been updated to reflect that Richard H. Lee Elementary School serves 860 students, not 760 students.

Facilities

These 102 schools failed latest round of ‘blitz inspections’

PHOTO: Tim Boyle / Getty Images
Taft High School is one of 102 schools that will have to be reinspected.

Chicago Public Schools said Tuesday that 102 schools will require reinspection for cleanliness before students return to class in the fall. The district has been conducting “blitz inspections” at schools to help address widespread concerns about filthy conditions, including rats and rodent droppings.

The Chicago Sun-Times reported earlier in the year that complaints of a rodent infestation at a South Side elementary school had spurred an initial round of investigations, and that 91 of 125 schools failed them. The story brought citywide attention to the issue and raised questions about CPS’ decision to transition the work of keeping schools clean to two private contractors: Aramark, which is based in Philadelphia, and SodexoMAGIC, which is a joint venture between the French company Sodexo Inc. and Beverly Hills, California,-based Magic Johnson Enterprises.

Since 2014, the district has spent more than $400 million on contracts with the two companies.

CPS said in a statement Tuesday that it is “committed to carrying out a multi-pronged plan” that includes adding 200 additional custodians who are deep cleaning schools this summer. Of those, 100 custodians will remain with the district once the new school year begins. A district spokeswoman said monthly inspections will continue and that a “stronger facilities services structure” that employs one building manager to oversee janitorial and engineering services at each school will yield better results.

Jesse Sharkey, the vice president of the Chicago Teachers Union, said that the additional custodians do little to make up for the mess. “(Mayor Rahm) Emanuel made a token commitment to increase full-time custodial staff by 100 next fall—about a tenth of the staff that was cut when (he) moved to privatize janitorial and facilities management services for CPS, and a fraction of what’s needed,” Sharkey said in a statement.

Schools that have not yet passed an inspection have received orders for actions, structures, and timelines for improvement, the district said. CPS does not inspect charter, contract, alternative, or options schools that operate outside of district-managed facilities.

Here’s a list of the schools that require reinspection.

ADDAMS
ALCOTT ES
ALDRIDGE
ASHBURN
AZUELA
BARTON
BELMONT-CRAGIN
BENNETT
CAMERON
CANTY
CARDENAS
CARROLL-ROSENWALD
CASTELLANOS
CHICAGO AGRICULTURE HS
CLINTON
COOK
COONLEY
CORLISS HS
CURTIS
DAVIS M
DUBOIS
DUNNE
DURKIN PARK
EARHART
EARLE
ELLINGTON
ERICSON
FAIRFIELD
FORT DEARBORN
FOSTER PARK
FRAZIER PROSPECTIVE
GALLISTEL
GARVY
GOETHE
HALEY
HARVARD
HAUGAN
HEARST
HEFFERAN
HOLMES
HOPE HS
HOPE INSTITUTE
HURLEY
IRVING
JACKSON M
JOPLIN
JORDAN
KENNEDY HS
KERSHAW
KIPLING
LANE TECH HS
LANGFORD
LAVIZZO
Lee Elementary
MARSHALL HS
MASON
MAYS
MCDOWELL
MCKAY
MORGAN PARK HS
MORRILL
MULTICULTURAL HS
NOBLE – COMER
NORTHSIDE LEARNING HS
NORTHSIDE PREP HS
NORTHWEST
OGLESBY
OTIS
OWENS
PARKER
PARKSIDE
PENN
PETERSON
POE
PRITZKER
PULLMAN
REVERE
RICKOVER MILITARY HS
RUDOLPH
RUGGLES
SCAMMON
SKINNER West
SMITH
SOUTH SHORE ES
SOUTH SHORE INTL HS
SPRY ES
SULLIVAN HS
SUTHERLAND
TAFT HS
TARKINGTON
TAYLOR
TELPOCHCALLI
THORP J
URBAN PREP – WEST HS
VOLTA
WASHINGTON H ES
WASHINGTON HS
WEBSTER
WELLS ES
WESTINGHOUSE HS
WHITNEY
WILDWOOD