staying the course

Proposal to strip student growth data from teacher evaluations goes down

Republican Sens. Vicki Marble (left) and Laura Woods originally were co-sponsors of the proposed evaluation bill but had changed their minds when it came time to vote.

A bill that would have dramatically changed Colorado’s teacher evaluation system was defeated Thursday on a 6-3 vote by the Senate Education Committee.

Senate Bill 16-105, originally introduced with bipartisan sponsorship, would have allowed school districts to drop the use of student academic growth data in teacher evaluations. It also would have eliminated the annual evaluation requirement for effective and highly effective teachers.

Two Republicans who originally signed on to the bill voted no Thursday.

The requirement to base at least half of a teacher’s annual evaluation on student academic growth is a centerpiece of 2010’s landmark education evaluation law, Senate Bill 10-191.

That provision was hotly disputed then, and Thursday’s hearing demonstrated that passage of six years hasn’t fully cooled the passions.

Some lawmakers and education reform groups argue that use of student growth data gives a fuller, more objective picture of a teacher’s effectiveness than what’s provided only by a principal’s classroom observations and evaluation.

But many teachers, unions and lawmakers believe that use of student growth data is unfair, saying the tests used to generate that data are flawed and provide an incomplete picture. Critics also argue the evaluation law has placed a bureaucratic burden on districts, particularly smaller ones.

“This is not a valid method to evaluate teachers,” the bill’s chief sponsor, Sen. Mike Merrifield, D-Colorado Springs, told his fellow committee members. “We are not doing away with teacher evaluation. We are trying to change it so it is more fair and useful.”

The four hours of testimony and committee discussion resurrected arguments, beliefs and fears raised by the intense debate over SB 10-191 six years ago.

Sen. Mike Johnston, D-Denver
Sen. Mike Johnston, D-Denver

Committee member Sen. Mike Johnston, D-Denver, was the primary author of that bill. Six years ago, as chair of the House Education Committee, SB 16-105 champion Merrifield fought a losing battle against SB 10-191.

“This has been a great conversation. We had this debate before, but each year it gets more respectful,” Johnston said to Merrifield at one point. “Some things have stayed the same since this conversation started, and some things have changed.”

On Thursday, Johnston joined the five Republican members of Senate Education in voting against Merrifield’s bill. Two of those Republicans, conservative Sens. Vicki Marble of Fort Collins and Laura Woods of Thornton, originally cosponsored SB 16-105.

In closing remarks Thursday both said they’d decided the bill wasn’t the right solution, although they didn’t fully articulate why they changed their minds. Some conservative interest groups like the Independence Institute opposed the bill.

Two committee Democrats — Sens. Andy Kerr of Lakewood and Nancy Todd of Aurora — voted for Merrifield’s bill. Both were in the House six years ago and voted against the original evaluation law.

Merrifield’s attempt to rein in that law this year drew close attention from interest groups. It was supported by teachers unions and the Colorado Association of School Executives, which backed SB 10-191. Merrifield’s bill was opposed by multiple business and education reform groups, and many of their representatives testified Thursday.

Evaluation law has rolled out in slow motion

The evaluation law has been put into effect in stages and isn’t yet fully implemented, partly because of the complexities of setting up the evaluation system and partly because the 2014 launch of new state tests created a gap in the state data needed to measure student academic growth.

The 2014 legislature gave school districts flexibility in using growth data for the 2014-15 school year. Districts could use 50 percent, 0 percent or anything in-between.

The 2015 legislature made a different tweak in the evaluation law. In the current school year, districts are required to base 50 percent of evaluations on student growth. But last year’s testing reform law barred districts from using state testing data to measure growth.

That testing law also says that if school districts don’t receive state test results in time to use them for evaluations districts should use local measures of growth.

It’s a common misconception that student growth is based only on data derived from state test results. The original evaluation law required that growth be determined by “multiple measures” such as state tests, local tests and other data. The law also gives districts flexibility in how they weight the different data used to make up the 50 percent. Some districts use school accreditation ratings as part of the growth measure and apply them to all teachers in a school.

The evaluation system wouldn’t work without local measures of growth. Statewide tests are given in language arts and math, but only in grades 3-9. State science and social studies tests are given only once in elementary, middle and high school. And the majority of teachers don’t teach those subjects.

Three other evaluation-related bills are pending this session:

  • House Bill 16-1016 – Provides state help to districts to develop additional measures of student growth
  • House Bill 16-1121 – Exempts nationally board certified teachers from the requirement for annual evaluations
  • House Bill 16-1099 – Repeals a provision that requires mutual consent of a teacher and a principal for placement in a school a creates additional protections for teachers who aren’t place

There’s been statehouse chatter about extending the current time-out on use of state test data in evaluations, but no concrete proposals have surfaced.


Aurora’s superintendent will get a contract extension

Aurora Public Schools Superintendent Rico Munn. (Photo by Andy Cross/The Denver Post)

The Aurora school board is offering superintendent Rico Munn a contract extension.

Marques Ivey, the school board president, made the announcement during Tuesday’s regular board meeting.

“The board of education believes we are headed in the right direction,” Ivey said. Munn can keep the district going in the right direction, he added.

The contract extension has not been approved yet. Munn said Tuesday night that it had been sent to his lawyer, but he had not had time to review it.

Munn took the leadership position in Aurora Public Schools in 2013. His current contract is set to expire at the end of June.

Munn indicated he intends to sign the new contract after he has time to review it. If he does so, district leaders expect the contract to be on the agenda of the board’s next meeting, April 3, for a first review, and then for a vote at the following meeting.

Details about the new offer, including the length of the extension or any salary increases, have not been made public.

Four of the seven members currently on the board were elected in November as part of a union-supported slate. Many voiced disapproval of some of the superintendent’s reform strategies such as his invitation to charter school network DSST to open in Aurora.

In their first major vote as a new board, the board also voted against the superintendent’s recommendation for the turnaround of an elementary school, signaling a disagreement with the district’s turnaround strategies.

But while several Aurora schools remain low performing, last year the district earned a high enough rating from the state to avoid a path toward state action.

Town Hall

Hopson promises more flexibility as Memphis school leaders clear the air with teachers on new curriculum

PHOTO: Laura Faith Kebede
Superintendent Dorsey Hopson answers questions from Memphis teachers at a town hall hosted by United Education Association of Shelby County on Monday.

The Shelby County Schools superintendent told passionate teachers at a union town hall Monday that they can expect more flexibility in how they teach the district’s newest curriculums.

Superintendent Dorsey Hopson said the teachers who score highest on their evaluations should not feel like they need to read from a script to meet district requirements, although he didn’t have an immediate answer to how that would work.

Teacher frustrations were reaching a boiling point on district curriculums introduced this school year. Although the state requirements have changed several times over the last eight years, this change was particularly bothersome to teachers because they feel they are teaching to a “script.”

“Teachers have to be given the autonomy,” Hopson said. Although he cited the need for the district to have some control as teachers are learning, “at the end of the day, if you’re a level 4 or level 5 teacher, and you know your students, there needs to be some flexibility.”

Vocal teachers at the meeting cited check-ins from central office staff as evidence of the overreach.

“I keep hearing people say it’s supplemental but we have people coming into my room making sure we’re following it to a T,” said Amy Dixon a teacher at Snowden School. “We’re expected to follow it … like a script.”

The 90-minute meeting sponsored by the United Education Association of Shelby County drew a crowd of about 100 people to talk about curriculum and what Hopson called “a culture of fear” throughout the district of making a mistake.

Hopson said his team is still working on how to strike the right balance between creativity and continuity across nearly 150 district-run schools because so many students move during the school year.

He reassured despondent teachers he would come up with a plan to meet the needs of teachers and keep curriculums consistent. He said some continuity is needed across schools because many students move a lot during the school year.

“We know we got to make sure that I’m coming from Binghampton and going over to Whitehaven it’s got to be at least somewhat aligned,” he said. “I wish we were a stable, middle-class, not the poorest city in the country, then we wouldn’t have a lot of these issues.”

Ever since Tennessee’s largest district began phasing in parts of an English curriculum called Expeditionary Learning, teachers have complained of being micromanaged, instead of being able to tailor content for their students. The same goes for the new math curriculum Eureka Math.

The district’s changes are meant to line it up with the state. Tennessee’s new language arts and math standards replaced the Common Core curriculum, but in fact, did not deviate much when the final version was released last fall. This is the third change in eight years to state education requirements.

Still, Shelby County Schools cannot fully switch to the new curriculums until they are approved by the Tennessee State Board of Education. District leaders hope both curriculums, which received high marks from a national group that measures curriculum alignment to Common Core, will be added when textbooks are vetted for the 2019-20 school year.

Some urged educators to not think of the new curriculums as “scripts,” and admitted to poorly communicating the changes to teachers.

PHOTO: Laura Faith Kebede
Pam Harris-Giles

“It’s not an expectation that we stand in front of our children and read off a piece of paper,” said Pam Harris-Giles, one of the district’s instructional support directors, who helps coordinate curriculum training and professional development.

Fredricka Vaughn, a teacher at Kirby High School, said that won’t be easy without clear communication of what flexibility will look like for high-performing teachers.

“If you don’t want us to use the word script, then bring back the autonomy,” she said.

Hopson stressed that the state’s largest school district could be a model for public education if everyone can work together to make the new curriculums work.

“It’s going to take work, hard work, everyone aligned from the top, everyone rowing in the same direction.”