crime and punishment

How Colorado will punish school districts that break opt-out laws

PHOTO: Craig F. Walker, Denver Post

Colorado school districts that pressure students to take standardized tests or make opting out of them a little too easy could see their accreditation rating lowered or stripped entirely starting in 2017.

The State Board of Education gave its unanimous approval Wednesday to new rules that require school districts to neither “impose negative consequences” on students who opt out nor encourage them to do so.

The language that is now part of a school district’s accreditation contract, which covers a range of policies, comes from a 2015 law that overhauled the state’s testing system.

Besides codifying parent rights to opt their children out of the state’s standardized tests, the law also trimmed the number of tests students take.

State board chairman Steve Durham, a Colorado Springs Republican, asked the education department this spring to make clear to school districts the law had teeth. He was incensed about numerous complaints he was receiving regarding schools pressuring or punishing students who did not take the tests.

“It seems balanced,” Durham said this week of the rules. “It’s straightforward and covers both constituencies.”

So what happens if similar complaints surface next spring?

It’s a lengthy process: After a complaint is received, an investigation would begin. If the department finds the district is out of compliance, the district would have 90 days to resolve the issue.

If the district does nothing, the department could impose “interventions,” according to the accreditation contract. If the department still isn’t satisfied with the district’s response, it can ask the state board to lower or remove the district’s accreditation rating.

No district has ever lost its accreditation.

Detroit Story Booth

Why one woman thinks special education reform can’t happen in isolation

PHOTO: Colin Maloney
Sharon Kelso, student advocate from Detroit

When Sharon Kelso’s kids and grandkids were still in school, they’d come home and hear the same question from her almost every day: “How was your day in school?” One day, a little over a decade ago, Kelso’s grandson gave a troubling answer. He felt violated when security guards at his school conducted a mass search of students’ personal belongings.

Kelso, a Cass Tech grad, felt compelled to act. Eventually, she became the plaintiff in two cases which outlawed unreasonable mass searches of students in Detroit’s main district.

Fast forward to August, when her three great-nephews lost both their mother and father in the space of a week and Kelso became their guardian. Today, she asks them the same question she has asked two generations of Detroit students: “How was your day in school?”

The answers she receives still deeply inform her advocacy work.

Watch the full video here:

– Colin Maloney

First Person

Why the phrase ‘with fidelity’ is an affront to good teaching

PHOTO: Alan Petersime

“With fidelity” are some of the most damaging words in education.

Districts spend a ton of money paying people to pick out massively expensive, packaged curriculums, as if every one of a thousand classrooms needs the exact same things. Then officials say, over and over again, that they must be implemented “with fidelity.” What they mean is that teachers better not do anything that would serve their students’ specific needs.

When that curriculum does nothing to increase student achievement, it is not blamed. The district person who found it and purchased it is never blamed. Nope. They say, “Well, the teachers must not have been implementing it with fidelity.”

It keeps happening because admitting that schools are messy and students are human and teaching is both creative and artistic would also mean you have to trust teachers and let them have some power. Also, there are some really crappy teachers out there, and programs for everyone are often meant to push that worst-case-scenario line a little higher.

And if everyone’s doing just what they’re supposed to, we’ll get such good, clean numbers, and isn’t that worth a few thousand more dollars?

I was talking with a friend recently, a teacher at an urban school on the East Coast. He had been called to task by his principal for splitting his kids into groups to offer differentiated math instruction based on students’ needs. “But,” the principal said, “did the pacing guide say to differentiate? You need to trust the system.”

I understand the desire to find out if a curriculum “works.” But I don’t trust anyone who can say “trust the system” without vomiting. Not when the system is so much worse than anything teachers would put together.

Last year, my old district implemented Reading Plus, an online reading program that forces students to read at a pace determined by their scores. The trainers promised, literally promised us, that there wasn’t a single reading selection anywhere in the program that could be considered offensive to anyone. God knows I never learned anything from a book that made me feel uncomfortable!

Oh, and students were supposed to use this program — forced-paced reading of benign material followed by multiple-choice questions and more forced-pace reading — for 90 minutes a week. We heard a lot about fidelity when the program did almost nothing for students (and, I believe quite strongly, did far worse than encouraging independent reading of high-interest books for 90 minutes a week would have done).

At the end of that year, I was handed copies of next year’s great adventure in fidelity. I’m not in that district any longer, but the whole district was all switching over to SpringBoard, another curriculum, in language arts classes. On came the emails about implementing with fidelity and getting everyone on the same page. We were promised flexibility, you know, so long as we also stuck to the pacing guide of the workbook.

I gave it a look, I did, because only idiots turn down potential tools. But man, it seemed custom-built to keep thinking — especially any creative, critical thought from either students or teachers — to a bare minimum.

I just got an email from two students from last year. They said hi, told me they missed creative writing class, and said they hated SpringBoard, the “evil twin of Reading Plus.”

That district ran out of money and had to cut teachers (including me) at the end of the year. But if they hadn’t, I don’t think I would have lasted long if forced to teach from a pacing guide. I’m a good teacher. Good teachers love to be challenged and supported. They take feedback well, but man do we hate mandates for stuff we know isn’t best for the kids in our room.

Because, from inside a classroom full of dynamic, chaotic brilliance;

from a classroom where that kid just shared that thing that broke all of our hearts;

from a classroom where that other kid figured out that idea they’ve been working on for weeks;

from that classroom where that other kid, who doesn’t know enough of the language, hides how hard he works to keep up and still misses things;

and from that classroom where one kid isn’t sure if they trust you yet, and that other kid trusts you too much, too easily, because their bar had been set too low after years of teachers that didn’t care enough;

from inside that classroom, it’s impossible to trust that anyone else has a better idea than I do about what my students need to do for our next 50 minutes.

Tom Rademacher is a teacher living in Minneapolis who was named Minnesota’s Teacher of the Year in 2014. His book, “It Won’t Be Easy: An Exceedingly Honest (and Slightly Unprofessional) Love Letter to Teaching,” was published in April. He can be found on Twitter @mrtomrad and writes on misterrad.tumblr.com, where this post first appeared.