Parent mis-information night

So tonight I went to a CSAP parent information night at an elementary school in D6.  This school receives Title 1 funding and so a state sponsored "parent facilitator" was on hand to give basic information on CSAP, collect parent signatures(why??), and then turned the presentation over to a teacher at the school.   I have to say, I was concerned by what this teacher was telling parents.  Some highlights:

• the tests are timed, so parents may want to time their children at home doing homework or chores to get used to CSAP


• techniques to help your child "de-stress" at school and home as a result of the testing


• CSAP scores stay with your child through high school and may determine their placement in classes


• the importance of a high protein breakfast to sustain your child through the grueling testing process.  No breaks, they're going to need it!


• If a child completes the test and has even as much as 30 minutes to spare, she must put her head on the desk.  No using the bathroom, even in an emergency.


• CSAP scores hold principals, teachers, and students(!) accountable.

First of all, if "de-stressing" techniques must be employed, that might be a red flag that something is not quite right.  These are elementary students!

If students really are being placed in ability groups based on CSAP scores, that is plain wrong.  I hope that this is not accurate, but who knows?

On the accountability...maybe, possibly, if I thought CSAP was a good thing, I could see holding teachers and principals accountable for scores.  I absolutely do not, by the way.  But the kids?  Come on!  How is this one, apparently very stressful test(see de-stressing above), going to give an accurate picture of what a student knows?  Please.

What's even more distressing is this:   It was held at a Title 1 school.  Half of the parents attending did not speak English.  A Title 1 school has a higher population of students living in poverty.  The parents attending, English speakers or not, are not the parents who know how the school system works.  They do not have the experience, time, or ability to delve into the inner workings of education.  They don't know how to work the system, so to speak.  They trust that schools are doing the best thing for their kids.  And I feel like they were intentionally mislead.  I wonder how many walked away thinking CSAP is more important than it actually is.  That it will mean something to their kids or help them later in life.  It won't.  The state and our district has taken advantage of these parents.  If there was a presentation like this at one of the higher income schools, you can bet that parents attending would have some serious questions about CSAP.   As far as I know, the higher income schools don't have CSAP information nights, not like this anyway.  I wonder why?

Also noteworthy:  the teacher did not let parents know that CSAP scores dictate how much recess their kids get or the way it shapes the curriculum.

But all hope is not lost!  I, and devoted children's advocate, Conny Jensen, were there to hand out flyers about an upcoming CSAP presentation by Angela Engel.  Hopefully, they will come.  You should, too!   From the flyer:

What’s the big deal about CSAP?  It’s just a test, right?  Well, there may be more to the story…

Where do the tests go to be graded and by whom?   Where does the CSAP come from and how much does it cost to administer these tests?    What information do the tests actually reveal?   How do CSAP scores shape education and instruction in schools?  Does the emphasis on standardized testing really help our schools improve?

Please join us to find out more about CSAP and why it may not be the best way to evaluate our schools.  Denver author Angela Engel, Seeds of Tomorrow, Solutions for Improving Our Children’s Education, will give a presentation on these questions and more.  Mark your calendars for Sunday, February 13^th from 1:00 pm to 3:00 pm at Centennial Park library.  There is no cost to attend and all are welcome.

Angela Engel is a parent and advocate for children, families, and public education.  She was a teacher and administrator for Douglas County Schools.  Her work with state legislators has led to policies that improve learning and opportunities for Colorado children.  She recently co-founded Uniting 4 Kids, a national organization whose mission it is to unite the capabilities of teachers, parents, and students.

Placing a Value On Education

How does per pupil spending translate to success?  How do we make sure our schools have what they need, especially in these tough economic times?  What is truly needed to support a great school system for D6?

Our local school District 6 is facing another year of funding reductions and is looking for ways to cut around $6 million from the budget.  The district asked for a 16 mill property tax increase in 2009 and was rejected by 66% of the voters.  There is little doubt they will ask again as they continue to face decreasing funding.

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*Data from Colorado Department of Education School Finance Page and does not include grants awarded to the district

Being more involved in our District 6 has opened my eyes to the budgeting process and funding challenges and the difficulty in trying to meet the needs of the district.  From a business perspective I cannot begin to image the difficulty in long-term planning and execution with the way districts are funded.  From a parent perspective I am frustrated by the reduction in programs such as Gifted/Talented and large class sizes.  From a taxpayer perspective I am skeptical of paying more in taxes and feel it will never be enough.

In short: a difficult and messy funding scenario + a bad economy + rising employee expenses such as PERA - no mill tax increase = frustrated Parents and Community Members, Board members, School Administrators and Teachers.

When 87% of our district expenses go towards Teachers we are talking about financial management in 3 areas 1) Salaries, 2) Benefits and 3) A mill tax increase.

Why only these three things?  Simple - other programs do not make a big enough dent to sway the financial issues.  Go after sports.  Go after art and PE.  Get rid of Assistant Principals.  It won’t make any difference.  Look it up or ask for the info.  “Low hanging fruit” are low single percentage points at best in terms of the overall general fund.  You think D6 has a bad rap now?  Try eliminating these ancillary programs and see how we’re viewed.  Please don’t, I’m not daring you.  Really.

To adequately fund this district without a tax increase you are talking about reducing the number of teachers and/or reducing the benefits provided to teachers.  Our teacher to student ratio will climb.  Good teachers will be less likely to come to Greeley because of non-competitive pay or benefits (aka we’ll be the employer of last resort).  Could we do a few things to improve the benefits expenses?  Sure.  And it is on the table for review.

So what is the solution?  We are Greeley.  We are not Fort Collins or Windsor.  We are a more diverse and needy district in comparison to the competing districts.  We don't have the stores, art scene, etc. but we are a community.  A community of hard working people who care and in general, like our little town.  As much as we want to compete with other districts we do have to remember who we are and what makes us different.  So let’s think differently:

1. Create a sustainable district funding structure not just for the long term.  Focus the money on teaching our children in core and fun, creative ways.  Do not ask for a mill tax increase to fund transportation and security.


2. Set a few high reaching goals that everyone can buy into and focus squarely on them.  Improve the leadership in all areas of the district (including you, Community!).  Find the balance in everything we attempt to do.


3. Bring in outside help to ensure our huge district of 2,300 employees is functioning efficiently and report the findings.  I would hope there would be well-versed local business leaders ready and willing to provide their insights to the district.


4. Strive to develop a fun and interesting curriculum.  Be different and try different things.  Don’t be so beholden to CSAP and other test measurements.


5. Put firm disciplinary policies in place (or enforce ones currently in place).  Reduce or eliminate the noise from the bad kids (not trouble makers mind you, the bad kids).  No cell phones and iDistractions.  Make them pass notes!

I love it here.  I hope you do too.  So let's improve it.  Not necessarily with dollars, but with commitment, involvement and understanding.

Mr. President, We Want Your Children's Education, Too

From an insightful column by Rachel Levy

(Photo: Not a Sidwell classroom!)

"Mr. President, if... the new school reformers' policies, which you and your administration support, are the right ones, why don't you send your own children to the very schools where such policies are being implemented? If that is not possible, why send them to a school that is in many ways the mirror opposite of your revolutionary reforms?

Is it possible that the very things that make Sidwell [school] so enticing to you (..their website [states]: "We offer these students a rich and rigorous interdisciplinary curriculum designed to stimulate creative inquiry, intellectual achievement and independent thinking in a world increasingly without borders") do not apply to children in public schools, and, specifically, inner-city schoolchildren?

Your educational reforms leave interdisciplinary curriculum, creative inquiry and independent thinking by the wayside in the pursuit of higher math and reading scores. Elite kids get to read, find learning fun and relax in moments of quiet reflection, but public school systems, apparently in a crisis, have to drop recess, the arts, science and social studies, not to mention many of their neighborhood schools, in the quixotic quest for higher test scores and school "choice." Are such policies fine for the education of other children, but not your own?

Mr. President, if we should all have your healthcare, as you have said we should, then shouldn't we all have your children's quality education, too? No Child Left Behind, Race to the Top, Arne Duncan and Bill Gates are not going to get us there, and your choice in where you send your children to school demonstrates that.

Do you think that children in public schools aren't ready for these luxuries? Or are their brains somehow different? Less curious? Less creative? I don't think you believe this. But it seems to me you should at least say that they deserve exactly what your own children have. When you fail that basic test, it makes me think you're just the elitist that your populist critics say you are. "

It's harder now that it's over

The fight for Friday Fun at Meeker has officially been lost.   Students, teachers and parents have been overruled in their efforts to retain a 30 minute a week non-academic enrichment program.  After months of meetings, collecting signatures in support of the program(343!), talking with other parents, and finally, formally appealing to the school board, the answer is no.    Dr. Ranelle Lang, superintendent, and Dr. Dana Selzer, chief academic officer for D6, met with another parent and I to inform us of their decision.

Honestly, this meeting was good.  Dr. Lang and Dr. Selzer were friendly, respectful and very straightforward in explaining to us the reasons for the denial.  Some of the reasons were expected; CSAP scores, no time for it in the schedule, etc.  Others included factors I had not considered; can't add the time on Mondays because of the contract with the Greeley Education Association and the actual number of instructional hours in each day after lunch, recess, specials, transition periods, etc., is only 5 1/2 to devote to the core subjects.

Dr. Lang made clear that her job is the academic success of the students in the district.  This is her focus.  It's obvious to me that we have a superintendent who cares deeply about making that happen.  The path she has chosen to take the district in is one that she believes will bring that success; success as defined by our state and federal government and even within the perceptions of the general population.  She told us that almost every minute of the school day needs to be used for academic instruction.  Dr. Lang did not mince words when she acknowledged she is responsible to the community, the school board, and the state for our CSAP scores.  Indeed, that is a heavy weight.

I was able to put myself in her shoes as a result of the conversation.  Even the most powerful administrator in the district is held captive by CSAP, for better or worse.  Obviously, in my opinion, it's  for the worse.   Although I understand the reasons given for denying Friday Fun, the fact remains that we're talking about 30 minutes a week.  I still don't believe it's too much to ask.  I absolutely believe there is a place for non academic, free form enrichment in a school setting and that it's really essential to academic success.

Imagine how valuable that time might be for a struggling student who has had all the literacy and math he can stomach for the week.  It's a chance to try something new, think in a different way, find something else he's good at, latch on to something that he can find value in right now!  How might that affect his future schooling?  If he has been given the opportunity to explore content areas that aren't measurable on any test and he excels at those things, it might really give him a sense of belonging in school and boost his confidence.

I'm beginning to understand, in a way I didn't before, that Friday Fun was never going to happen.  The stakes are too high, the path too narrow, the consequenses too dire(especially with the inevitable advent of teachers being evaluated on their students' CSAP scores).   While it is within Dr. Lang's power to give us Friday Fun, I can see from her point of view why she wouldn't.  I disagree, but I feel like I understand her better.

This is public education.  This is the machine.  And I'm worried that it won't get any better in terms of educating children in ways that honor them as creative, inquisitive people, no matter what the test scores are.  When I say it's harder now that the fight for Friday Fun is over, it's because I realize that it will take so many people to change the system.   We are all responsible for what's happening.  We've elected the politicians that have started this ball rolling.  We parents and community members rely far too much on standardized tests to tell us if schools are good or not.  We've all demanded accountability.    This, right here, is the result.  30 minutes a week of engaging, exciting learning for kids, gone.   It's the definition of unintended consequences.

Do We Have the Time to Reform?

With so much discussion around improving our schools it is hard to figure out how and when to help out.  Stakeholders have little time as it is and we all go a little cross-eyed at the end of the day.  Heck, getting a good night’s sleep is what most of us shoot for in the daily accomplishments category (and fail at)!  Point is, everything is moving so fast.  So how can we get more involved in improving our schools? A recent D6 outreach event was attended by about 40 community members.  We have almost 20,000 children who attend our D6 schools.  Board meetings typically have just a handful of people there.  We see about that 40 attendee number again when the Board is discussing hot topics such as the charter schools.  40 out of 20,000.

Time is valuable and your time is best spent with your family and friends.  So how can we advocate improving our schools?  By forming connections and becoming an informed group.  Thanks to technology it is extremely simple to accomplish this.  Take the easy steps to get involved by following BuildBetterSchools.com.  You can follow via Twitter, Facebook, RSS feeds or subscribe the simple way with basic email updates.

Want to write a column or just vent?  Let us know via the Contact Us page!  And you DO NOT have to agree with us or be in line with our thinking.  I believe the best things happen when two opposing sides can find common ground to move forward on.

These are our kids.  These are our schools.  This is our community and our future.  This is your website.  Let's  find each other and work together to make our schools what we all know they can be!

What if??

I came across this article about what might happen if whole communities refused to let their kids take the state standardized tests.  In our case, CSAP.

It's interesting to think about.  As a parent, I'm coming to realize that most of the things I dislike about our public schools are a direct result of the emphasis of this test.  And that's not a knock against our school board, not really.  I understand they are under extreme pressure from the federal and state government to tailor our school system to get "results".   That is, increasing test scores.

A narrow curriculum, limited recess and hands on learning time, no time for teachers to grab hold of teachable moments and elaborate on what may perk students' interest, one size fits all lesson plans that teachers have no control over, kids learning to read but not learning to love reading...these are all consequences of teaching to the test.  So what do we do?  Children could be getting a better education if the government just backed off.    Private schools are not held hostage to government mandates and can teach their students in meaningful ways.  Why should that type of education be a privilege?

D6 forum January 8th

The League of Women Voters is hosting a forum on the future of District 6.  Linda Trimberger and Bob Stack will give a presentation on plans for our school district.    The audience will be allowed to ask questions and, presumably, get answers!  http://www.greeleytribune.com/article/20110104/NEWS/701049999/1051&ParentProfile=1001

Noticeably absent from the lineup is, well, all the other board members.  Not to mention the superintendent.  No matter, I'm sure Linda and Bob will do a fine job all on their own.   I am looking forward to hearing the plans they've made for our children.  Plans made after carefully listening to the needs of teachers, students and parents, no doubt.   What's that?  You don't think so?   I know I haven't been asked, but I assumed I just missed that questionnaire.    Guess I'd better go to see what they're cooking up.  You should too!

I have a prediction on what we might hear.   At a recent D6 Citizen's Academy meeting, superintendent Ranelle Lang mentioned that so far the district has focused mainly on revamping elementary schools.  Now she has that to her liking, the next stop will be the middle schools.   We also might hear about pressing issues like discontinuing the sale of chocolate milk in the school cafeterias.  If my sources are correct, Trimberger has been working on that.

Here is what I hope to hear: kids will get more recess, get tested less, teachers will be given more control over what, how, and when they teach, the introduction of unique school models like teacher run schools, magnets, a bilingual school for kids to learn in two languages(yes, English speakers taught in Spanish!  How cool!),  a reduction in the absurd amount of time spent on phonics for elementary(more than an hour a day?!),  the creation of a district parent council that meets regularly with the board/super... Whew!  What else?  What would you like to see the Greeley-Evans school board plan for the future?  Post your ideas in the comments.