KFOR Interview...Pink, But NOT Pretty

Yesterday we got an alert on Facebook that OKC news channel KFOR was going to be interviewing Superintendent Janet Barresi, and she would be taking questions generated on the website…that message was shared over 100 time and we all jumped at the chance…220 questions were posed, including whether or not other candidates for State Superintendent would have the same opportunity to share their views. KFOR told us this was not a campaign appearance (yeah, right!), but only a Q&A with a state policy maker.  I occasionally returned to the page to browse through the questions, and they were good questions…informed, pointed. Smart.

I had previously written a blog including several questions teachers wished the mainstream media would ask her. I linked that to KFOR’s page…just to be helpful.

Yeah, right. It was another fluff piece with the Superintendent using her ‘concerned’ voice, wearing a lovely pink sweater or jacket that reminds too many of us of Professor Umbridge from the Potter films. Her advisors need to remind her: “Never wear pink!!” Too evocative.

So, the interview. I did recognize questions…they were not necessarily softball…but not hard-hitting journalism, either. The interview focused on the Third Grade Flunk Law.

A great new blogger gave her response here…I recommend reading this too.

First, to me, the most breath-taking answer…Superintendent Barresi stated, categorically, that, “really at the end of 3rd grade you stop reading, learning to read, and in 4th grade you read to learn. “ That bromide is often repeated, but never with the bald statement that students STOP LEARNING TO READ before they are nine years old.  I’m 68, and I’m still learning to read. I’m a reading specialist and I’m still learning.

I understand the ‘learn to read, read to learn’ statement…I have seen kids struggle with all the discrete elements of beginning to read…phonetic awareness, context, vocabulary, among them. Once students become more confident with these elements, they, indeed, do begin to use reading as a tool for information, not just an exercise in and of itself. There is a shift, and it is right at the 3^rd-4^th grade level, where textbooks become an important part of a child’s day. BUT no child stops learning to read after 3^rd grade. NONE. Sorry I’m yelling…I will try to calm down.

Isn’t learning to comprehend more and more complex material learning to read? Isn’t gaining command over more and more technical vocabulary learning to read? Isn’t extracting fact from opinion learning to read?

Barresi’s arrogant statement, delivered in that pink jacket, with that big smile, in that sincere voice, is wrong. And the interviewer never challenged her at all. Just on to the next one, and on to the next inane answer.

Barresi appealed to parents by telling us her children struggled with learning…but it was just a campaign line.

She had three suggestions for schools : ”giving different modalities…longer opportunities…and summer academies.” I, as a reading teacher, am most interested in ‘giving different modalities.” What does that mean?? We all probably (research is beginning to refute this concept) have different strengths when we approach our learning…brain dominance is one, and sensory modalities is another. We are, perhaps, born with these strengths, and filter our learning experiences through them. A teacher does not ‘give different modalities’ to a student. A teacher probably offers opportunities for visual, auditory, and active learners within lessons. That’s good practice. We don’t GIVE them modalities – they come to us with modalities, and we must design lessons to reach them all. What a bizarre thing to say…’give them modalities.’

She also suggest ‘longer time.’ I assume she means longer time in third grade…even though child development, as she’s seen with her own children, is NOT a standardized timetable. Her kids got longer time differently than your kids will get longer time. Because some kids are more equal than others.

Frankly, these suggestions highlight how very out of touch she is with schools and teachers and learners. That was her entire list of suggestions for teaching and learning. Insulting.

She told us children will not be retained on one test on one day. Oh, really? They will have ‘multiple times to be successful.’ Oh, really? The only example she could give were the ‘good causes’ to challenge retention. No specifics, just on to the next question she twisted to her own purposes.

Then, I end with the other mind-blowing utterance through that smile, with that voice, in that pink jacket. All that anxiety kids are feeling over the test? Oh, that’s the fault of teachers. It comes from adults. And, ‘frankly…does kids no good.’ All the adults must ‘express confidence’ and not stress out the kids. What color is the sky in her world? Kids know what’s at stake; they know the adults in their lives what the best and it’s our job to help them reach their best performance. But the high stakes consequences are our fault, somehow.

I knew I would be offended, but I did not realize how offended. As a reading specialist, I wish she would stop talking abot reading instruction.

Oh, and what was she holding in her hand?? Was it a Sarah-Palin-answers-on/on-my hand kind of device?

KFOR gave the Superintendent a free campaign ad, at the cost of our kids’ future.

ACT and SAT Don't Predict College Success? Color Me Shocked

A new study casts serious doubts on the ACT and SAT’s almighty ability to predict college students’ success. Seven years of tracking college grades for students admitted with and without entrance test scores show no real difference in the grades and academic success of students. Come to find out high school GPA was as important in predicting college success (Here is the link to the entire report -- which I've saved for close reading...later). Color me shocked.

How can this possibly surprise anyone? The $2 billion ‘test prep’ industry has seriously compromised any faith in these test scores. Kids whose parents have disposable income can take the tests over and over, learning the tricks. Parents with means, pay for expensive test preparation classes, some of which actually promise a higher test score. Chad Cargill, a test-prep guru, brags about taking the test 18 times, honing his score until he had created a skewed profile of himself for college admission officers.

Skewed, because he deliberately manipulated the system for his own benefit. Gaming the system. Cheating.

Let’s call test preparation…all test preparation…what it is: cheating. Tests are designed to measure what a student knows, without specialized preparation.

I read a book called The Myths of Standardized Tests, by Harris several years ago. On a webinar with the authors, I heard them tell us all test prep is essentially cheating. I can remember I gasped out loud in recognition of what I always suspected.  They discussed ACT and SAT testing: “…the tests don’t actually predict achievement in college very well, and the colleges know that.” We all know it now.

Remember the way we took standardized tests? A teacher reminded us the day before to get a good night’s sleep, and to have a good breakfast. We came to school, took the tests, and went back to learning. Months later, the scores appeared and were duly filed away. Those tests measured what we know on the day we were tested.

With high stakes, though, we all do everything we can to raise the numbers, “Up the scores,” because so much is riding on good scores.  More from the Harris book:  “When students ‘prep’ for the SAT, they undercut its validity as a predictor of first-year college grades – which is all it was ever designed to do…Yet those who take the preparation classes learn these and other techniques that serve to raise scores without making them better readers or better problem solvers – thus corrupting the indicator without improving the target behavior.”

The sacred gate has been stormed. The score has been revealed for what it is…a score. One morning’s work (minus all the test prep).  We all bought into the self-interested narrative ACT and SAT were selling…at $50 a test, minus the prep...and kids suffered. And parents spent too much money.

I spent the bulk of my career working with struggling readers and learners…kids who had to work for their grades, kids for whom nothing came easily. Kids whose parents often could not afford the tutors, the test prep classes, the test prep books. Kids who thought that test mattered more than their day-to-day work in the classroom. They were discouraged from considering college if their ‘score’ wasn’t high enough. They were discouraged from even taking the test, because their score wouldn’t be high enough.

Come to find out, college admission should not be one of those high stakes.  Come to find out, a student’s grades throughout his high school career show more about his or her learning potential than one test score that can be deliberately manipulated if you can afford it. Color me shocked.

My students who took my elective, Reading for Pleasure, often said they were in class to become better, faster readers…for their ACT. I cringed inside just a bit, knowing I would be contributing to that quest to raise scores. But my students DID become better readers and thinkers and writers in the course of our semester together. And if they could read selections on the ACT faster, have more stamina as they sat for hours during the test, so be it. I was not part of the test prep industry…I was a teacher sharing my love of literature.

I loved ACT and SAT’s response to the study….I can imagine them sputtering as they tried to put a good spin on it…they threw up the ‘grade inflation’ bugbear…without acknowledging the 'score inflation' that occurs when students spend money on test prep and when they take the test over and over.

One more piece of mounting evidence that one test, one day (or ten days or twenty days) cannot accurately capture the worth of a learner…the potential for an academic career. 

Color me shocked. 

A Teacher is More than What He Teaches.

"What the teacher is, is more important than what he teaches" Karl Menninger

My friend and teacher died last week. Jerry Reinhart was the embodiment of this quote…What he was will always be a part of me, and the thousands of students who were a part of his chorus program. He taught for 40 years, and continued to be involved in musical theater even after his retirement, at the age of 75! 75! And after that, he continued to direct and produce summer musicals for the community. Does that tell you something about his energy and commitment to bring music to his community? I love this picture...I saw this expression often, from the alto section

I met Jerry and his wife Margilee because they were ‘younger sibling’ friends of my parents. Jerry and my dad were at different schools in the same small school district, Ross Township, or as we all called it, Merrillville. I adopted them as the ‘older siblings’ I never had, and grew up around their large family, often sharing holidays together.

I took voice lessons from Jerry, and wanted to be a part of his choir, even though I couldn’t open my mouth wide enough to make a sound worth listening to. Not until my junior year did my dad relent (“You can’t get to college on choir credits!”), and let me try out. My natural shyness nearly ended my short career in music before it began, but Jerry (Mr. Reinhart at school!) was there to cheer me on. Those two years in choir were filled with laughter, friendships, performance, beautiful music. We were a part of something so much bigger than ourselves…we created music!

Classes and rehearsals weren’t boring affairs because we could count on Jerry zinging us for our laziness…”Mr. Reinhart, I’m trying,” was a typical whining response to a demand for more. Jerry had two answers, and we waited, giggling behind our hands to hear them: “Yes, you are -- very,” and “I know, I know.” Both were accompanied by his head hanging down, shaking sadly, shoulders hunched. He was a performer! We got it. No excuses. Stand up, sing the notes, stay in tune, listen to each other, balance the harmony. Remember an ensemble performance depends on each voice, each section.

Jerry was more than he taught…he was fierce about his art. He was fierce about sharing it with bored teenagers who’d never heard of Mozart. He was supportive of every effort we made. He was elated when we rose to the occasion. He was proud and demanding. He was exacting. He was harder on himself as our leader than he ever was on us.

He was a musician, a husband, a friend, a father. He was an educator. He was a leader and a visionary. He is the reason my old home town presents amazing musical programs. The first, the year I graduated from high school, was Music Man. That music was what our small show choir sang, and he is forever connected to Harold Hill. Recently, the Ross Township Musical Theater mounted productions of Phantom and Les Mis.

He was a teacher who demanded the best of his students and for his students…he started his summer stock in the high school gym, and was the inspiration for a state-of-the-art auditorium which was aptly named for him.

Jerry was my friend, my cheerleader, my supporter. He helped me prepare to audition for that Music Man show choir, knowing my stage fright could be crippling. He sat in that darkened auditorium while I auditioned for the senior members of the group, probably the most surprised that my voice made it to the back wall, the most proud, the most elated. He knew how hard it was for me, he had watched me grow and to take a challenge that was more than either of us thought I could achieve, and he was the first to congratulate me, telling me he always knew I could do it.

Jerry sang at my wedding…his clear tenor voice reminded us all, first and foremost, he was a talented performer who knew the joys and burdens of performance. He told us later it was the only time he felt stage fright himself…he said he stood up, looked out, and saw the church filled with friends…and for just a second he froze.

When my son visited Indiana University in anticipation of entering the IU School of Music as a masters’ student in trumpet performance, my dad insisted that he meet Jerry, and that Jerry take him on a tour of the music program at Merrillville High School. I love the thought of the two of them, talking and laughing, one about to embark on a career in music, one winding up his own career.

Jerry was so much more than what he taught us in class, in rehearsals, at performances.

He is survived by his wife of 62 years, eight children, many grandchildren and great-grandchildren. He is survived by thousands of students are better people because he was their teacher.

I know my parents have found him in heaven and have ushered him into that special corner reserved for teachers. 

Marching for Kids, Marching for my Family

There will be a march for education on March 31 in Oklahoma....already the pushback from pundits and politicians has begun. Already the march has been portrayed as crassly stealing instruction time from our kids, as a grab for more money. Already they are trying to portray the 'union' involvement as discrediting us all. 

Let me reframe this argument from my unique perspective.

I am a fourth-generation teacher in my family. Teaching is the family business. I fight as hard as I do to honor my dad and my grandmother and grandfather…The great grandfather I never knew is the first teacher on my mom’s side of the family.

I will be marching on March 31^st for them. Let me introduce them to you. Look up at the picture above this post. That's my family.

Starting on the top left, is a highlight of my career…meeting Diane Ravitch. She signed her first book, Death and Life of the Great American School System, and we agreed that we were both old, we had big mouths, and we knew how to use them.

Next to us is a class picture of one of my mother-in-law’s, Esther, classes…She taught 2^nd grade forever, teaching both of her own children in the process. Then, a picture of me in class, when I still pretended I was a brunette.

In the middle row is an old photo of my grandfather as a very young man. He had polio as a child and always limped. Not until my parents were expecting me did he learn his name, Claude, means “the lame one.” I was named to atone. Grandpa was a high school math teacher, the basketball coach, and the principal of a tiny school, New Lebanon High School, in Indiana. He kept meticulous notes of his plans each year, and my cousin and I have plans for that journal.

Next, a cousin shot…My sister, Jamie,  is standing on the left…she spent years as a kindergarten teacher. She taught primary classes in some of the toughest schools in Northern Indiana. Next to her, Annette, my cousin. Also an elementary teacher and elementary principal. My cousin Alyce next to me is a director of the nursing home my parents lived in…she is a teacher in a different way.

Bottom row? Daddy. John Lisman. My principal in junior high school. Hold onto that image for a moment. Your father as your principal! One day he subbed in my 7th grade English class. I am still traumatized! He had experience…his dad was his principal, and his grandmother was his English teacher. Dad was in a class of five or six students. I had Dad's high school diploma on my wall in my classroom...it was signed on the left, by his principal...his father. The two of them spend years together with me.

My unenviable position as principal's kid gave me a perspective on school politics and school workings that has helped me every day of my career. I saw my father agonize over salary and benefits negoiations. He was an educator to the heart, but he was also an administrator with requirements from above. I because sensitive to the tightrope principals are forced to tread. I can hear my dad's voice in my head as colleagues rail about administrators. I can step in and say, "Have you thought about..." and can sometimes turn the conversation to a more global look at an issue. I have appreciated that skill...one learned watching Dad try so hard to balance the needs of his students, his teachers, and his bosses.

Next to Daddy is my sister-in-law, Kathy, a music teacher, Bill, her husband and a history teacher, and on Kathy’s lap? Kristin…now a special education teacher. Next to them, a sweet picture of my dad and my sister, Jamie. Below them is my first class in Centerton, Indiana. 1968 or so. My degree was in English education, and there I was, teaching on an emergency certificate..teaching 6^th grade, self-contained. An adventure for us all.

The last picture is of my grandpa, Claude and grandma Bess. She was the English department at New Lebanon.

Not pictured are: Aunt Marion, Dad’s sister, my husband Bob, my son, Eric, and my daughter-in-law, Kristin. Not pictured is that long-ago ancestor on my mother’s side of the family. Not pictured is my niece, Renee, who as a marine biologist, teaches at the Shedd Aquarium in Chicago. Not pictured is my aunt-by-marriage who was an art teacher.

I have four granddaughters, each of whom would make a great teacher…if the profession is still a profession when they grow up.

I hate when politicians try to bond with me by telling me their wife or mother or cousin was a teacher…Don’t insult me like that. They are NOT invested in this profession the way I am. Their one relative who used to be a teacher does not stack up against my family tree.

I share this to give you the background of why I will be in OKC on March 31. I will not be marching for more money, even though money is vital for our schools. I know the funding could be found if our politicians cared. What I do know is they’re trying to portray us all as greedy, money-grubbing teachers.

I’ll be marching to end the high-stakes in assessment. End the madness of testing every grade every year. End the test prep, hour after hour. End the narrowing of our curriculum to concentrate on the two high-stakes areas: math and science. I’ll be marching to put an end to un-funded and under-funded mandates that pile one on top of another, like, as Linda Darling Hammond has noted, layers of sedimentary rock…nothing ever taken away, just more piled on top. The Legislature must be put on notice that if they mandate something, they must fund it. I'll be marching to remind our Legislators that filing 500 bills, only 291 of which were labeled as education bills, is micromanaging of a profession with which most have no experience, except their years as students. I have written about the bills we know about here and here. I’ll be marching against the voucher bill, a not-so-subtle way of taking MORE money out of public schools. I’ll be marching for any of the bills that rein in the OSDE and its reckless behavior. I’ll be marching for the bill that will allow parents to opt out their children from testing.

The last time I visited with my 82-year-old father we found a little hole-in-the-wall lunch room in Southern Indiana. As we sat and drank really bad coffee, an equally elderly man approached my dad and asked, “Are you C.B. Lisman’s son? He was my geometry teacher. He helped me understand that class.” Then these two old men sat and laughed about their high school careers in tiny New Lebanon High School, their faces lit up while talking about a teacher. I want, years later, for my son and daughter-in-law to have that moment with a former student. 

I want there to be a teaching profession for my Grands to join.

OK Senate Bills Includes an OPT OUT Bill!

In anticipation of the 2014 OK Legislative Session, 291 education bills were filed in the House and Senate last week. Nearly 300 opportunities to deeply affect the classroom work of teachers and students. Nearly 300 attempts to change policy.

Earlier, I wrote about my take on the House bills…and have contacted my Representative about the bills I like and don’t. Not surprisingly, we’re pretty much at odds on each…

So, I’ve now made it through the OK Senate education bills as well…remember, I’m just reading the thumbnail annotations from this link…but you’ll find a link to the full bill for your reading pleasure. Just thought I’d save myself that task for another day.

I see some pushback on OSDE policies, some honest attempts to clear some of the mandated clutter of schools’ lives, and some misguided, “I went to school so I’m an expert” bills. And one bill that has me jumping up and down with joy…

These are the bills that made my “Yes, Hmmm, Eek” criteria – ‘yes’ – I like that, ‘hmm’ – something’s going on here, and ‘eek’ – this could be a disaster. I highly recommend you check my work for mistakes, read the bills for yourself, and contact both YOUR legislators and the authors of these bills if one sends off warning bells in your head.

1143 – Introduced by Standridge – requires the Pledge of Allegiance to be recited once a day in elementary schools, and permits it to be recited once a day in other schools. Big Hmmm for a couple of reasons. First, We already do that every day in Norman schools. I thought it WAS a law, along with the moment of silence. My other Hmmmm reflects my experience: often mine is the only voice in the room reciting…we cannot legislate patriotism – that begins at home. Bottom line, harmless but redundant.

1146 – Introduced by Fields – removes alignment with CCSS.  Not sure of the intent behind this one. Hmmm.

1154 – Introduced by Fields – allows third graders unable to read at grade level to be promoted. My concern here is that’s not what the original bill says. But Yes. Get rid of high stakes!

1156 – by Shaw – prohibits schools from giving homework over the summer…Hmmmm.

1157 – by Fields – requires OSDE to carry over funds for midyear adjustments. I’m not smart enough to understand this, but I’ve heard smarter educators talk about the problems…Hmmm, and maybe yes, when someone explains this.

1169 – by Garrison – prohibits OSDE from adjusting the cut scores of new tests as well as performance levels. This may not go far enough, but it sounds good. Yes.

1179 – by Fields – allows schools to do formative testing to align with state testing…don’t we already do this? Hmmm.

1180 – by Brecheen – another Christmas bill…That’s three total. Don’t these folks talk to each other? My Representative who introduced a similar one assures me it’ll pass the courts. Hmmm.

1320 – by Loveless – modifies the school funding formula…again, I am not smart enough to understand current practice and how this will change it. Lucky for me, I have lots of smart friends! Hmmm.

1321 – by Loveless – seems to consolidate administrations of small districts, under 250 students total. Yes!

1334 – By Bingman – modifies language related to Teacher Retirement…alarm bells are going off. Eek.

1348 – by Stanislawski – provides exemptions for third grade flunk law for ELL kids who’ve been in the country less (sic) than two years. Yes!

1349 – Also Stanislawski – does the same thing for IEP kids. Yes!

1376 – by Sharp – reinstates corporal punishment if parents approve, bringing us back to the 19^th century.  Eek!

1378 – by Paddack (aside – I remind her every time I write that I voted FOR HER for State Sup!) – prohibits OSDE from administering any standardized test not mandated by federal law.  Requires that the savings be used to provide teacher raises. YES! And YES!

1381 – by Paddack (see above) – requires that the OSDE retain the services of ‘an established, independent agency or organization that is nationally recognized for its expertise in psychometrics and statistics to conduct a reliability and validity study’ of our A-F grading scheme. Beautiful!! Will not allow OSDE to use its own employees to review. YES YES YES!

1383 – Also Paddack – raises the amount of money the OSDE would pay districts to remediate kids who scored ‘unsatisfactory’ on state tests…to $180-$240 per student. Still not enough, but currently, I think it’s less than $80. Yes.

1422 – by Jolley – permits AP computer science classes to meet math requirements for graduation. Yes.

1460 – by Stanislawski – LONG description about modifying the definition of a private school. I googled and couldn’t see a connection to ALEC, and need those smart friends to figure this one out for me. Hmmmm.

1464 – by Stanislawski – RIF changes involving career teachers. Requires TLE evaluations by used when reducing force. Hmmm.

1470 – by Newberry – “Protection of Parental Education Act” requires ALL instructional materials to be used for an AP course be available by parents prior to the beginning of the course…including any ‘salacious materials’ which must be identified. Consent forms will be required. I wonder what his definition of  ‘instructional materials’ is…just the texts or any teacher-made materials? Hmmm.

1500 – by Boggs – also requires Pledge to be recited. Labels his bill an Emergency. Hmmm.

1653 – by Halligan – permits engineering, technology, math courses to be counted as meeting math and science requirements for graduation. This makes sense. Our kids need as many pathways to success as possible. Yes.

1660 – by Ford – requires private schools operate under rules of the OK Regents and be accredited. This is a ‘well, duh!’ Yes.

1661 – by Ford – seems to mess with Career Tech funds. ‘Transfers all powers…’ from OSDE to Career Tech. This SOUNDS like a good thing…but another one I need friends to translate for me. Hmmm – maybe Yes.

1662 – also Ford – creates ‘Oklahoma Career Promise Act.’ It appears that this expands the Oklahoma Promise Act to cover kids who fulfill the requirements, but want to attend a two-year institution, or obtain training for a career. This sounds…promising. Yes.

1663 – also Ford; he’s on a roll – requires charters who receive D’s or F’s for two or three years to terminate their contract. Yes.

1690 – by Sparks (he’s my Senator) – amends language in Ok TRS. Hmmm – will be asking him about this.

1734 and 1735 – both by Brinkely – more amendments to TRS. These make me nervous. Hmmm

1765 – by Brecheen – ‘Oklahoma Science Education Act’ – ‘directs [educators]…to create an environment…that encourages students to explore scientific questions, learn about scientific evidence, develop critical thinking skills and respond appropriately and respectfully to differences of opinion about controversial issues.’ And, ‘…the act only protects the teaching of scientific information ans is not to be construed to promote any religious or nonreligious doctrine, promote discrimination for or against a particular set of religious believe or non-beliefs or promote discrimination for or against religion or non-religion.’ I KNEW there was something 'hinky' here....It's a bill designed to weaken the teaching of science! A link to another review shows how harmful it is. I've revised my response to ICK and EEK.

1766 – by Sykes – directs Career Tech to develop guidelines for working partnerships between schools and businesses to create apprenticeships, internships, or job shadowing. Sounds interesting. Yes.

1805 – by Standridge – ‘Oklahoma American Heritage Education Act.’ I googled this and couldn’t find ALEC ties. Adds a list of primary sources of American history that are available to schools…Requires they be in the school libraries. As far as I know, most schools DO have and use these sources. This one seems frivolous…especially since school libraries haven’t had funding for years. Hmmm.

And my favorite of the year….drumroll, please!!

1827 – by Newberry – permits a parent or guardian to excuse his or her child from any or all parts of OK testing. Requires districts to grant this request. This is the “Opt Out” bill we all want and need! This one is huge! YES, oh YES!

1944 – by Burrage – repeals existing salary schedule, replaces it (with what, he doesn’t say). Establishes what constitutes fringe benefits. Lots of nit-picky things here… Hmmmm.

1960 – by Burrage – creates ‘Oklahoma Teacher Loan Repayment Program Act.’ Teachers who teach in OK public schools for three years would be eligible for an award to the bank holding their college loans, of no more than $5000. This could be helpful to lots of our teachers. Yes.

Whew! Lots here…the bills seem to be pretty thoughtful, and positive for the most part.  As a whole, these bills seem to address real concerns. I think there’s a lot we can get behind.

I’ve found several I just do not understand at all, and have not taken the time to read the full bills.  I’m hoping all those smart friends I have will do that for me and explain!

Our next steps? Contact these Senators. Ask them to talk to you about their bills. Contact YOUR legislators. Tell them which bills you support and why. Tell them which bills you are concerned about and why.

Begin that conversation.  Let them know you’re aware and watching.

291 Education Bills: Yes, Hmmm, and Eeek. The Good, The Bad, and the UGLY!

291 education bills have been filed for the 2014 Oklahoma Legislative Session. Just let that number sink in. 291 bills written by people who want to leave their mark on Oklahoma education. I’d be intrigued to know how many educators helped craft these bills.

I’ve been through the thumbnail descriptions of the House bills, and several have caught my eye as ones to watch. I have NOT gone to the Oklahoma House site and read the actual bills. This made my head hurt enough.

I saved the link to all the bills, but I know my learning style and knew I needed a hard copy to mark up. So I copied and pasted into a Word document…a 92-page Word document!! Got it down to 50-some by playing with fonts and margins.

There is ample opportunity for mistakes in this post: I could have typed numbers and names wrong. Please correct any mistakes for me! I’m not offended by this kind of help.

I hope I’ve interpreted the language correctly; these sentences are the most convoluted, difficult ones to read. I’m counting on my friends to correct me, to add to the conversation. This is ME, sitting in my comfy chair, with a cat occasionally on my lap, trying to plow through the language.

In chronological order, bills that make me go, ‘hmmm’ or ‘eek’ or ‘yes!’

2313 – introduced by Brown will raise salaries of teachers to regional levels – yes!

2316 and 2317 – Introduced by Cleveland and Boggs and Walker will allow education about celebrations of winter holidays – hmmm

2351 – Introduced by Kern, “Common Sense Zero Tolerance” – this is my “Pastry Emergency!” – eek

2422 – Introduced by Bennett – “Religious Viewpoints Antidiscrimination Act” – big hmmmm

2427 – Introduced by Condit – re-establishes API as measures of performance for schools – hmmmm

2497 – Introduced by Casey – requires the State Board to complete a study of kids who were retained by Third Grade Flunk Law (RSA) – qualified ‘yes’

2504 – Also introduced by Casey – removed the State Board’s ability to develop and administer criteria-referenced tests in any subject not required by federal law. – Hmmm and yes. This is one to look into more deeply.

2545 – Introduced by Cannaday, an educator and friend of schools! Removed student test scores as part of teacher evaluations under TLE. Requires that the total evaluation be qualitative! YES and YES!

2546 – Also by Cannaday – Delays establishment of READ initiative, and the retention of third graders until State Board disaggregates student data and submits a report of all the reading instruction and practices educators used for these kids. Can I hear another YES??

2582 – Introduced by Thomsen – requires all charter schools to comply with TLE as it is now written. Yes!

2636 – Introduced by Proctor – Increases salaries for career teachers in poverty schools – YES!

2645 – Introduced by Kouplen – requires health education for all middle schools. – hmmm, moving to eek.

2694 – Introduced by Johnson – protects career teachers in time of RIF – yes

2730 – Introduced by Cleveland – this has something to do with OSSAA, but I’m not smart enough to figure it out….hmmmm, for sure

2734 – Introduced by McDaniel – gutting the requirements that students MUST pass third grade reading tests and EOIs in order to be promoted, or to graduate. YES, YES, and YES!

2771 – Introduced by Nollan – delays and modifies A-F accountability for a minimum of three years. 

Requires the Board readopt API in the meantime. Requires Board to hold public meetings…and we know how well they work out! YES!

2723 – Also introduced by Nollan – Requires schools to adopt an appeals process for RSA. Yes

2786 – Also by Nollan – ‘removes the powers of the state Board…to adopt revisions to curriculum adopted by the State Board of ELA and Math…as is necessary to align with Common Core Standards. The bill removes revised curriculum will align with CCSS” There’s a verb missing here, and I’m not sure of the intent. Hmmmmm

2885 – Introduced by Coody – establishes a paid internship…that sounds interesting, but the rest of the bill confuses me. Hmmm

2922 – Also by Coody – Establishes a June 1 deadline for testing results to be available to schools in making decisions about retaining third graders or flunking high school graduates. Yes.

2968 – Also by Coody – Requires four units of math to graduate. But no restrictions on the beginning course. Confusing for kids who’ve taken HS math at the middle schools. Eek. I don’t like 4X4!

2969 – Also Coody – requires dyslexia screening for any child struggling in reading. Requires interventions, including ‘specialized multisensory structured reading therapist.’ Hmmm

2971 – Also Coody – allows schools to rehire retired educators. Hmmm

2984 – NOT by Coody, but by McPeak – “Freedom to Succeed Act.” HS seniors would graduate when they fulfilled the requirements for graduation, even if they didn’t pass the required EOIs. YES!

3167 – Introduced by Blackwell – Removes all references to CCSS and language implementing such. Establishes Local Standards Pilot Programs. Hmmm

3170 – Also Blackwell – Exempts HS students from EOIs after they’ve passed the required ones. Yes! Even better than the bill last year.

3240 – Introduced by Kern – replaces all references of PASS with state curriculum standards. Also included language about ELL kids who don’t pass RSA…confusing to me. Hmmm

3398 – Introduced by Nelson, on behalf of ALEC. Just looking at the thumbnail of this bill makes you know it’s different. It sets off the same bells for me that papers that were obviously plagiarized—too long, too detailed, and slightly off topic. Others have written eloquently about this ‘Oklahoma Education Savings Account Act’ and I’ll refer you to them. Here and here and here. EEEEKKKKKK!

3399 – Also by Nelson – Seems to declare war on federal education groups…and says we won’t play. Haven’t checked ALEC for this one. One good thing…it mentions data collection. I’m horrified by the data that others (not the feds, but Bill Gates!!) will be collecting. Hmmmm

3401 – Introduced by Kern – another curious one. No school employee will refer students to counseling unless parents have been notified. There’s a story here. Hmmm

3416 – Introduced by Shelton – adds dating violence to the list of bullying behaviors. Hmmm – that doesn’t seem to be a school issue.

3419 – Introduced by Shelton – Offers financial literacy to parents. Hmmm

3435 – Also Shelton – Financial literacy in universities. I see a trend. Did he write the bill that requires us to teach a financial literacy class in high schools? Hmmm

3479 – Introduced by Nelson – This one sets off alarm bells! Allows any parent of an IEP student or the student herself to audio record any classroom. Teachers give up ‘reasonable expectation of privacy,’ but the parent or student cannot disclose contents without employee’s permission. This one deserves a closer reading. Hmmm…and perhaps eeek!

Along with these bills are many that ‘modify’ the language of an existing law…I’ll collect them later.

Pop Tart Conversation

I've been emailing, snail mailing, and delivering notes and letters to state representatives for over three years, and am used to being ignored. One elected official WILL respond, a Representative with whom I have almost NOTHING in common: Sally Kern. She steps up and addresses concerns and engages. Here's our latest. I sent a letter to the entire Education Committee of the OK House, and hers was the only response I've gotten so far. I'm including my first note, hers, and my reply. Three different fonts from our original formats. Sorry. 

Email sent to the House Education Committee: 

Two education bills...one common sense; one a license to bullies. Please allow me to share my thinking about both by sharing my blog posts.

HB2351 is an extreme reaction to one isolated case of over-reaction on the part of a school staff...weeks after Newtown, a little one played guns with his poptart. As an educator of 39 years, at every level of public education, I say without reservations...the school had many opportunities to choose a different, more appropriate, strategy, and it appears no one did that. It is an example of how ineffective 'zero tolerance' is as a tool.

Representative Kern admits Oklahoma has not had a similar incident, but she still calls her bill 'common sense.' As my friends and I discussed the ramification of this bill, we reached a frightening conclusion...this bill will sanction bullying. No child can be held responsible for brandishing pastries or pencils or fingers, while aiming at another person -- fellow student or teacher -- while pretending to pull the trigger, making gun noises. 

http://fourthgenerationteacher.blogspot.com/2014/01/zero-to-one-hundred-tolerance-in.html

I write about a friend who had that happen to her in the classroom...in Oklahoma. I see no safeguards in HB2351 that will give schools strategies to keep this kind of intimidation from happening. Please enlighten me if I am wrong.

Why are we wasting precious legislative time on a bill like this when the state has such pressing matters to attend to? I can never support a bill that gives bullies free reign in the classroom to destroy the climate of the school. 

HB2437, authored by Representative McDaniel, is, in my mind, the common sense bill. Ending the high stakes attached to third grade reading tests and End of Instruction exams will allow teachers to teach, and students to learn. It will put assessment back in its place, as a tool for instructional planning. The tests will remain, but will not dominate the work of students and teachers. Common sense, team decisions, and partnerships with families will be the tools for making decisions about students. I strongly support this bill.

http://fourthgenerationteacher.blogspot.com/2014/01/a-bill-to-end-high-stakes-for-testing.html

As always, I offer my time and effort to the committee if I can be of service. You have thousands of educators whose goals are similar to yours: creating the best education for every child in our state. We can work together.

Response from Sally Kern, author of HB2351:

Thank you for your email regarding the two bills you mentioned.

Since the media frenzy  of HB 2351, I have collected over ten examples of lack of common sense regarding children playing at school.  Those schools that have zero tolerance policies do not have the discretion to use the common sense most of our teachers have.  This bill will allow them the freedom to let children be children.  It in no way promotes bullying because we already have bullying statutes on the books and this bill does not negate them.  If a child or a group of children are displaying taunting behavior or any kind toward other children, the teacher should handle that immediately.  But children just playing innocent games or using their imagination, should not be punished.  Of course, if there is actual harm done to another child that should, and probably, already is being dealt with.  We will probably have to agree to disagree on this bill. 

Rep. McDaniel’s bill sound like a good one.  Of course I haven’t had the opportunity to read it yet so can’t say how I will vote on it.  I am a huge proponent of ending EOI’s.

God bless,

Sally Kern

My response:

First, thank you for your response. I seldom hear back from elected officials, and that dismays me.

I feel like we might have an area of agreement: zero tolerance policies do not protect kids from teachable moments. "Lack of common sense" goes both ways. Attempting to legislate your version of common sense seems to have created TOTAL tolerance, as dangerous for the welfare of kids as zero.

You say bullying will not occur with this total tolerance bill..please explain. I see nothing in your bill that speaks to intent of students, and the effects their behavior will have on the psychological welfare of others, students and teachers. I understand we have mandates in place state-wide about bullying behavior, but I am unsure how ONE bill affects ANOTHER. When faced with a situation where a student, as happened to my friend, sits in class, points at the teacher as if with a gun, and makes explosive sounds, which law takes precedent? Which law does the administration invoke? Remember, these things happen in a split second, and decisions must be made.

I truly do not understand the law enough to see how all our students will be protected in your bill.

But I have another, deeper concern. Why THIS bill? Why pop tarts? Why 2nd Amendment tee-shirts? We have true emergency situations in education in our state: 31% poverty in children under the age of 5 -- preschoolers in poverty. 50% of our school children qualify for free and reduced lunches. The deepest cuts in public education in the nation over the past few years. Current laws that are strangling schools, including the A-F law, third grade retention and EOI requirement with continued underfunding of needed remediations. A state Superintendent of Schools who earmarks a 300% increase in charter school incentives while continuing to starve public schools. A Superintendent who continues to send mandates and rule changes to schools nearly weekly...

In the light of all these concerns, why pop tarts? You say you've heard of 10 instances of children being affected. I did the math with 2012 figures:

In 2012, the OSDE reported 666,150 students enrolled in public schools in our state. Each day for those children is a new opportunity to behave appropriately or not. So, there are 118,574,700 student-days in a school year. TEN instances where a child was severely punished for 'brandishing' a toy or a finger or a pencil pales in comparison to the days our children live in poverty that is ignored by our policy makers.

I DO want common sense...schools able to make decisions on a case-by-case basis, without the restrictions of zero tolerance and the unknown of total tolerance.

Please help me understand how bullying is precluded from your bill. 

I would feel marginly better about Kern's bill IF I believed schools still had the power to deal with true bullying situations. I'd still feel like it's frivolous and a waste of legislators' time...but I'd feel better knowing children and teachers would be safe from harassment.