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Education committees offer different testing visions

Two new testing bills introduced in the legislature late Monday afternoon remix elements of other measures and toss in some new ideas, adding more choices to the stalled Capitol testing debate.

The latest measures seem to set up a face-off between the legislature’s two education committees, with a majority of the House panel supporting the new House bill, and a majority of Senate Education backing the fresh Senate bill.

Nine testing-related bills were introduced earlier in the session, including one that covers only parent opt-out rights. Most of the rest, including measures that propose pulling Colorado out of the Common Core State Standards and the PARCC tests, are considered not viable for a variety of reasons.

One recent measure, Senate Bill 15-215, has bipartisan sponsorship and the endorsement of Gov. John Hickenlooper. But it was greeted with faint applause elsewhere in the statehouse and has faded from consideration.

Here’s a look at the two latest bills:

House Bill 15-1323 (read bill)

What’s included: Elimination of state-required tests in 9th, 11th and 12th grades. The ACT test would continue to be given to juniors, and districts could give 9th grade tests. Paper and pencil tests available on request. Streamlining of school readiness and early literacy assessments and valuations.

New twists: Holding districts unharmed from accountability and ratings consequences in 2015-16. (This is related to the opt-out issue.)

What’s not included: Any mention of Common Core or PARCC.

Who’s pushing it: House prime sponsors are Reps. John Buckner, D-Aurora, and Rep. Jim Wilson, R-Salida. Eight additional House Education members, six Democrats and two Republicans, are cosponsors, plus former committee chair Rep. Millie Hamner, D-Dillon, and House Majority Leader Crisanta Duran, D-Denver. But there are no Senate sponsors.

Senate Bill 15-257 (read bill)

What’s included: Requires only one set of language arts and math tests in grades 9-12; individual districts can test in two additional grades if they choose. Keeps 11th grade ACT test. Paper and pencil tests available on request. Streamlining of school readiness and early literacy assessments and valuations. Social studies tests appear to be gone.

New twists: Local tests can replace state tests, creation of a pilot program for new assessment and accountability systems, extension for three more years of the current one-year of district flexibility in using student growth for teacher evaluations.

What’s not included: The bill doesn’t mention Common Core or PARCC, but its goal is to ultimately give districts options for using a broader array of tests.

Who’s pushing it: Senate prime sponsors are Republican Owen Hill and Democrat Mike Merrifield, both of Colorado Springs. Five additional Senate Education members, four Republicans and one Democrat, are co-sponsors. The two committee members not signed on are Democrats Mike Johnston of Denver and Andy Kerr of Lakewood. The two House prime sponsors are people not previously involved in testing bills, Reps. Jon Becker, R-Fort Morgan, and Jonathan Singer, D-Longmont. No members of House Education are signed on.

Despite widespread criticism of testing by legislators, action on the issue has been stalled by disagreements between the parties and within the parties, and by a reported lack of communication among legislative leaders. (See this story for background.)

Only one testing-related bill, Senate Bill 15-223, has had a committee hearing. That measure, which involves parent rights to opt out and a ban on penalizing districts for low student participation, faces its own challenges (see story).

Even if one of the new bills gains traction – or becomes the vehicle for a compromise plan – lawmakers have little time to deal with the issues. The Senate is focused on the state budget this week, and the House faces that multi-day task the week after Easter.

That will leave only a bit more than three weeks until the required May 6 adjournment date.

Testing Bill Tracker

Click the bill number in the left column for more a more detailed description, sponsors and other information. Click the link in the Fiscal Notes column at the right for a bill’s description and an estimate of potential state costs.

explainer

Five things to know about the latest brouhaha over Tennessee’s TNReady test

PHOTO: Laura Faith Kebede

Last week’s revelation that nearly 10,000 Tennessee high school tests were scored incorrectly has unleashed a new round of criticism of the standardized test known as TNReady.

Testing company Questar says it muffed some tests this spring after failing to update its scanning software. A year earlier, a series of mistakes got its predecessor, Measurement Inc., fired when Tennessee had to cancel most of TNReady in its first year after a failed transition to online testing.

While the two companies’ glitches are hardly comparable in scope, Questar’s flub has uncorked a tempest of frustration and anger over the standardized assessment and how it’s used to hold teachers accountable.

Here are five things to know about the latest TNReady flap:

1. A relatively small number of students, teachers, and schools are affected.

State officials report that the scoring problem was traced to only high school tests, not for its grade-schoolers. Of the 600,000 high school end-of-course tests, about 9,400 were scored incorrectly. Most of the fixes were so small that fewer than 1,700 tests — or less than one-tenth of 1 percent — saw any change in their overall performance level. A state spokeswoman says the corrected scores have been shared with the 33 impacted districts.

2. But the TNReady brand has taken another huge hit.

Tennessee has sought to rebuild public trust in TNReady under Questar and celebrated a relatively uneventful testing season last spring. But the parade of problems that surfaced during TNReady’s rollout, combined with this year’s drops in student performance under the new test, have made subsequent bumps feel more like sinkholes to educators who already are frustrated with the state’s emphasis on testing. Questar’s scanning problems were also tied to delays in delivering preliminary scores to school systems this spring — another bump that exasperated educators and parents at the end of the school year and led many districts to exclude the data from student report cards.

3. State lawmakers will revisit TNReady — and soon.

House Speaker Beth Harwell asked Monday for a hearing into the latest testing problems, and discussion could happen as early as next week when a legislative study committee is scheduled to meet in Nashville. Meanwhile, one Republican gubernatorial candidate says the state should eliminate student growth scores from teacher evaluations, and a teachers union in Memphis called on Tennessee to invalidate this year’s TNReady results.

4. Still, those talks are unlikely to derail TNReady.

Tennessee is heavily invested in its new assessment as part of its five-year strategic plan for raising student achievement. Changing course now would be a surprise. Last school year was the first time that all students in grades 3-11 took TNReady, a standardized test aligned to the Common Core standards, even though those expectations for what students should learn in math and English language arts have been in Tennessee classrooms since 2012. State officials view TNReady results as key to helping Tennessee reach its goal of ranking in the top half of states on the Nation’s Report Card by 2019.

5. Tennessee isn’t alone in traveling a bumpy testing road.

Questar was criticized this summer for its design of two tests in Missouri. Meanwhile, testing giant Pearson has logged errors and missteps in New York, Virginia, and Mississippi. And in Tennessee and Ohio this spring, the ACT testing company administered the wrong college entrance exam to almost 3,000 juniors from 31 schools. Officials with the Tennessee Department of Education emphasized this week that they expect 100 percent accuracy on scoring TNReady. “We hold our vendor and ourselves to the highest standard of delivery because that is what students, teachers, and families in Tennessee deserve,” said spokeswoman Sara Gast.

Q&A

This Wayne Township school made big gains on ISTEP, and its principal said teachers sticking around was key.

PHOTO: Shaina Cavazos
Students at Robey Elementary School in Wayne Township participate in an English lesson.

As the kindergartners at Robey Elementary School shuffled down the hallway in a single-file line, the wings on their festive construction paper bat headbands flapped softly.

When Principal Ben Markley walked by, the kindergartners jostled to greet him, one after another giving a tiny wave by bending their index fingers up and down. Bat wings flapped furiously.

“Are we working hard today?” Markley asked as he approached, returning what he dubbed the “kindergarten wave” by waggling his own index finger.

“Yes!” the kids chorused back excitedly.

Markley continued down the hallway, explaining that he created the wave to give some of the school’s youngest students a special way to connect with him — a better option than running up and gluing themselves to his legs, he said.

He is now in his fifth year at Robey, a school with more than 750 students located in the northwest corner of Wayne Township. In fact, Markley has spent his entire career as an educator in Wayne Township. And he’s not alone: Of the 20 Robey teachers who taught grades that took ISTEP last year, 19 stayed on from the year before.

Markley says that retaining teachers and staff has afforded students immense benefits — not the least of which that the school made some of the largest gains of any township school on last year’s ISTEP test.

Chalkbeat sat down with Markley recently to talk about the school’s progress. Below are excerpts from the conversation, edited for clarity and brevity.

Your passing rate for English and math went up about 8 percentage points from last year, and your letter grade went up from a B to an A. What was your reaction when you learned that?

Two years ago we were pretty disappointed with some of our scores. We saw some areas in math that we thought we should be addressing a little differently — the way our teachers were thinking about curriculum and really the depth and the rigor that we were presenting to our students.

There was this pretty big gap between what we were asking our kids to do and what was on the state assessment. We talked a lot about that last year. We spent a lot of our professional development time thinking about what are the deeper thinking skills that students need, especially in math. We sometimes called it how do we get kids to grapple with problems. How do we get them to show perseverance and dedication and be able to learn from mistakes — to make a mistake and accept that mistake and say, how do we grow from this?

We haven’t had the teacher turnover that some schools have had. And so (teachers within every grade) are becoming content and curricular experts. When you put smart people in the room together talking about how they teach something, they are able to share lots of great ideas.

To see that pan out in improved performance — that’s what you’re so excited about. That’s why you put all that effort and time and energy and debating and conversation in, because then our hard work paid off, and that’s rewarding for teachers.

What is your school community like?

We are about 52 to 53 percent free and reduced lunch this year. We’re about 50 percent white, about 35 to 40 percent African American and about 10 percent Hispanic.

It feels almost neighborhood- or community-like being back here. I think families know that they can come here and they can partner with staff members to try to find the best ways to help their children. We serve rural families and out-of-district families who choose to come to Robey, and we take pride in that fact.

What is your approach to leadership?

I think we have very talented, dedicated, smart people, and so I feel like my job is to get them the resources that they need. I trust the decisions that teachers make. So I want them to feel empowered to make those decisions and suggest those changes and improvements that help us move forward as a school.

I talked about staff continuity already. I think that is something I maybe even initially underestimated how important it was. It fosters a sense of collegiality. They know they’ve got each others’ backs.

It also just gives them time to wrap their minds around our curriculum. The first time you teach it, that’s a big undertaking. It’s overwhelming. And so to have consistency (with our teaching staff) from year to year … was critical to our success.