Education Week - June 3, 2015 - (Page 27)

moved toward a consensus that dynamics of power and control lie at the root of family violence. Abusers seek to assert and maintain control and power over the people in their lives at the cost of the well-being, wholeness, and independence of their victims. This is a reality that can and should be talked about with children. Doing so in classrooms communicates that this is not something that happens to some imagined community different from our own. Craving power and acting cruelly to hold on to it is something we are all capable of. To name it in a classroom is to bring it into the light, where children and adults can examine it together in a supportive climate. Models for this work do exist, and they should be expanded. In New York City, one standout is the Healthy Relationships Academy, a peer-led series of workshops that teaches students about the roots of abuse and ways to prevent it, and connects them to social services should they disclose that violence is already a feature of their lives. Yet this program serves only schools that acknowledge their need and are ready to be proactive in addressing the problem. The sad reality is that every school has pupils in its care who are impacted by domestic violence. To move toward a day when preventive, health-augmenting discourse reaches all our children, we need policy change. We need content that addresses how power and control affect human relationships and behaviors as standard curricula throughout a child's journey in school. In the words of Elizabeth Falcone, the director of the Healthy Relationship Academy: "We teach everything in school and think that people will just figure out how to be in a relationship." To stem the tide of family violence, we need to close that gap. It's high time to openly teach our children the art of healthy relationships. n FRANCESCA STERNFELD is a former elementary school teacher at Montessori Community School in Salt Lake City, and a current master's-level student in the Silver School of Social Work at New York University. She interns for the domestic-violence project of the Urban Justice Center in New York City, providing support and advocacy to victims of domestic violence. " To name it in a classroom is to bring it into the light, where children and adults can examine it together in a supportive climate." States Should Ditch 'Cut Scores' on New Tests By Randi Weingarten F or most people, spring means the welcome return of longer days and warmer weather. But in public schools, springtime means testing time. Increasingly, this sends chills up the spines of teachers, parents, and students, as schools spend hours and hours preparing for, and now administering, new tests designed to measure the achievement of new standards. In some places, we're seeing a backlash against this high-stakes testing from frustrated educators and from more and more parents who are choosing to opt out and not have their children take the tests. Tests are supposed to give educators, parents, students, and others a sense of how students are doing in a particular subject and how instruction might be adjusted. Instead of putting so much emphasis on one test-which is like a snapshot of a moment in time-a more informative measure would be to look at student growth over time-like time-lapse photography. this vision is presently lacking, few believe that new philanthropic or public resources will be marshaled to support the institutions that embrace a more rigorous and empirical approach to preparing future educators. I would not go so far as to suggest that these are necessary preconditions for reform, but their absence hints at why the perpetual calls for transforming colleges of education over the past century have resulted in so little progress. It may be convenient to believe that a single report can radically reshape a complex system, but social-system transformation rarely works so neatly. n BENJAMIN RILEY is the founder and executive director of Deans for Impact, a new organization composed of deans of colleges of education who advocate for the improvement of teacher preparation in the United States. Its headquarters are in Austin, Texas. Public outcry may get much worse once results from the full administration of the new Common Core State Standards tests are released later this year-and not for the reasons you think. In 2013, remember how John B. King Jr., then New York's commissioner of education, knew how students would score even before the state's first administration of its commoncore exam? Months before the test was given, he predicted that 70 percent of the students would fail-and his prediction came true. Well, the same will be true for students in states using the tests designed by the two federally funded assessment consortia. Last fall, states in the Smarter Balanced Assessment Consortium adopted four "achievement levels," also known as "cut scores," for its test. The consortium reported that it expected only 32 percent of 8th graders to pass math and only 41 percent to pass English/language arts under this system. Other grades will have very similar passing rates, the group estimated. The other consortium, called parcc, or the Partnership for Assessment of Readiness for College and Careers, will do similar cut-score setting this summer, based on results from this spring. Cut scores are set in a fashion that includes as much subjective judgment as science. The achievement levels themselves are broad and imprecise. They are not designed to measure whether a student is on grade level, and they're certainly not predictors of any individual student's success. These categories also create incentives to focus time and attention on "bubble kids," students whose scores are clustered right below the cut score for proficiency. What we should do is focus on student growth over time, based on actual scores. These could include teacher-administered tests, end-ofcourse demonstrations of performance, and project-based learning. States should ditch the use of " Cut scores are not designed to measure whether a student is on grade level, and they're certainly not predictors of any individual student's success." cut scores, with their simplistic picture of performance. Yet there's political appeal in bashing schools based on the higher failure rates created by raising cut scores, which isn't the same thing as declining student performance. New York Gov. Andrew Cuomo cites results on the state's new tests as a reason, for example, to increase the percentage of teachers' evaluations tied to test scores. And Eva S. Moskowitz, the founder and ceo of the Success Academies Charter Schools network and a former New York City Council member, got called out recently for promoting the idea that huge numbers of students can't read or do math. Interestingly, even Michael J. Petrilli, the president of the conservative Thomas B. Fordham Institute, has said that using the new, tougher common-core-aligned tests to brand schools as failing is "out of bounds." The point of setting higher standards is to help students achieve them over time, not rush to premature judgment. Realizing that it's too soon to attach stakes, policymakers in 24 states already have hit the pause button on various consequences from these assessments for students, teachers, and schools. Let's move toward a more thoughtful approach that puts testing in its rightful place- and returns spring to a season of growth, not failure. n RANDI WEINGARTEN is the president of the American Federation of Teachers, in Washington. EDUCATION WEEK | June 3, 2015 | www.edweek.org/go/commentary | 27 Getty http://www.edweek.org/go/commentary

Table of Contents for the Digital Edition of Education Week - June 3, 2015

Education Week - June 3, 2015
New S.C. Standards Ease Political Pushback
Summer-Job Demand Outstrips Opportunities
Districts Use Student Insights To Guide Policy, Practice
Charters Look Anew At Teacher Retention
With Common Core, Algebra Course Undergoes a Face-Lift
Contents
News in Brief
Report Roundup
PARCC Shortens Testing Time, Shifts to Later in the School Year
Ties Deepening Between Schools, After-School Providers
Parent Engagement on Rise As Priority for Schools, Districts
Charter Sector Challenged by Caliber of School Boards
DIGITAL DIRECTIONS: The E-Rate Overhaul in 4 Easy Charts
Studies Probe How Students Can Apply Math More Widely
NAEP to Gather Data on Grit, Mindset
Blogs of the Week
Teacher-Retention Data For Charters Still Murky
Stakes High for Bureau of Indian Education’s Overhaul
California Seeks Waiver on Use of Federal Title I Tutoring Money
Blogs of the Week
FRANCESCA STERNFELD: Necessary Lessons, Schools’ Critical Role in Reducing Family Violence
BENJAMIN RILEY: Can Teacher-Educators Learn From Medical-School Reform?
RANDI WEINGARTEN: States Should Ditch ‘Cut Scores’ on New Tests
Letters
TopSchoolJobs Recruitment Marketplace
TERRY B. GRIER: Creating a College-Bound Culture in an Urban School District

Education Week - June 3, 2015

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http://www.nxtbookMEDIA.com