Tuesday, May 12, 2015

Another Teachers Perspective

To Whom It May Concern,

As a concerned citizen, educator and parent of four children I am writing to you over the latest attempts by governor Cuomo, State Senators and Assemblymen who voted in favor of  educational “reform” laws which are threatening to destroy our public school system.  I fear the more that local control of our schools is handed over to the federal and state governments the worse our public education will (has become)!  The federal and state governments are using money to coerce local school boards to adapt their misguided policies threatening to withhold millions of dollars if they do not.  This is not only unethical but is unconstitutional!  Our founding fathers created the constitutional principle of Federalism  to prevent the Federal government from over riding the power of state and local governments.  Governor Cuomo’s educational plan is crippling the true stakeholders (i.e. school board, administrators, teachers, PTA etc…) who have a vested interest in implementing policies that meet the unique needs of their own communities(the true intention of Federalism!) which they not the Federal or state governments know best.  In addition, the Common Core curriculum is hindering a teachers autonomy and creative and is quite often forcing the implementation of unsound educational policies in our classrooms.  Under this national curriculum, teachers now have very little say in what, when and how to teach and lack the necessary decision making to be creative and think out of the box with their students, removing excitement and spontaneity throughout education. Classrooms are turning in to study labs where teachers are forced to emphasize the vernacular of the common core tests rather than authentic learning.  This is not the classroom I want my children sitting in nor is it the work environment I envisioned when I entered teaching twenty years ago.  Take a look at successful fortune 500 companies who spend a great deal of time money and effort creating an environment where their employees are encouraged to be creative and think different not bogged down with bureaucratic rules and nonsensical mandated policies that will punish educators and unfairly remove good teachers from their jobs!  What  teacher is going to thrive under those circumstances? Tenure was initially created to protect teachers from political witch hunts.   Cuomo’s plan is a blatant political attack on teachers that will have dire consequences if something is not done!  No teacher objects to an evaluation system, we simply want a fair system that doesn't punish teachers for things they have no control over!

Moreover, standardized testing as a means of determining the job performance of a teacher does not differentiate the unique qualities of each community and grossly disregards socioeconomic factors that clearly effect a child’s ability to learn(please read world renowned psychologist Abraham Maslow’s “hierarchy of learning”) .  Those that are espousing all children can learn and blame their teacher if they do not,  subscribe to radical egalitarianism which denies what modern psychology and sociology has learned about  the true nature of cognitive learning and child development over the last century.   It also removes parent accountability and (at the older age levels) student accountability.  Under the governor’s plan there is no taking in to account a child who may have excessive absences(In my own classroom I have roughly 30% of students who have poor attendance in spite my numerous attempts to inform parents of this issue to no avail) nor does it take in to account students who live in abusive environments, single family homes, poverty, “latch key” kids, parent/student apathy, behavioral problems, truancy  and countless other psychological/sociological factors. In communities where there are high rates of poverty some students enter high school reading on a fourth grade level! How is a teacher going to show “growth” when many of their students are well below their grade level?

 Education is a partnership between three people and if 2/3 of that partnership are not upholding their responsibilities should the other 1/3 be fired? Personally, If my own child does not do well on a test I do not blame my child’s teacher, I blame my child and myself! I then withhold things(ipad, cell phone) from my child until he improves and explain to him that we need to study more at home and you need to work harder in class.  This is teaching my child personal responsibility and not to blame others when he fails, a practice I see too often in my twenty years as a high school teacher.  Unfortunately, many parents are too busy or are simply ill equipped to guide their child through their educational career and are overwhelmed with their own problems. 

It is important to note what is truly motivating the forces of change throughout our public school system.  If it was purely about improving education I would be screaming the loudest!  The reality is private sector test companies as well as charter school investors have made huge financial donations to Governor Cuomo and other government representatives on both the state and federal level  as well as spending millions of dollars on a public campaign intended to discredit public school teachers.  They have now become powerful lobbyist who are trying to drive out the unionized public education teacher for their own financial gain.  As a result,  governor Cuomo is attempting to rig the system making it impossible for most current public educators to survive so that they will be replaced by the hedge fund companies who now see a door has opened that will allow them to make millions of dollars off of our children in public schools! This is morally reprehensible!

Finally we are often compared to the Chinese when it comes to our “failing” education system.  One thing I can assure you is the Chinese are not waging war on their own teachers! In fact, quite the contrary, for thousands of years the Chinese have been influenced by Confucius philosophy called Filial piety, which emphasizes teachers are to be treated with great respect and education is to be valued and approached with the utmost seriousness and dedication.  It is time we start doing the same!

Sincerely,

Michael Brdey     


Everything you have been told about Common Core is a LIE!

Empower yourself with knowledge.  


https://www.youtube.com/watch?v=J6lyURyVz7k&feature=youtu.be
 Last Week Tonight with John Oliver: Standardized Testing (HBO) - YouTube
18 minute video:  Hysterical, scary, sad but true!


https://www.youtube.com/watch?v=zjxBClx01jc
40 Minute Video:  Very enlightening
Tells us the truth about Common Core, what our government is not telling us!


https://www.youtube.com/watch?v=d1Ubjg_o8vg

1) Bill and Melinda Gates children go to a private school that DOES NOT embrace the Common  
    Core philosophy.

2)  Common Core is NOT bench-marked!  There are NO studies to prove that it works.  Google it, there are plenty of Pro Common Core websites that say the standards are bench-marked but they do NOT list any links to show the studies. Reality:  Our children are being used as guinea pigs.  There is NO evidence that these standards work!

3)  Dr. Milgramt and Dr. Stotsky were 5 out of the 30 member Common Core validation committee that would NOT sign a letter stating that the standards are bench-marked.  They were the ONLY mathematician and ELA content specialist individuals on the committee.  They have been speaking out to parents around the country and are in two of the above videos.  The 30 member validation committee became a committee of 25, with NO mention of the 5 individuals that refused to sign the letter.

4)  Our government keeps telling us that everyone approved these standards and the standards are bench-marked.  THIS IS FALSE!  An outright LIE!

5)  Hidden in the race to the top money, states that colleges are not permitted to put students in remediation courses if the students passed a standardized exam, say the Algebra Regents.  Remember with the Algebra regents a student who gets a 65% really got a 34% with a curve.  Yet colleges can't offer these students remediation classes.  Reality:  College courses are going to become watered down, just like they watered down the regents in NYS!

This is the DUMBING down of our ENTIRE EDUCATIONAL SYSTEM! 
AMERICA NEEDS TO WAKE UP!

Thursday, April 16, 2015

The Truth About Today's Regents Diploma



How many Regent Exams did you need to take and pass to graduate?

Does at least 9 exams seem correct?

English, US History, Global, two math, two science, a Language and third exam in either math or science.  This was the MINIMUM.

Today student just need to pass 5 exams for a regents diploma!

This sounds a lot like lowering the standards.

Plus these 5 exams are heavily curved!

In case you are interested, I created the below chart to break things down.

Remember students only need to pass 5 exams
(Only one math and one science)

Regents Exams
June 2014
Number of points on the exam:
Number of points need to pass with a 65:
What the grade would be without a curve:
Algebra
87
30
34%
Geometry
86
41
47.6%
Earth Science
85
41
48%
Biology
85
41
48%
English
These exams are curved too but because they have essays or long response answers, the conversion charts are a little more difficulty to read.  I will be looking into this when I have more time.
Global
US History








No wonder colleges are complaining.

Students are given passing grades and a diploma based on actual scores that are LESS than 50% on the above required exams!

This is the dumbing down of AMERICA!

This has been going on for over 10 years.

It has nothing to do with teacher effectiveness or standards!

This has to do with destroying public education. 

Pearson basically owns a monopoly of creating these exams, data systems to grade them, and the books schools need to buy (each time the standards get changed).  Make no mistake this is a MULTI-BILLION dollar business.  Politian’s are being bought off and in some cases they are jumping on the bandwagon and getting involved in creating million dollar online/digital learning systems.  This is all being done in a very systematic way to drive society away from public education!


Sunday, April 12, 2015

White Privileged Men Ruining Public Education

White Male Privilege

Bill Gates - Not an educator but he promoted Common Core by using millions of his money! $$$
Groups and the amount that Gates has given them for the purpose of advancing the Common Core:
American Enterprise Institute: $1,068,788.
American Federation of Teachers: $5,400,000.
Association for Supervision and Curriculum Development: $3,269,428.
Council of Great City Schools: $5,010,988.
Education Trust: $2,039,526.
National Congress of Parents and Teachers: $499,962.
National Education Association: $3,982,597.
Thomas B. Fordham Institute: $1,961,116.
* Source: http://www.huffingtonpost.com/mercedes-schneider/a-brief-audit-of-bill-gat_b_3837421.html
Gates money has also been used to pay the salaries of the “Regents fellows” in the New York Department of Education.  * Source:  http://www.timesunion.com/local/article/Education-reform-backed-by-the-wealthy-5006670.php

Ronald Packard - Not an educator but was the CEO of K-12 incorporated (largest on-line school that is for profit), getting paid millions!  $$$

John Fallon:  Not an educator but Pearson's CEO - a for profit company selling tests, textbooks, online courses and data systems.  Company makes billions!  $$$

Jeb Bush - Former Florida Governor who Founded Digital Learning Now. $$$

Rupert Murdoch and the Joel Klein connection - This scandal is too much to go into, if interested goggle it!  BTW:  Klein was Bloomberg’s right hand man.  $$$

An amazing article written by Bob Herbert this past October, goes into great detail about all the above individuals and how they are destroying public education.  This is not just happening in New York.  This is the DUMBING DOWN OF AMERICA!  Bob Herbert’s article is called “The Plot Against Public Education, How millionaires and billionaires are ruining our schools”. 

I quoted the last paragraph in his article, “Those who are genuinely interested in improving the quality of education for all American youngsters are faced with two fundamental questions: First, how long can school systems continue to pursue market-based reforms that have failed year after demoralizing year to improve the education of the nation’s most disadvantaged children? And second, why should a small group of America’s richest individuals, families, and foundations be allowed to exercise such overwhelming—and often such toxic—influence over the ways in which public school students are taught?

To read more go to: http://www.politico.com/magazine/story/2014/10/the-plot-against-public-education-111630_Page4.html#ixzz3X8EiAt8i


What do all these people have in common? 
They are all WHITE MALES making millions off of education! 
Perhaps they are trying to secure their “white male privilege” for the next generation.  
What better way than to smother public education.


Wait!  There is More!

Regents Research Fund contributors
Bill and Melinda Gates Foundation $3.3 million
James S. and Merryl H. Tisch Fund $400,000 (draw-down on $1 million commitment)
Leona and Harry Helmsley Charity $3.83 million
Amy and Larry Robbins Foundation $500,000
Tortora Silicox Family Foundation $975,000
GE Foundation $3.5 million
Ford Foundation $788,000
Carnegie Corp. $1.2 million
Tiger Foundation $560,000
Robin Hood Foundation $600,000
William and Flora Hewlett Foundation $900,000
Sources: Foundations, State Department of Education, Merryl H. Tisch
*Source:  http://www.timesunion.com/local/article/Education-reform-backed-by-the-wealthy-5006670.php#page-3

Thursday, April 2, 2015

Budget Vote Results


"Have the courage to say no. Have the courage to face the truth. Do the right thing because it is right. These are the magic keys to living your life with integrity."
Wall of Shame!

36 to 26 Senators voted to pass Cuomo's somewhat modified 
proposals to have an on time budget. 


Below are the Senators who voted YES.  
Lets make sure they don't get re-elected!

Amedore
Avella
Bonacic
Boyle
Carlucci
Croci
DeFrancisco
Diaz
Farley

Felder
Flanagan - Sadly he never responded to my letter
Funke
Gallivan
Golden
Griffo
Hannon
Lanza
Larkin

LaValle
Little
Marcellino - Sadly he is a former Science HS teacher
Marchione
Martins
Murphy
Nozzolio
O'Mara
Ortt

Ranzenhofer
Ritchie
Robach
Serino
Seward 
Skelos
Valesky
Venditto
Young




Clearly it is all about the money

Senator Flanagan's top contributor is StudentsFirst, you can check this out on the below site:
http://votesmart.org/candidate/campaign-finance/4315/john-flanagan-jr#.VRbbJPnF-SY

Interestingly if you google StudentsFirst it is an organization that promotes private and charter schools.  Their mission, great teachers and great schools.  Sounds a lot like the what Senator Flanagan was promoting in the Capitol Pressroom last month. More importantly, StudentsFirst is an organization that is NOT currently available in NEW YORK.  Check out their below site for more information.
https://www.studentsfirst.org/TheReformSolution


92 to 54 of our NY Assembly voted to pass Cuomo's somewhat revised proposals with heavy hearts.    Heavy hearts because they were too scared to find out what would happen if NY State did not pass the budget on time.  Technically the budget was 3 hours late, but better to pass seriously flawed proposals, then take the time to fix it!  A heavy heart is just a cop-out!

Below are the Assembly Members who voted YES.  
Lets make sure they don't get re-elected!

Abbate
Arroyo
Aubry
Barrett
Benedet
Bichott
Blake
Braunst
Brennan
Bronson
Brook-K
Buchwal
Colton
Cook
Crespo
Cusick
Cymbrow
Davila
DenDekk
Dilan
Dinowit
Fahy
Farrell
Fitzpat
Galef
Gantt
Gjonaj
Glick
Gottfri
Gunther
Hevesi
Hooper
Jaffee
Jean-Pi
Joyner
Kaminsk
Kavanag
Kim
Lavine
Lentol
Lifton
Linares
Lupardo
Magee
Magnare
Markey
Mayer
McDonal
Miller
Morelle
Mosley
Moya
Nolan
O’Donne
Oritz
Otis
Paulin
Peoples
Perry
Persaud
Pichard
Pretlow
Quart
Ramos
Rivera
Roberts
Robinso
Rodrigu
Rosenth
Rozic
Russell
Ryan
Scarbor
Schimel
Schimmi
Seawrig
Sepulve
Silver
Simanow
Simon
Simotas
Skartad
Solages
Stirpe
Titone
Titus
Walker
Weinste
Weprin
Wright
Zebrows
Mr Spkr

Thank you to all the Senators and Assemblymen who had the courage to vote no!


What would have happened if the budget did not pass on time.

First, it would send a very clear and much needed message to Cuomo that his bullying tactics need to end today!  Then the NY State would have to figure it out.  

"In the event that a budget has not been passed by the start of a new fiscal year, state action usually consists of one or more of the following:
  • The legislature passes a temporary appropriation bill, also known as a "continuing resolution,” or "stopgap measure.” Eleven states use temporary appropriation bills to maintain government operations if the new budget has not been enacted by the beginning of the fiscal year. Six of the eight states with late budgets in FY 2004 passed temporary appropriation bills. Connecticut, Michigan, North Carolina, Ohio and Pennsylvania passed temporary appropriation bills in FY 2010. 
  • Constitutional provisions or other procedures ensure the continuous operation of government. Twelve states have various provisions that allow for continuous payment of funds for agencies and services absent a new budget. The current interpretation of California court rulings on cases related to late budgets allows continuous operation of most of state government through automatic funding at the previous year’s level. In Arizona, dedicated revenue fund expenditures continued despite the lack of a budget in FY 2010. Lawmakers did approve the restoration of some education funds while the FY 2010 budget was being finalized in order to qualify for federal funds.
  • Government partially shuts down.  In the absence of a budget or a temporary appropriations bill, 22 states face government shut downs. This most often involves furloughing state employees not deemed critical to the maintenance of public safety and health. State parks are often closed, along with some state offices such as those that issue driver's licenses. Positions exempted from mandatory furloughs are usually referred to as "essential" state employees, and often include staff within the department of corrections, state police and disease control centers. 
Deviations from these procedural options have occurred in some states. The Nevada Legislature passed the state budget in FY 2004 only after the intervention of the state Supreme Court resolved an impasse between the governor and the Legislature. And in 1992, the Florida governor avoided a shutdown by promising retroactive pay for state employees while lawmakers continued to work on the budget.
In 11 states, government officials do not know what would happen if the budget is late because state law does not directly address the issue. Because the budgets in these states have always been passed on time, the issue has never been tested.
More information on state provisions when the budget is late can be found at: http://www.ncsl.org/default.aspx?tabid=12616"
Quoted from:  http://www.ncsl.org/research/fiscal-policy/late-state-budgets.aspx





Wednesday, April 1, 2015

E-mailed to Senator Flanagan on 3/26/15

Update 4/16/15:  I called Senator Flanagan's office last week and I was informed that he read my letter but they are very busy.  Since I wrote the letter, I found out that StudentsFirst, which advocates for charter schools, is his top contributor.  Knowing this, it is clear he has his own agenda.  I do not expect to hear from him, but if I do I will gladly post the response.  

Dear Senator Flanagan,

I am a parent and an educator, who has been teaching for 15 years at a multicultural school district on Long Island.  I have two Masters Degrees, one in Special Education and the other in Administration.  I am very passionate about my job and I am a very strong student advocate. 

My initial goal in e-mailing you is to address some concerns I had after listening to The Capital Pressroom with Susan Arbetter on 3/2/15, posted on your website.  I understand that this e-mail is lengthy but I encourage you to read it thoroughly.  I honestly believe that it is hard to understand a profession that is not your own focus.  Therefore, this e-mail is intended to help create some much needed insight into the public educational system.  I hope that with this knowledge, you will be able to focus on the real issues at hand.  I feel as if I can no longer just stand by and keep what I know to myself.  The public deserves to know the truth.  I have to admit that writing this e-mail has been a cathartic experience for me.  I feel like the floodgates have been opened but I also recognize that this is only the beginning.        

In The Capital Pressroom interview earlier this month, I agree with your statement that the focus needs to be on students and student outcomes.  My concern is your assertion that one of the main goals should be determining, “how we get the best teacher in front of the classroom.”

That said; let me ask you, who would be the best teacher in front of the classroom? 

Would the best teacher be the one who is really good for the auditory learner, the visual learner, the multisensory learner, the child with attention issues, the child who is unorganized, the child whose second language is English, the child who has a borderline IQ, or the child who has a learning disability?  Even with this partial list, you can see that there are many different factors contributing to the learning process of each child who will sit in a public classroom.  Therefore, you cannot create a formula to identify the “best teacher”.  The reason for this is because each teacher has a unique personality and teaching style, while each student has their own distinctive personalities, learning modalities and intellectual ability.  This diversity is one of the ingredients which make my teaching experience so wonderful.       

There will be many teachers with whom the student will come into contact throughout the course of his/her public education, most of whom will be competent and caring.  I also believe that most of the teachers are interested in their student’s welfare and success.  Encountering one or two less capable teachers will not predetermine a student’s failure in life.  We can all remember those couple of teachers who did not meet our expectations, yet those are not the ones who ultimately shape us.  Of course teachers need to be evaluated and those found inadequate will need to make improvements.  However, the APPR is so seriously flawed that, in my opinion, it is a waste of money, effort, and time, which we cannot afford.       

I was rated, “highly qualified” according to the APPR’s guidelines last year, but this rating is not as professionally inspirational as are the numerous cards, graduation pictures, and e-mails I regularly receive from my former students. 

I am including a random sampling:

“Ms. Carro, Thank you for giving me the wings to fly, with them I will soar through the world.    
 Love, Kim”

“Ms. Carro, Without you I wouldn’t be where I am today.  Thank you, Laura”

“Thanks for a great year of success, maybe it is harder for you than me to see how much I learned. Love, Malcolm”

“Thanks for everything and for not giving up on me and believing in me.  Love, Flor”

Notice, the phrase “best teacher” is not included, confirming that I don’t think it exists.  Although I have many more warm and grateful notes, I am not so unaware to think that all of my students have been as enthusiastic, despite my sincerest efforts.  There will always be those students whom I cannot reach.  Generally this is due to poor attendance or lack of support from home.  Knowing this, I have tried talking to them, calling home, scheduling meeting, buying school supplies, and requesting evaluations.  All students are worth my effort, not matter where their path will lead. 

Regarding the teacher evaluations, the approved APPR guidelines have been set so low, according to Governor Cuomo, that many ineffective teachers are deemed effective.  Since these guidelines did not accomplish his goal of weeding out ineffective teachers, he is now proposing spending even more precious money and time on an outside panel to evaluate each teacher’s performance.  Who could possibly determine the value of a teacher based on observing one day out of 180+ days of a teacher’s schedule?  Who could assess his governing based on one day of observation?

  
Further, Governor Cuomo now wants 50% of teacher evaluations to be based on student test scores.  Being a resource room teacher, I don’t teach a content based course.  I reinforce the content of the curriculum, while trying to build students skills, but I don’t teach a specific course.  All of my teaching is with children with disabilities, having little to do with state exam courses, yet 50% of my evaluation will be based upon the state exam scores.  Does this sound like an accurate weeding out process to you? 

There are numerous studies dealing with state scores having no reflection on teacher’s competence.  I am including some of these studies for your convenience.

Last year, after my administrator’s observation review, I asked what I could do to improve in the next year and there were no answers for me.  This further substantiates my claim that the APPR observations are of no benefit.  

I really wish teachers could just get back to teaching.  Real teaching, not teaching to a standardized test.  “Test-teaching” inhibits meaningful projects that foster creative thinking and the creation of students’ work portfolios that show their individual progress. 

Before we can start asking questions about what we need to do, we first need to identify what when wrong.

New York State needs to stop micromanaging school districts by creating flawed policies and forcing districts to abide by them.
 
The record needs to be set straight.  Parents, students and the public need to know the truth!  The truth will help light the way towards real, much needed and meaningful improvements in public education.

We need transparency in all aspects of education, including all the changes that have been made and who made them!  People need to start taking responsibility for their mistakes and owning up to it.  Teachers are being used as scapegoats, yet teachers are not part of any of the below!

1)      The Lowering of Standards:  This was done, believe it or not, to try to make everyone college bound.  What a mistake!  The regent’s diploma that I have and that most parents have is NOT the same regent’s diploma the students are getting today, or within the past 13 years.  It has been watered down.  The advanced regent today, is much closer to the regent’s diploma I received, over 20 years ago.  Why is this?  Someone decided to MAKE everyone work towards a Regents diploma.  They did this in the name of “Raising the Standards!”  In reality, they lowered the standards.  The goal was to try to get everyone to be college ready.  Does everyone need to be college ready?  No, and by doing this they eliminated choices for students.  I have students that don’t particularly like school.  However, they are bright kids and would do well in the right program.  Not a college bound program.   There is nothing wrong with this. However, NYS have taken these choices away from students and forced everyone into a watered down regents track.

Differences in the Regents Diploma:

·         Regents diploma requirements today and within the last 13 years:
5 regents’ exams:  one math, one science, Global, US History and English

·         Regents diploma requirements 13+ years ago:   
8-9 regents’ exams must be passed:  two math, two science, one additional regents in either a math or science, Global, US History, English and a Language.

For more information on Diploma Requirements, the NYS General Education and Diploma Requirement Chart is available at the below NYS website.

2)      Curving Exams:  State exams are heavily curved.  So what may look like a difficult exam may not be as hard to pass as one would think.  For the Algebra regents, the students only need 30 points on Part I to pass.  There are 30 questions and they are worth 2 points each.  They only need to get half of the questions right on Part I to pass and then they don’t even need to score any points on the part II, III or IV.  Without the curve the equivalent of a 65% is a 34%.  Shocking, isn’t it?  No wonder colleges are complaining.  Please refer to the conversion chart for the 2014 June Algebra Regents, I pasted the link from the NYS website below.

Also take notice how the curve is skewed. The more points a student gets past a 65, then the score starts to go up at a slower pace, until the curve no longer exists.  So to be clear here, a score of a 65% is really a 34% with a curve but a 100% is a true 100%. 

·         Again, lowering the standards and expectations for students.
    
3)      No consistency in the NYS StandardsThe standards have changed 4 times in the past 15 years.  Let’s remember that a student goes through the public school system from K-12th grade, making a total of 13 years in public school.  Now let’s remember that the standards have been changed four times in 15 years.  So no student in the past 15 years has had the same set of standards from K-12th grade.  Now I ask you, what set of criteria are they using to measure teachers?  There has been NO consistency for the last 15 years!  This is a major problem.  Any educator, psychologist, or parent for that matter, will tell you the importance of consistency.  The State has the audacity to judge teachers, when all teachers have been doing is following the States inconsistent standards. 

·         The worse part of this is that the students are the ones that suffer.  It is confusing for the students when curriculum gets changed multiple times throughout their education.  An example being the way they turned the math curriculum upside down 3x and they are still doing this with Common Core.  When I first started teaching, students took Sequential Math, a year each for Algebra, Geometry, and Trigonometry.  Then someone decided to combine the topics, a little of everything.  So Math A became 1 ½ years with combined topics and Math B became another 1 ½ years with combined topics.  Within a few years they decided to adopt another program called Integrated Algebra, Geometry and Trigonometry, three separate years for each topic.  Now we have Common Core Math Topics, which is a monster in and of itself.  Although there are some aspects of the Common Core standards that I like, the implementation is ALL wrong.  Wrong for public schools, wrong for teachers, but most importantly wrong for our children! Again and again the students suffer.

·         Does anyone benefits from all this? Textbook companies, perhaps even politicians.  This is a multi-billion dollar business and every time they change the standards, the schools need new material to coincide with the standards.  What a waste of money! 

4)      Little to no retentions (being left back) prior to high school
Apparently students don’t get retained anymore unless a parent requests it.  I recall having a conversation with an Assistant Principal (AP) and I asked why students get pushed ahead even when they are failing.  She said, “Studies show that retention does not work.”  I responded, “Are there studies that show that pushing them ahead does work?”  
The reality is that a student can fail 6th, 7th and 8th grade math, not have to attend summer school, be pushed along and end up sitting in a 9th grade math class.  Is it fair to judge the 9th grade teacher on the scores of the student who failed math three years in a row?  Is it fair to the other student in the class who have passed three years of math and are ready to continue?  An finally, is it fair to the child himself who did not pass three years in a row and is still being set up to fail?  If studies show that retention does not work for the student clearly experiences show that unearned promotion holds everyone back.  It also sends a message to all children that if you don’t learn the material, you will be moved along anyway, until 9th grade when you will need to earn credits.  Unfortunately by that time the damage has been done and many students drop out.

5)      There is no more tracking (Level A – Honors, Level B - Regents, Level C – Local):
What does this mean?  Unless a student is classified with a disability and it is agreed upon, at a Committee on Special Education (CSE) meeting, that the student will be in a smaller class setting, all students are in the same class.  Although a student may be a slow learner or has a lower IQ, everyone is still together.  Therefore, in a classroom of 30 students, there are some students with over a 110 IQ (above average) and students with under a 90 (below average) and even under an 80 IQ (borderline).  They are all learning the same material at the same pace.  There are no general education classes that go at a slower pace.  So in these classes, what really happens?  Teachers try to differentiate the work but more often than not, they probably end up teaching to the middle.  The higher level students are not challenged enough and the lower level students are struggling. 

·         There are honor classes for those students that are excelling. 

·         They have implemented additional instructional services (AIS) lab classes, for those struggling students.  These classes meet every other day, for additional math or ELA instruction.  Unfortunately, this is not enough support for struggling students.

·         I want to make it clear that I am not a proponent of tracking the way it was done in the past.  The problem is, no one tried to solve the issues with tracking; instead they eliminated a much needed general educational program, limiting options for students.  One of the main problems with tracking is that the school made these decisions with little or no parent or student involvement.  This is wrong!  All students should be given every opportunity to be in a regent’s track; however, if they are not being successful and they express that they have no desire to attend college, another options should be available to them.  This option would allow them to be in a class that spends more time on the material because they do not cover the topics as thoroughly.  These students would have to pass a different type of test and they would get a more general diploma.  Similar to the RCT and Local Diplomas that were offered in the past.  These students should also be given the option of attending a BOCES technical education program, where they could learn a trade and get a license before graduation.  Yes, we still have BOCES but the programs have been drastically cut.

·         Today and for the past few years, the Local Diploma is still an option but only for student in a Special Education program.  It is also only granted as some type of “backup plan”.  They first need to fail before this can be an option for them.  Then if they can pass the regents exam with a 55 or better they can earn a Local Diploma.  So now, let’s go back to the June 2014 Algebra Regents.  A curved 55% on this exam is really a 26%.  This only goes to show how State policy has continued to fail struggling students.  I ask you this, what do you think these students feel like when they are taking this test?  Don’t they even deserve to be given a fair test?  Accepting a 26% on a test, as having learned content in an area and granting a diploma based on this, is unacceptable.  I don’t know what is worse, the students that end up in this situation or the message that this sends them.
 
6)      Technology:  Another factor that needs to be addressed is technology.  We are so far behind in technology within the educational realm it is deplorable.   I am not just talking about ancient computers in the classroom but about computer programs.  So much time is being spent on attacking teachers, APPR, Common Core and Testing, that no one is developing needed, insightful and thorough educational computer programs.  What is available is so limited that it baffles me.  A good educational computer program should assess the students learning modality, assess their knowledge of a given topic, and individualize an assignment on that child’s instructional level.  It would pull questions from a large array of sources and provide immediate feedback for the student.  Every student should have their own individual assignment based on their assessment.  All student review assignments should be done in this matter.  We have nothing like this in the entire educational system and this is a huge oversight. This alone could revolutionize education for our students.

7)      Discipline:  There should be a unified discipline policy that all public schools need to follow.  One that cannot be debatable by students or parents.  The consequences need to be outlined in a table format next to each offense.  Again, this is going back to consistency.  If we are consistent with dealing with inappropriate behavior from day one, then we should not be dealing with these same behaviors years down the line.  There are so many ridiculous behaviors that are being dealt with on a daily basis by teachers.  It is a distraction and it gets in the way of students education.  This is what separates private and public schools.  Private schools will not tolerate certain behaviors and many of them require uniforms.  We need to start expecting more from our students, in regard to behavior.  Students need to dress appropriately for school, just like they would be expected to dress appropriately for work.  Students need to wear their ID’s, for safety purposes.  These issues need to be expected of all students, without constant reinforcement.  When schools accept inappropriate behavior, we have failed the students and society.
    
It is recognized that parent involvement and poverty are huge factors that affect student success; however, public schools can’t control this.  Perhaps, the State can find ways to give incentives to parents who foster a home environment that promotes education success, strong ethics and good study habits.

Now that the problems that public schools have been facing, have been identified.  It allows us to focus on some important aspects we need to bring back to our public schools.

1)      Educational programs that allow choices for students:  Students need to work towards something that is meaningful to them.  We lose the students that hate school because they don’t want to be there.  Not because of the teachers but because they have not found a connection.  They are not motivated.  We need to offer programs that meet student’s different needs.  I am not talking about Special Education.  I am talking about program options.  Not everyone is college bound, so let’s stop forcing everyone on this path.  Start having students focus on a career path, either college bound or a technical school/program in middle school.  Then by the end of middle school, students should have to apply to specialty HS programs.  This will get and keep them motivated early on.  They will be driven towards something they want.  The career focus in schools has started, but the availability for students having choices about the type of educational program that is right for them, is not available!

2)      Elementary School:  Teach the basics in elementary school but teach it thoroughly.  Let kids be kids.  Don’t frustrate them in elementary school; you will end up turning more students off to education.  There is nothing wrong with memorization.  We are raising a generation of students that don’t memorize anything, not even their own phone numbers.  I am not saying that students should not be encouraged to think critically but I am very concerned about this approach so early on in a child’s education.  Have we dismissed all the work of some of the greatest psychologists who state that critical thinking does not happen until adolescent and early adulthood?  Abstract and critical thinking relies on life experiences and a broad range of knowledge.  These are things elementary students don’t have yet.  When my daughter memorized her first book and read it too me, she was so happy.  No, she was not reading but this was part of her learning process and she was thrilled. Memorization boosts confidence by helping students feel successful.  Children need this, especially early on in their education.

3)      Teaching:  Let the teachers teach!  Let teachers be creative!  This will bring the joy back into the classrooms.  When teachers start teaching to a test, the classroom environment totally changes. Provide teachers with the tools and computer programs to meet student’s individual needs.  Don’t demand that they teach in a “specific” way or give them a scripted program.  This is treating them like robots and making them feel like idiots.  For example, how should one teach a child to read?  Should the school embrace a phonics based program or a whole language type of program?  WRONG question!  The question should be what is the best program for the individual child?  We need to start asking the right questions.  Just like there is no “best” teacher there is no “best” educational program.  We need to start focusing on what program works best for the individual child.

4)      Testing:  STOP testing young kids!  This is so stressful for them.  It makes them feel horrible, especially students with learning disabilities, ADHD or those students that have test anxiety.  End of the year portfolios should be done for any child prior to HS.  Portfolios are very time consuming to put together, but so much more meaningful than a test to show student progress. 

I truly believe if we embrace an educational system that allows more choices for students, in terms of types of diplomas and career paths, we will see more student success.

I hope insight has been gained, about some of the major problems that have been occurring in public education over the last 15 years.  I also believe I have offered some valuable suggestions on how to begin to repair these damages.

I have asked you a few questions throughout my e-mail; in addition, I would like to know if you were aware of the lowering of the standards, the curving of the exams, the constant changing of the NYS Standards, the little to no retention occurring in public schools and the removal of tracking, which merges everyone together in one program?  

It has taken me quite some time to write this letter and I would greatly appreciate a response.  

Respectfully,
Tara Ann Carro-Scherer