# data[].attributes.headline
I wanted to give this a lot of thought.  I discussed with others their thoughts on why our test scores went down last year.  Here are some of the thoughts.1)	Social promotion does nothing for students’ self-esteem in the future, because when students are in middle/high school they tend to lose their self-esteem when they feel “dumb or stupid” because you cannot do the work. Where in the real world are you promoted even if you don’t do the work.  We are setting students up for failure when they get in high school, because they are not prepared. 2)	If so much time is spent on reading and math at the elementary level and using research based programs, why are we getting students in the upper levels who cannot read or do math at the level they need? I found that the district spends a lot of money on programs, that are not the cure to student learning.  Teachers are blamed for students failing, without looking at the fact that programs are not a cure all for student learning.  If the program does not work, then it is the teachers’ fault? Really?  When 90 minutes is set aside for literature but 15 -2 0 is actual reading, how are students supposed to get better?  When I taught using Readers’ and Writers’ workshop, there was 10 minutes of mini-lessons (direct instruction), 5 minutes for summary at the end, and the rest of the time 45 was reading and writing at their level and interest.  My students grew as readers and writers because they were able to read and write.  They were able to try new things, explore their abilities, and grow. 3)	We need to make certain that elementary teachers understand mathematics.  They need to understand how the content they are teaching will used in the future.  Without this understanding, teachers cannot understand how important what they are teaching is to the future success of their students.  What skills must students have to be successful in the future? 4)	Teachers are over stressed with being blamed for students not doing well on tests.  The only thing teachers have control over is the content being taught.  They are not in control of students’ efforts, willingness to do well, home life/outside issues, etc.  There is no accountability on students to do well on these tests. They will be passed on to the next grade level whether they are ready or not for that learning.5)	The district keeps throwing strategies and things at teachers to use in their classrooms, without buy in from the teachers.  The district seems to be trying to fix a gaping wound that is bleeding profusely with a lot of band aids.  However, the wound is still getting bigger.  There is no way to determine what works because there are too many variables.  Let teachers teach without stress.  Stress free teachers without interference, are better able to focus on what needs to be done for their students.  Teachers want their students to succeed, not because of some test or their evaluations, but because they want what is best for their children. 6)	Over testing of students, just to test, does nothing for improving students’ understanding of concepts.  It only makes students more negative about taking tests.  It would be like going to the hospital and they keep taking blood for no apparent reason.  It would make you unhappy.  I know we can use the information to help inform instruction; however, I am able to use what we are doing in the class as my measuring stick.  If they are not getting it, then I need to do something different.  Thanks for reviewing this.  Hope it makes sense.  Tena Logan

# data[].attributes.subject
I wanted to give this a lot of thought.  I discussed with others their thoughts on why our test scores went down last year.  Here are some of the thoughts.1)	Social promotion does nothing for students’ self-esteem in the future, because when students are in middle/high school they tend to lose their self-esteem when they feel “dumb or stupid” because you cannot do the work. Where in the real world are you promoted even if you don’t do the work.  We are setting students up for failure when they get in high school, because they are not prepared. 2)	If so much time is spent on reading and math at the elementary level and using research based programs, why are we getting students in the upper levels who cannot read or do math at the level they need? I found that the district spends a lot of money on programs, that are not the cure to student learning.  Teachers are blamed for students failing, without looking at the fact that programs are not a cure all for student learning.  If the program does not work, then it is the teachers’ fault? Really?  When 90 minutes is set aside for literature but 15 -2 0 is actual reading, how are students supposed to get better?  When I taught using Readers’ and Writers’ workshop, there was 10 minutes of mini-lessons (direct instruction), 5 minutes for summary at the end, and the rest of the time 45 was reading and writing at their level and interest.  My students grew as readers and writers because they were able to read and write.  They were able to try new things, explore their abilities, and grow. 3)	We need to make certain that elementary teachers understand mathematics.  They need to understand how the content they are teaching will used in the future.  Without this understanding, teachers cannot understand how important what they are teaching is to the future success of their students.  What skills must students have to be successful in the future? 4)	Teachers are over stressed with being blamed for students not doing well on tests.  The only thing teachers have control over is the content being taught.  They are not in control of students’ efforts, willingness to do well, home life/outside issues, etc.  There is no accountability on students to do well on these tests. They will be passed on to the next grade level whether they are ready or not for that learning.5)	The district keeps throwing strategies and things at teachers to use in their classrooms, without buy in from the teachers.  The district seems to be trying to fix a gaping wound that is bleeding profusely with a lot of band aids.  However, the wound is still getting bigger.  There is no way to determine what works because there are too many variables.  Let teachers teach without stress.  Stress free teachers without interference, are better able to focus on what needs to be done for their students.  Teachers want their students to succeed, not because of some test or their evaluations, but because they want what is best for their children. 6)	Over testing of students, just to test, does nothing for improving students’ understanding of concepts.  It only makes students more negative about taking tests.  It would be like going to the hospital and they keep taking blood for no apparent reason.  It would make you unhappy.  I know we can use the information to help inform instruction; however, I am able to use what we are doing in the class as my measuring stick.  If they are not getting it, then I need to do something different.  Thanks for reviewing this.  Hope it makes sense.  Tena Logan

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All these comments have validity in one way or another. It is an example that trying to get to ONE root cause forces us to ignore many other critical elements. It will only get worst. Why? Because of the many reasons that have been pointed out here. Societal issues that we are NOT allowed to use as root causes but they are! If we can't call POVERTY a root cause, then we will never be able to properly engage in effective practices that will allow us to get to the academic conversations. Of course, that is just one of many good arguments here. Is not about making excuses, is about managing by the facts...and unfortunately, we are not, neither are politicians, and most people engage in educational policy.

# data[].attributes.subject
All these comments have validity in one way or another. It is an example that trying to get to ONE root cause forces us to ignore many other critical elements. It will only get worst. Why? Because of the many reasons that have been pointed out here. Societal issues that we are NOT allowed to use as root causes but they are! If we can't call POVERTY a root cause, then we will never be able to properly engage in effective practices that will allow us to get to the academic conversations. Of course, that is just one of many good arguments here. Is not about making excuses, is about managing by the facts...and unfortunately, we are not, neither are politicians, and most people engage in educational policy.

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While this is not the only cause. As a 21 year veteran. I feel like am just beginning to grasp the role of assessment in education. I have spent much of my career working hard and spinning my wheels. Always 2 steps forward and one step back. I have always assumed that other don't have this problem. When I see this data I realize many others experience the same thing.

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Our students need more time to practice their skills (phonics, fluency, math, science concepts, critical thinking, writing) because many of them are not going home to environments that support this. This is different from more time with Direct Instruction.
-R. Czarnecki

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Summary of Findings by Theme through 10/24 pm

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Summary of Findings by Theme through 10/24 pm

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I agree with the comment that funds are used inefficiently. I see excessive use of copies for documents that could be stored electronically. Every training I have attended this year has had limited, unhealthy options for snacks and beverages-Dunkin' Donuts, Pepsi or Coke product. Often they go to waste. In addition, the district wide use of these products sends a hypocritical message to our community. Having taught classes of fewer than five students, I agree they are an inefficient use of  resources. I have worked hard to achieve my credentials. It is demoralizing for me to 'perform' in an empty house. I would welcome the opportunity to help close the gap in math and reading. 

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I agree with the comment that funds are used inefficiently. I see excessive use of copies for documents that could be stored electronically. Every training I have attended this year has had limited, unhealthy options for snacks and beverages-Dunkin' Donuts, Pepsi or Coke product. Often they go to waste. In addition, the district wide use of these products sends a hypocritical message to our community. Having taught classes of fewer than five students, I agree they are an inefficient use of  resources. I have worked hard to achieve my credentials. It is demoralizing for me to 'perform' in an empty house. I would welcome the opportunity to help close the gap in math and reading. 

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Rosanna, I agree.
-Susan Dallam

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Concerns before answering:  Do we know if other districts have had the same influx of LSES?  Do we know if behaviors are the same problem in other districts?  Can we be certain that the Bell Curve didn't put us at the bottom? Are  our perceptions that kids don't care  trickling down to elementary?  Do we believe they cannot?  Are we preparing them to keyboard?  Why did so many teachers give up?  

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Concerns before answering:  Do we know if other districts have had the same influx of LSES?  Do we know if behaviors are the same problem in other districts?  Can we be certain that the Bell Curve didn't put us at the bottom? Are  our perceptions that kids don't care  trickling down to elementary?  Do we believe they cannot?  Are we preparing them to keyboard?  Why did so many teachers give up?  

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There needs to be more consistency in what subjects/standards are focused on during which quarter ACROSS THE DISTRICT. I know that pacing guides exist, but I also know that they are not followed in every building due to different testing initiatives, school partnerships, and school-specific initiatives. IF there were at least common standards that were taught each quarter, that would help.

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lack of district systems, schools using programs to "fix" student achievement,  lack of vision from building leaders, lack of accountability at district and building level, lack of a strong tier 1 instructional focus and expectations,  mindset that all of our students can and will. 

# data[].attributes.subject
lack of district systems, schools using programs to "fix" student achievement,  lack of vision from building leaders, lack of accountability at district and building level, lack of a strong tier 1 instructional focus and expectations,  mindset that all of our students can and will. 

# data[].attributes.body
1. all around lack of buy-in regarding standardized testing
2. truly are age/developmental inappropriate
3.  tests are ay TOO long and difficult
4. results are not coming back to school/teacher in a relevant time, like we were told
5. tests all standards within that year but there is not enough time given prior to the test to teach all standards because tests start in February!
6. disruptive students
7. lack of knowledge and proper use of MTSS and effective teaching strategies
8. PLCs still being used incorrectly
9. Too much information for students to actually master (ALL SUBJECTS)
10. large class sizes ( 28 7 year-olds for one adult is not doable)

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Instruction has not significantly changed- ever.  Teachers are still teaching the same way they were taught which is not working for a new generation of students.

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Instruction has not significantly changed- ever.  Teachers are still teaching the same way they were taught which is not working for a new generation of students.

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Lack of accountability is huge!!!  We provide good resources and PD, but it is a crap shoot if it is ever implemented.  We have taken teacher autonomy to a whole new and frightening level.  

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Lack of accountability is huge!!!  We provide good resources and PD, but it is a crap shoot if it is ever implemented.  We have taken teacher autonomy to a whole new and frightening level.  

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Responsible innovation is an excuse to continue to do whatever a teacher wants to- with little or no accountabilty.

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I've noticed a decline in students and parents interest in standardized tests. I believe few tried very hard on the tests.  Alternatively, the PSAT is motivational and does bring in great buy in for kids and families.  I believe there is hope!

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Students with Severe Emotional NeedsDistrict wide there are classrooms affected by students with emotional needs that cause disruptions and chaos the classrooms. These students are well within their rights to receive a quality education but our schools, teachers and administration are not equipped to handle situations where students are emotionally upset and repeatedly create situations that are dangerous.  These students are disruptive and often time violet against students, adults and themselves.  Hours of energy and instruction are drained form classrooms when students have outbursts.  Teachers are forced to take precautions to keep the other students and themselves safe.  While the student in crisis is the object of attention the other students suffer as teachers and ESPs are occupied by the crisis. Once situations are resolved the atmosphere in buildings remains tense and while it is practice to move on, those in proximity of the event need support to process and heal. We need resources and options for students that are not emotionally able to be part of mainstream education.  While these present as behavior issues the underlying issue of mental and emotional needs are not responded to due to.  The cost is that the student in crisis cause crisis throughout their school and it is my opinion that this is affecting scores and student success. 

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Students with Severe Emotional NeedsDistrict wide there are classrooms affected by students with emotional needs that cause disruptions and chaos the classrooms. These students are well within their rights to receive a quality education but our schools, teachers and administration are not equipped to handle situations where students are emotionally upset and repeatedly create situations that are dangerous.  These students are disruptive and often time violet against students, adults and themselves.  Hours of energy and instruction are drained form classrooms when students have outbursts.  Teachers are forced to take precautions to keep the other students and themselves safe.  While the student in crisis is the object of attention the other students suffer as teachers and ESPs are occupied by the crisis. Once situations are resolved the atmosphere in buildings remains tense and while it is practice to move on, those in proximity of the event need support to process and heal. We need resources and options for students that are not emotionally able to be part of mainstream education.  While these present as behavior issues the underlying issue of mental and emotional needs are not responded to due to.  The cost is that the student in crisis cause crisis throughout their school and it is my opinion that this is affecting scores and student success. 

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The Gazette called us an inner-city school district

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The Gazette called us an inner-city school district

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A few months ago I read about D11 in the paper and D11 was referred to as an inner city district. We are. Our

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I feel that there are too many pokers in the fire. We are being asked to do CKH, PLC, among other things. I think the focus of PLC should have been  Key Indicator #4 deliberately plan instruction, and then you can come up with engaging lessons which both support struggling learners as well as GT learning.
We have slowly been losing rigor in our classrooms.
We should be using PLC to plan rigorous: lesson, tests, and projects.
I feel then we would make gains based on learning.
Too much focus is on the tests there has to be other ways to assess student achievements. Otherwise, you get the teaching to the test which both takes away autonomy and rigor.

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Thinking Outside our Traditional Schedule

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Thinking Outside our Traditional Schedule

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Is there an existing model that increases students' time in a learning environment (thinking of alternatives to the butt-in-seat classroom environment) but decreases both the amount of silo teaching (being/feeling solely responsible for students), and direct student-teacher contact time, both of which seem to contribute to high burn out: team-teaching; independent student-learning opportunities; for teachers, less breadth in content to plan for but more depth? Haven't done the research, yet. . .
-Rosanna Czarnecki

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This is only the second year of a new form of assessments.  There is new vocabulary, as with any new form of assessment.
Promoting students who are not prepared for the next grade level, are not able to demonstrate adequate proficiency, and do not understand the curriculum does not support learning at their current skill level.  This in turn leads to students' beliefs that they do not have to do the work because they will be promoted to the next grade anyway.
The classroom behavior of some students impacts and detracts from the learning of others.  Requiring poorly behaved students to remain in the classroom when they are so disruptive hinders instruction.  Students should have consequences outside of the classroom from the school and parents need to be held accountable for their students' behavior.
Opting out of tests should not be an option, except for those students who are significantly academically impacted like IEP students.
We should provide incentives and celebrate positive results.

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I think it was 2 years ago that Dr. Gledich announced that we, as a district, were going to try to opt out of state testing.  That was significant and gave many of us the  message that the high stakes tests are not that important.  That led to high opt out rates and I think teachers stopped caring as much about tests.  Also, teachers I talk to are discouraged and burned out by having to continually adjust to a moving target- i.e. changing tests by which we are measured.  This means developing new curriculum, formative and summative assessments which is a huge amount of work to have to repeat.  And then to have to throw out your work and start over while still teaching?!?  That's a lot. 

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I think it was 2 years ago that Dr. Gledich announced that we, as a district, were going to try to opt out of state testing.  That was significant and gave many of us the  message that the high stakes tests are not that important.  That led to high opt out rates and I think teachers stopped caring as much about tests.  Also, teachers I talk to are discouraged and burned out by having to continually adjust to a moving target- i.e. changing tests by which we are measured.  This means developing new curriculum, formative and summative assessments which is a huge amount of work to have to repeat.  And then to have to throw out your work and start over while still teaching?!?  That's a lot. 

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What are the reasons for the precipitous drop in PARCC Math and ELA scores across the district?

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What are the reasons for the precipitous drop in PARCC Math and ELA scores across the district?

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The PARCC tests have no meaning to staff or students. We had many, many students finish their entire test in two minutes - they went through and just clicked answers or filled in the blanks with nonsense. The students didn't see any use for it, as it doesn't apply or have relevance to their grade or future. When we used to do CSAP or TCAP, we could at least give students a credit if they passed all the tests (or at Palmer we gave a 1st semester grade boost if they improved their scale score from the year before). Now there is nothing - just a random test that has no bearing on anything. We used to do CSAP prep days before they took the test - now we don't talk about the PARCC before they take the test or do any prep at all.  I don't blame the teachers - it's difficult to get jazzed about a test that has no impact on student achievement (or that we don't use at all for any growth or data purposes). The students take the test, we see the score, and then we move on. It doesn't affect curriculum or anything. It is not a useful test, so students use those days as vacation days - they finish the test quickly, then just goof off the rest of the time.

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The PARCC tests have no meaning to staff or students. We had many, many students finish their entire test in two minutes - they went through and just clicked answers or filled in the blanks with nonsense. The students didn't see any use for it, as it doesn't apply or have relevance to their grade or future. When we used to do CSAP or TCAP, we could at least give students a credit if they passed all the tests (or at Palmer we gave a 1st semester grade boost if they improved their scale score from the year before). Now there is nothing - just a random test that has no bearing on anything. We used to do CSAP prep days before they took the test - now we don't talk about the PARCC before they take the test or do any prep at all.  I don't blame the teachers - it's difficult to get jazzed about a test that has no impact on student achievement (or that we don't use at all for any growth or data purposes). The students take the test, we see the score, and then we move on. It doesn't affect curriculum or anything. It is not a useful test, so students use those days as vacation days - they finish the test quickly, then just goof off the rest of the time.

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Incentivize the best Tier I teachers to stay in the classroom. Have we ever wondered or noticed why the best teachers (often) end up leaving the classroom? Are systems in place to keep these critical teachers in the most impactful positions?
-Rosanna Czarnecki

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Lack of quality in Tier I instruction. Difficult to talk about; must be addressed.

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There is a saying among staff that D-11 "fires up". I am remaining anonymous on this comment for obvious reasons, but I believe it pertinent because it is an example of how admin leadership is often perceived. I believe a disrespect of leadership severely underscores culture and enthusiasm for doing one's job well.

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The district can create a culture of high-quality teaching by emphasizing our best and brightest and selecting administrators who demand high quality performance and professionalism. Just as students tend to perform better when they have high expectations placed on them, I believe so too do adults.
Rosanna Czarnecki

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As a middle school teacher (and former HS teacher) I can tell you that there is absolutely no consequence if a student doesn't complete assignments and fails classes. They know that they won't be held back and they will be passed along to high school without the necessary skills. I know the students who leave my classroom aren't prepared for 9th grade curriculum because I wasn't able to teach 8th grade curriculum. I can't even get students to bring basic materials like a pencil and paper to class. They expect teachers to provide these things for them. It's frustrating.

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Impact of student behavior on teaching and learning

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Impact of student behavior on teaching and learning

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This is a sensitive subject, but one worth mentioning. We are seeing a rise in students who struggle in classrooms for multiple reasons, including diagnoses of ADD, sensory processing disorders, ODD, etc. When these students have "melt-downs," the amount of time and resources taken up trying to de-escalate the behavior is huge. We are not equipped with the staffing it takes to handle these situations well. Classroom teachers are expected to keep these students "in pocket" or in a "lifeboat" as they continue to work with the rest of the class. How can we expect the best from our teachers when they are having to manage these behaviors while also ensuring high-quality learning for the other 25 students in their classroom?

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Something to consider - The amount of solid instructional time for our students (Colorado) is much lower than other states. The average number of required instructional days throughout the rest of the country is 178 at the K-12 level, compared to our 160 days in Colorado. That is over three weeks of instructional time we are short compared to other states, and our school days are no longer than those in other states. Based on my research, we are ranked 30th out of 50 states in quality of education at the PK-12 level. I've heard several teachers talk about the need for more instructional time with their students.

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Clear Guidelines Does Not Equate to Lack of Creativity

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Clear Guidelines Does Not Equate to Lack of Creativity

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I often hear teachers bemoan strict guidelines because they perceive this to be a loss of creativity. I disagree. Guidelines--clear guidelines-- around standards, pacing, best practices and classroom management offer a smart route to travel from point A to point B. The way in which that route is traveled -the methods a teacher uses to teach the skills-opens the door for innovative learning experiences and various pathways for students. We need clear guidelines, accountability from administrators, and celebrations of creative teaching.
Rosanna Czarnecki

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A large portion of the opt-out populations are students who typically score on the higher end of the grid and whose parents are more 'politically' active and are great at networking. Buildings need to be able to provide incentives/activities that celebrate student participation and effort. Also, we as a district, need to do a better job of helping parents understand the importance of the data that is collected. We should be promoting the great things that we do for our student populations based on us understanding their individual needs (alternative programs, college credit offerings, voc-tech certification programs, etc). We are no longer a district of just traditional schools.

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I am a Teaching & Learning coach, and professional development is a source of great frustration for me. One of the responsibilities of this position is to provide PD for teaching staff at our school. We receive training through our TLC facilitators (which is wonderful!), then we are supposed to return to our buildings and train our staff. However, this is just one of MANY DIFFERENT responsibilities on our plate, including MTSS, PLC, SAC, coaching individual teachers, etc. This is compounded by the lack of time available to provide PD. Teacher contract hours are over within 30 - 45 minutes of the end of the school day, so any PD provided outside of this time has to be "optional."  Most teachers do not take advantage of "optional" training. Teacher planning time is protected under the Master Agreement, so we can't do it then.
Additionally, Professional Development opportunities that are provided at the district level are most often provided DURING the school day - when teachers need to be in their classrooms. There is a misguided notion that, if teachers are provided a sub, they should be able to leave their classrooms during the day to attend. This completely misses the mark. Teachers are ultimately responsible for student progress.

Val Segerson

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When I came to the district a few years ago, it was surprising to see the lack of district-level guidelines and procedures to ensure consistency. For example, there is no district-wide standard on how to complete a report card for students on IEPs. It is up to each school as to how to report on these students. One may say this is inconsequential to the actual performance of students, but the lack of standardization permeates throughout many areas of teaching and learning in D11, creating a sense of "chaos" for students, teachers, and administrators.

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When I came to the district a few years ago, it was surprising to see the lack of district-level guidelines and procedures to ensure consistency. For example, there is no district-wide standard on how to complete a report card for students on IEPs. It is up to each school as to how to report on these students. One may say this is inconsequential to the actual performance of students, but the lack of standardization permeates throughout many areas of teaching and learning in D11, creating a sense of "chaos" for students, teachers, and administrators.

# data[].attributes.body
Val Segerson

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As an instructional coach, I've seen a lack of high-quality instruction taking place in classrooms. Although this has been identified by admin, there is little that can be done because of CSEA. The focus seems to be on providing "protection" for inadequate teachers, rather than on expecting high-quality teaching so that our students are learning necessary skills. There are teachers who are unwilling to put in the time and effort it takes to be great teachers because they may need to work above and beyond their "contract" hours. This mindset should be unacceptable. Teaching is not an easy profession. In order to be professionals, we need to be willing to go above and beyond the "minimal" expectation.

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Viewing this as a D11 parent and teacher?

1. Lack of consistency from D11 from the top down. We did not begin alignment until a few years ago and teachers use the MX resources as an "optional."

The lack of consistency from grade to grade is frustrating at best due to inconsistency and carry-over in content area literacy, language/vocabulary, and process. Some teachers use the MX materials/instructional methods with success; some do not--they almost brag about it.

2. Additionally, many teachers are still functioning under the impression that DOK1/rote is the way to go; there is a huge shift toward problem solving and thinking skills; parents do not understand this either.

3. I understand that any curriculum is a tool, but there has to be a reason for why we picked said curriculum: It needs to be a written expectation from D11 admin and leadership, if we are expecting teachers to use the resources with consistency. PARCC is not TCAP or CSAP; we need to move beyond the 90s and 00s in our thinking, training, and methods of teaching.

4. Finally, we are, as a state and district, constantly shifting/changing our assessments and/or adding more: CMAS, TCAP, PARCC, now CMAS, Galileo K-12, MAP...the list seems endless and that's just the last 14 years. (Having had my own children take PARCC and then Galileo K-12 was a waste of time/resources. My children, along with their peers, were tested OUT--I know for a fact that one of mine just "clicked through," because my child was just tired of testing.) It is difficult to follow a moving target. We are trying to compare incompatible data and set goals upon UN-actionable data.

Training/high expectations in curricular resources/latest pedagogy is NOT mandatory in D11. It shows--not just in math.

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The key is RETENTION. If the students and parents knew that THERE ARE CONSECQUENCES to NOT do your best every time, ALL year long, I am sure they would try better!

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The key is RETENTION. If the students and parents knew that THERE ARE CONSECQUENCES to NOT do your best every time, ALL year long, I am sure they would try better!

# data[].attributes.headline
I want my voice heard, and I am perfectly fine with my concerns not being anonymous. It actually makes it better that it is not, because that is a culture in this district. The culture of not speaking up.  So, unfortunately, you will get an ear full. First, our teachers do not have buy in into the testing. There is too much, and we have given up like the kids have. The test scores are not a true representation of what students know, they are a silent protest of being desensitized to all the testing. Students have no ownership of their scores or their effort. Nothing is personally tied to their scores. They get to move on, to the next grade, even if they failed the test. So, what do they care? It also doesn’t help that teachers encourage student to opt out of the tests and are letting them know the process to do so. Shouldn’t staff support the tests? You can check, and I did opt out my son, for several years when he was in middle school, and I did it because he is severely dyslexic and the state offers no supports for him. Even though he could receive extended time, he was not allowed to have a scribe, nor the actual test read to him. He could have scored much higher if he had the ability to answer the test questions orally. He takes them now, but he could care less about them, because he knows he has no personal stake in the scores.Another reason why our kids performance is so low, especially those that are low income, is because the district does not adequately support them and their families. There is just not enough out reach from the district. I don’t have any idea how to resolve this, I just know there isn’t. The district also doesn’t have enough support and programs for the social emotional needs of our students. The majority of our students, at least where I am at, our just an emotional mess. The school feels heavy with their sadness and their instability. Why would I care about scores, when I have students attempting suicide, being kicked out of their homes, being abused, neglected, homeless, hungry, dealing with death, rape,etc? One of the last things I am thinking about is my instruction for the day, because I am sad. In twenty years, I have never seen the emotional distress of students at such an overwhelming level.Sadly, another reason scores are so terrible, is lack of building leadership. The poor leadership leads to poor communication.  Mann is on Priority Improvement, and I was just informed of the school goals last week. Why wouldn’t I, and the teachers I directly work with, not know that sooner? First quarter is long gone, and we couldn’t even help with reaching first quarter goals, because we didn’t even know there was a goal! This is not directed at anyone, it is a break down in communication, at all levels. Another reason to be sad about going to work.PLC’s are a wonderful idea, and I truly believe that they can work, but they don’t at the middle school level. They don’t work, because we do not have enough time. Why are middle schools the only school that has to find time, during their actual work day, to work these in with our teams? Why don’t we get a late start, or required a later day? PLC’s are cancelled, and are rushed through, because there is always something else to do or another meeting.Finally, their is poor Tier I classroom instruction, and it is not from the teacher’s lack of instructional knowledge or lack of knowledge of curriculum and standards. It is because many teachers, new and old, cannot manage a classroom. Absolutely nothing can be taught in a poorly managed classroom. Student behavior is out of control, and teachers do not have support or help. The referral system is a short term solution to a continued long term issue. The other side of classroom management, is the teacher’s role in their students’ behavior. Why does the district continue to keep teachers who cannot manage students? The district needs to stop providing PD on instruction and curriculum, and start pulling student behavior reports, and send the teacher’s who have the most student discipline referrals and parent and staff complaints, and send them to a management intervention. (The teacher evaluation is a joke, but that is another conversation.)I did give you an ear full, and I apologize for that. I love this district. I love Mann, especially the students, but there are so many problems there, and just in general in the district. I am not a person who complains, unless I can change it. I want to help improve the district and every school I it, but I don’t think I am given the opportunity, nor a safe and productive place to have my voice heard. So, you now had to hear it all! Of course, this is only my opinion, but I know am not alone in my opinions, but I am probably alone in being so direct in them. Thank you, and I am sorry for the length!

# data[].attributes.subject
I want my voice heard, and I am perfectly fine with my concerns not being anonymous. It actually makes it better that it is not, because that is a culture in this district. The culture of not speaking up.  So, unfortunately, you will get an ear full. First, our teachers do not have buy in into the testing. There is too much, and we have given up like the kids have. The test scores are not a true representation of what students know, they are a silent protest of being desensitized to all the testing. Students have no ownership of their scores or their effort. Nothing is personally tied to their scores. They get to move on, to the next grade, even if they failed the test. So, what do they care? It also doesn’t help that teachers encourage student to opt out of the tests and are letting them know the process to do so. Shouldn’t staff support the tests? You can check, and I did opt out my son, for several years when he was in middle school, and I did it because he is severely dyslexic and the state offers no supports for him. Even though he could receive extended time, he was not allowed to have a scribe, nor the actual test read to him. He could have scored much higher if he had the ability to answer the test questions orally. He takes them now, but he could care less about them, because he knows he has no personal stake in the scores.Another reason why our kids performance is so low, especially those that are low income, is because the district does not adequately support them and their families. There is just not enough out reach from the district. I don’t have any idea how to resolve this, I just know there isn’t. The district also doesn’t have enough support and programs for the social emotional needs of our students. The majority of our students, at least where I am at, our just an emotional mess. The school feels heavy with their sadness and their instability. Why would I care about scores, when I have students attempting suicide, being kicked out of their homes, being abused, neglected, homeless, hungry, dealing with death, rape,etc? One of the last things I am thinking about is my instruction for the day, because I am sad. In twenty years, I have never seen the emotional distress of students at such an overwhelming level.Sadly, another reason scores are so terrible, is lack of building leadership. The poor leadership leads to poor communication.  Mann is on Priority Improvement, and I was just informed of the school goals last week. Why wouldn’t I, and the teachers I directly work with, not know that sooner? First quarter is long gone, and we couldn’t even help with reaching first quarter goals, because we didn’t even know there was a goal! This is not directed at anyone, it is a break down in communication, at all levels. Another reason to be sad about going to work.PLC’s are a wonderful idea, and I truly believe that they can work, but they don’t at the middle school level. They don’t work, because we do not have enough time. Why are middle schools the only school that has to find time, during their actual work day, to work these in with our teams? Why don’t we get a late start, or required a later day? PLC’s are cancelled, and are rushed through, because there is always something else to do or another meeting.Finally, their is poor Tier I classroom instruction, and it is not from the teacher’s lack of instructional knowledge or lack of knowledge of curriculum and standards. It is because many teachers, new and old, cannot manage a classroom. Absolutely nothing can be taught in a poorly managed classroom. Student behavior is out of control, and teachers do not have support or help. The referral system is a short term solution to a continued long term issue. The other side of classroom management, is the teacher’s role in their students’ behavior. Why does the district continue to keep teachers who cannot manage students? The district needs to stop providing PD on instruction and curriculum, and start pulling student behavior reports, and send the teacher’s who have the most student discipline referrals and parent and staff complaints, and send them to a management intervention. (The teacher evaluation is a joke, but that is another conversation.)I did give you an ear full, and I apologize for that. I love this district. I love Mann, especially the students, but there are so many problems there, and just in general in the district. I am not a person who complains, unless I can change it. I want to help improve the district and every school I it, but I don’t think I am given the opportunity, nor a safe and productive place to have my voice heard. So, you now had to hear it all! Of course, this is only my opinion, but I know am not alone in my opinions, but I am probably alone in being so direct in them. Thank you, and I am sorry for the length!

# data[].attributes.body
COSZALTER, OLIVIA

# data[].attributes.body
My curiosity is if true longitudinal study of data has occurred, or is this a "snapshot" view? If this were true longitudinal data, we would be able to see the trends over time, i.e., are the students doing well in elementary, but then drop off in secondary grades? This is my first curiosity.  ((YES--Growth model is the best in nation for "longitudinal, apples to apples" type comparison))
I have read many of the posts written, and I do truly agree with one common thread...testing apathy and accountability. When such a high percentage of students opt out with no repurcussion, we all suffer. It is the high achieving students who are opting out. Our lower achieving students may opt out, but fewer of them are aware that they have the choice. What motivation do our higher achieving students have to take the tests that open or close our school doors?
Also, where is the accountability of some professionals? We used to have goal setting as a clear non-negotiable with easy data to access to do this. This is no longer the case. There is no value to students when we can't put easily managed data in their hands. I know of countless teaching staff who are working very hard to hold kids accountable through goal setting, but those surrounding them don't seem to know how to or care to encourage/support this.

# data[].attributes.headline
I believe GK12 offers good data, but teachers/teams need training in an accessible analysis process. For example, I used GK12 to identify a group of students' learning gaps in math and will now focus on these standards over the next 3 quarters. However, this process took an entire day for a group of 12 students for just one subject. This system (of data analysis and standard prioritization) needs improvement in order to make itself sustainable.

# data[].attributes.subject
I believe GK12 offers good data, but teachers/teams need training in an accessible analysis process. For example, I used GK12 to identify a group of students' learning gaps in math and will now focus on these standards over the next 3 quarters. However, this process took an entire day for a group of 12 students for just one subject. This system (of data analysis and standard prioritization) needs improvement in order to make itself sustainable.

# data[].attributes.body
-Rosanna Czarnecki

# data[].attributes.body
1. Stay solution -oriented and focus on a Root Solution.
2. Tier One  instruction needs specific coaching around data analysis, TARGETED instruction, weekly formative assessments, collaborative conversations and best practices. (This is PLC work.)
3. Identify the learning gaps, train teachers in best practices, and facilitate differentiated learning experiences.
4. Facilitate vertical conversations between grade levels so that teachers have a holistic understanding of the skills they teach.
5. Encourage a district-wide team approach to our students: we ALL own all of OUR students and their learning opportunities (as opposed to MY scores, MY students).
6. Move away from excuses around "losing best teachers" and students who have "difficult" backgrounds.
7. Remain professional and ask of decisions: what is best for our students at this point in time? (as opposed to, what is best for me?)
8. Focus on student growth.
-Rosanna Czarnecki

# data[].attributes.headline
I believe there are a few underlying factors:

# data[].attributes.subject
I believe there are a few underlying factors:

# data[].attributes.body
1. The school District has not established non-negotiables/clear expectations for instruction, staffing positions, principal leadership and expectations within content areas. There can be leveled expectations, and still allow for individual school autonomy.

2. The union makes it extremely difficult to get rid of underperforming staff members.
3. PLC work is not yet at a high-functioning level in the district.
4. Leadership varies greatly and not all of them are instructional leaders. Ex: If you take a middle school leader and bring them to elementary do you interview their knowledge base in early literacy, or even offer them training to walk in with a solid foundation? From experience, those leaders brought in to elementary struggle to enhance my teaching and offer me little coaching because they are not aware of what the "big picture" looks like.
5. All schools should function like an ACT school and have solid plans in place to achieve higher levels of student and staff achievement. The demands of the 21st century learner will continue to change and our practice and expectations should as well. We need a clear vision with action steps at each school (and all staff members should be aware of them).
6. Our district should be trained in poverty and trauma as it relates to education and performance levels. It is a factor we must face head on because all students can learn.
7. TRAINING on learning how to read and use data is a must. I feel so many people are good at pulling data, but not making decisions around it. We have many tools to use, but many times no one can answer questions around disaggregating it.
8. What are our expectations around Wonders? We need to be more consistent in our teaching as become a school district, not a district of schools.

# data[].attributes.body
There are many schools throughout the district that have very specific uses for some staff members that lead to an inefficient use of our funds. There are special education teachers that have only one student for only 2 periods of the day. Another teacher is specifically a support staff who guides a study skills class. These are just two of many examples where a full time salaried teacher is spent on a total of 5-6 students whereas those staff members could be teaching an intervention class for those that have gaps in math and reading.

# data[].attributes.headline
I believe the root cause for lower standardized testing throughout CSSD 11 is a combination of societal issues.  I believe many of our young people have fallen into psychosocial harm due to persistent exposure to socially toxic environments.  Structural issues such as poverty, unemployment, underfunded schools, incarceration, lack of access to quality healthcare, and poor quality housing are the root cause of persistent trauma. Youth exposed to sustained trauma display mental health symptoms ranging from emotional numbing, difficulty sleeping and concentrating.  Consistent trauma can impede brain development, which can give rise to lower verbal and mathematical intelligence and lower scores on standardized tests.  These societal issues contribute to hopelessness and meaninglessness, so support persons to these young people (educators) have difficulty engaging disconnected youth.  We need to instill hope and transformation into our students; therefore educators need to rethink and challenge conventional policies.  CSSD11 needs to look toward successful urban schools and open discussions to move toward healing our community.

# data[].attributes.subject
I believe the root cause for lower standardized testing throughout CSSD 11 is a combination of societal issues.  I believe many of our young people have fallen into psychosocial harm due to persistent exposure to socially toxic environments.  Structural issues such as poverty, unemployment, underfunded schools, incarceration, lack of access to quality healthcare, and poor quality housing are the root cause of persistent trauma. Youth exposed to sustained trauma display mental health symptoms ranging from emotional numbing, difficulty sleeping and concentrating.  Consistent trauma can impede brain development, which can give rise to lower verbal and mathematical intelligence and lower scores on standardized tests.  These societal issues contribute to hopelessness and meaninglessness, so support persons to these young people (educators) have difficulty engaging disconnected youth.  We need to instill hope and transformation into our students; therefore educators need to rethink and challenge conventional policies.  CSSD11 needs to look toward successful urban schools and open discussions to move toward healing our community.

# data[].attributes.headline
Over the last 25 years of teaching in this district at the high school level I would say the single biggest root cause is the inability of this district to compete for the best teachers in conjunction with the change in demographics that requires the most skilled teachers.  We have very few applicants for some critical positions and often feel like we are "settling" for someone to fill the spot.  High schools have pulled the best middle school teachers up into the high schools further decimating the middle schools.  And the changing demographics have overwhelmed our resources.  It's one thing to help a few kids who are behind grade level and another to have a huge chunk of kids in each class that need interventions.  I think the middle school model has failed and is not being addressed.  I know that there is research for it and eliminating tracking.  But now if don't want to leave anyone behind, I have to teach to the slowest kid.  The best kids could be moving further, but are constantly waiting even with attempts at extension units.  And the district has ineffective administrative leadership.  The model has seemed to be giving principals a checklist of things to do to give the impression of doing something about the problem, but at the end of the day the boxes are checked and nothing really changes.  So they try something new with another set of boxes.  And those who implemented the changes are often gone leaving us in the trenches as they move on to greener pastures.  25 years ago a good principal supported their reliable staff.  Now a principal uses fear to try to intimidate people into checking off the boxes.  Even 8 years ago Palmer used its own staff for professional development.  This week an AP used a faculty meeting to go through the basics of a lesson: I Do, We Do, You Do with the implied threat that these are things that will be looked for when being evaluated.  It's all very sad.  And the results we are getting are not surprising.  And so parents flee to charter schools and nearby districts contributing to the problem.

# data[].attributes.subject
Over the last 25 years of teaching in this district at the high school level I would say the single biggest root cause is the inability of this district to compete for the best teachers in conjunction with the change in demographics that requires the most skilled teachers.  We have very few applicants for some critical positions and often feel like we are "settling" for someone to fill the spot.  High schools have pulled the best middle school teachers up into the high schools further decimating the middle schools.  And the changing demographics have overwhelmed our resources.  It's one thing to help a few kids who are behind grade level and another to have a huge chunk of kids in each class that need interventions.  I think the middle school model has failed and is not being addressed.  I know that there is research for it and eliminating tracking.  But now if don't want to leave anyone behind, I have to teach to the slowest kid.  The best kids could be moving further, but are constantly waiting even with attempts at extension units.  And the district has ineffective administrative leadership.  The model has seemed to be giving principals a checklist of things to do to give the impression of doing something about the problem, but at the end of the day the boxes are checked and nothing really changes.  So they try something new with another set of boxes.  And those who implemented the changes are often gone leaving us in the trenches as they move on to greener pastures.  25 years ago a good principal supported their reliable staff.  Now a principal uses fear to try to intimidate people into checking off the boxes.  Even 8 years ago Palmer used its own staff for professional development.  This week an AP used a faculty meeting to go through the basics of a lesson: I Do, We Do, You Do with the implied threat that these are things that will be looked for when being evaluated.  It's all very sad.  And the results we are getting are not surprising.  And so parents flee to charter schools and nearby districts contributing to the problem.

# data[].attributes.body
So, the root cause: Inability to compete for the best teachers. I wonder what would happen if all of our money went to having the highest teacher salaries in the state.

# data[].attributes.body
After 8 yrs at Mitchell, then a few more at another high school, the rigor drops with the skill level of the students coming in. Not that we mean to, but it happens when so many students don't have the skills needed compared to previous students. Then we get "spoken to" regarding the number of D's and F's we have. I had to lower my expectations at Mitchell because I got a scolding letter in my file for what amounted to me trying to maintain rigor. I really wondered if I had become a bad teacher. In my newer school I am a leader and am asked frequently to be part of committees. I feel respected and am told I teach very well. It is generally the struggling students who say I'm their favorite. From an early age, we have to maintain high expectations within the classroom. Students have to know that they might fail. Social promotion in middle school HAS TO STOP. Students learn they can do nothing (nothing!) and still go to high school. Even if they are offered three different ways to get the credits to pass, having the threat of failure makes a huge difference. I was floored when I moved to this area that students couldn't fail middle school. It's a massive disservice to them.

# data[].attributes.body
I believe our shorter school day prevents us from adequately meeting the needs of our students, especially those that are in the lower socioeconomic schools.

# data[].attributes.headline
New assessment system (GK12) provided less than meaningful data and came out too late

# data[].attributes.subject
New assessment system (GK12) provided less than meaningful data and came out too late

# data[].attributes.headline
We need a data/assessment coach in every middle school

# data[].attributes.subject
We need a data/assessment coach in every middle school

# data[].attributes.headline
Negative attitude toward standardized testing now permeates multiple layers of the district.

# data[].attributes.subject
Negative attitude toward standardized testing now permeates multiple layers of the district.