Students Need Parents & Teachers To Speak Up

On Feb. 25, 2009, Spokane’s school board hosted a “Coffee and Conversation” before its regular school board meeting. The public was invited to offer comment on topics of its choosing. A few dozen people attended; they offered comment on math, the bond and levy, and various district policies. It was a great start, but we need more from parents and teachers. Many of them know things are wrong; they've got to stand up and say so.

I asked for six things, including these:

1. Traditional mathematics curricula.
   Spokane’s K-12 math curricula must be replaced with more traditional curricula. This should happen now, not in 18 years when the next wad of taxpayer money floats by. There is money to do this now; it’s just being spent on other things. The district could lay off a couple of $100,000 administrators and use their salary to buy traditional curricula.
   
2. Math tutoring.
   Our students desperately require tutoring that’s based on a traditional approach (direct teaching, traditional algorithms, no calculators, little or no group work, a logical progression of concepts, and regular practicing of skills) so they can catch up to where they should have been. There are many ways to access this tutoring. Some of it might even be free.
   
3. Proper assessments.
   An assessment is required to determine which math skills are missing. This assessment can’t be the WASL or SASL because neither is based on the new standards.
   It won’t be pleasant to see the results of proper assessments, but the results will be truthful and accurate. With truth and accuracy, we’ll have some hope of filling in the gaps before the students try to graduate.

After the “Coffee and Conversation,” a cameraman asked me if I thought the district had been listening to its constituents. This is a tricky question. I’ve been researching public education since January 2007. I’ve interviewed dozens of people, including two school superintendents, a former curriculum director, a former board president and three curriculum coordinators. Despite the flood of evidence that ALL of our math curricula are seriously deficient, no central office employee has ever acknowledged it to me.

On the other hand, were administrators polite to me? Always. Did they accommodate requests for information and private meetings? Almost always. I presume they listened, but I think they didn’t agree with me, they wouldn’t say they agree with me, or they didn’t give a flip about what I said. I told the cameraman that administrators have always been polite and accommodating but didn’t appear to agree with me.

Spokane’s newest board member is Dr. Jeff Bierman, a physics professor at Gonzaga University. On Feb. 25, Dr. Bierman supported my comments, agreeing that the math curricula are weak and that changes need to be made. He said he chooses to supplement the instruction for his own children. That was the first time I heard anyone associated with the administration publicly acknowledge the curriculum problem.

The mistake would be to think this welcome support will change the math curricula. In January 2009, curriculum coordinators said they planned to recommend retaining two of our disastrous (reform) curricula for Grades 5 and 6. Although Dr. Bierman’s Feb. 25 comments were soon echoed by a parent, a high school math teacher and a college mathematician, he was the only board member or district employee at the meeting who spoke publicly in support of traditional mathematics.

What’s desperately needed is a firm push from parents and teachers. Supporters of reform math occupy the seats of power. Parents, students, teachers, college professors, tradespeople and businesspeople – we all have a vested interest in how well math is taught. This district has serious problems in mathematics that directly affect our families. It isn’t an exaggeration to call it a crisis.

Students are not learning the math they need to even begin college. They don’t have the math they need to get jobs that require arithmetic (much less algebra, geometry, trigonometry or calculus). Our high-school graduates will be competing against private-school students, homeschooled students, and students from places like Finland, Singapore, California and Massachusetts – most of whom will have enough mathematics for college. (More and more of those graduates are being accepted on Washington campuses, and there are only so many seats.) A solid math education will help students secure a future. This isn’t being extremist – this is being a realist. But it’s hard to get this message across.

I hear: “Well, I have to trust them.” (But trusting them put us here. Now, it’s time for scrutiny.)
I hear: “Life is short. There’s more to life than academics.” (True. But school isn’t “life.” School is supposed to be about academics.)
I hear: “The district is doing the best it can.” (If it were doing the best it could, things would be better than they are.)
I hear: “I don’t know anything about math, so I can’t comment.” (Most parents and teachers know when the children can’t multiply or divide. They can comment about that.)
I hear: “It will work itself out.” (It hasn’t “worked itself out” in 20 years. But if we participate, it might work itself out in time to benefit our children.)
I hear: “Not everyone will go to college. There are plenty of good jobs you can get without a college degree.” (True. Many of those jobs require math, however.) Observing my efforts to improve mathematics instruction in Spokane, my daughter called me Horton, as in “Horton Hears a Who.” “No one else seems to hear what you hear,” she said. “Whoville is floating away, and the children are stuck on it. No one can hear them except you.” What we need, she said, is a YOPP – a Dr. Seuss sound that makes people stand up and take notice. If we have a huge, loud and fabulous YOPP, she said, everyone would hear it.

I told my daughter about the mathematicians and advocates who are YOPPING, who have worked hard for decades to try and rid the country of the scourge of reform math. I told her how they’ve done research, presented evidence, gone to meetings, testified in legislatures, built Web sites and blogs, and written Letters to the Editor. “I’m not alone,” I said. “Across this entire country, many Hortons have been fighting for Whoville.”

“Then why haven’t things changed?” she wondered.

Why indeed. What do I tell her? That it’s easier and more convenient to turn our backs while the monkeys toss Whoville around? That many teachers won’t speak up for Whoville because they’re afraid they’ll get into trouble? That many parents won’t speak up because they’re too busy and distracted to hear or believe the message? That many school administrators will believe in reform math – despite all contrary evidence – until they die? That lots of them would rather not hear from us at all?

Parents and teachers: The time is now. This is the children’s future we’re talking about. They live in Whoville, and they’re being miseducated – betrayed – by math curricula that fail them – from kindergarten all the way through Grade 12. Please call the school board. Write letters. Talk to the principal. Attend school board meetings. Tell the board what you see in the classroom. Talk to the PTA or PTG. Say no to counterproductive math curricula. Opt out of the math WASL. Demand better materials. Supplement at home and in the classroom with traditional curricula. Get this critical issue out in the open.

I don’t know if it takes a village to raise a child, but I believe it’s going to take a village to push reform math curricula out of our schools. Give a great and mighty YOPP. Make them hear you. Help open career doors for the students. Help save Spokane's Whoville.

Please note: The information in this post is copyrighted. The proper citation is:
Rogers, L. (February, 2009). "Students need parents and teachers to speak up." Retrieved (date) from the Betrayed Web site: http://betrayed-whyeducationisfailing.blogspot.com/

This article was modified slightly and reprinted March 3, 2009, on Educationnews.org, at http://ednews.org/articles/34524/1/Students-Need-Parents-and-Teachers-To-Speak-Up/Page1.html

Board meeting yields few answers

[Edited Oct. 11, 2011, to correct spelling of a name.]

By Laurie H. Rogers

On Nov. 5, 2008, I went to a Spokane Public Schools board meeting and asked for five things – three having to do with accountability and communication, and two having to do with mathematics.

I left written copies of my requests with board members and the secretary who keeps the minutes. Knowing that board meetings are considered to be “business meetings,” I suspected that board members wouldn’t discuss my requests with me that night. I was right. Board President Rocco Treppiedi told me the board would respond to my requests in writing.

Later, Treppiedi asked an area principal for his reaction to my comments about reform mathematics curriculum Investigations in Number, Data, and Space. The principal said he was confident that things would improve once teachers had a chance to delve more deeply into the curriculum.

When the minutes from that Nov. 5 meeting were approved and posted on the school board Web site at http://www.spokaneschools.org/Board/minutes/11-05-08.pdf, my entire presentation was winnowed down to exactly this:

“Ms. Laurie Rogers commented on her research of public education over the past two years and distributed a list of items she would like to see changed in Spokane Public Schools. She noted that the list is given in the spirit of cooperation and collaboration. President Treppiedi noted that the staff can get back to Ms. Rogers with a response in writing” (“Regular,” 2008). There is nothing in the minutes to tell the public what I requested or why. (Treppiedi’s aforementioned exchange with the principal isn’t in the minutes either.) It’s ironic, considering that the first item on my list had to do with providing opportunities for the community to have regular two-way public dialogue with the school board. In brief, here’s what I requested:


1. Dialogue.Currently, parents can’t initiate open, two-way public dialogue on topics of our choosing with the entire District 81 school board. I asked the board to offer regular opportunities to do that. 2. Inclusion.A District 81 curriculum coordinator told me that parents are not invited into curriculum discussions or decisions because we don’t have the background to offer informed feedback. Recognizing that many parents have a stronger background in math than that curriculum coordinator – and that parents who have no background in math still have valuable things to say – I asked the board to include parents in curriculum discussions and decisions. 3. Details.According to former board President Christine Querna, the board debates the issues in “work sessions.” Regular board meetings are where members vote on items they’ve already discussed. Currently, notice of the work sessions is briefly given at the very bottom of board meeting agendas, but no details are provided of planned topics or guests. I asked the board to post details of the work sessions in a prominent, easy-to-find place on the district and school board Web sites so that parents can determine if they wish to attend. 4. Choice of a traditional track in mathematics.The National Mathematics Advisory Panel has recommended more traditional mathematics in K-12 schools. Washington State’s revised mathematics standards include more traditional mathematics. Recent curriculum reviews have indicated that Spokane’s mathematics curricula – all reform – are inadequate. (Neither Connected Mathematics nor Investigations in Number, Data, and Space are recommended by the review panel; neither are on the final list of recommendations from the Office of Superintendent of Public Instruction.) I asked the board to immediately offer parents the choice of a more traditional track in mathematics. 5. Tutoring.Test results, dropout rates, and tutoring and remediation rates all indicate serious problems relative to math in Spokane. Clearly, many students don’t have the skills they need to begin a more rigorous curriculum, much less graduate or go to college. I asked the board to offer tutoring and remedial help in traditional mathematics for all students so they can catch up to where they should have been.Two weeks after I made this presentation, I received the board members’ written response. Following are brief summaries of their comments:


1. Dialogue.Board members said they “have considered” reinstating the bi-monthly Coffee and Conversation public meetings the board used to host. (No decision or timeline is given, however.) 2. Inclusion.Board members said: “The district curriculum is developed by staff and administrators…Final adoption of any curricular materials is our responsibility as School Board Directors, serving as elected representatives of the community.” (No acknowledgement is made of the value or appropriateness of including parents in curriculum decisions.) 3. Details.Board members said there are plans in place to revise the Web site, including making the work sessions “more visible.” 4. Choice of a traditional track in mathematics.It’s a “lengthy process,” the board members wrote, to align curricula with state standards. Recently, the state math standards changed. The State Board of Education is finding out if financial incentives can be offered to publishers to align their texts “more closely with the revised state standards.” Therefore, the board members concluded, “It will be prudent for us to wait and see what new materials might be available for our use.” (In other words, don’t hold your breath waiting for traditional math curricula. No acknowledgement is made of the district’s problems in mathematics, the weakness of reform curricula, or the desperate need for a more traditional approach.) 5. Tutoring.Board members said: “Tutoring help for students who fall behind in any subject is one effective intervention strategy, and we are able to do that on a limited basis…Improved state funding for basic education is essential for districts to use local levy funds to provide extracurricular supports, like tutoring.” (No acknowledgement is made of the need across the entire district for immediate tutoring in basic math skills.)Perhaps behind the board’s carefully crafted response, there is much going on. Perhaps board members agree with me and just won’t say it in public or on paper. Perhaps I’m to assume I was taken seriously, that my concerns are being discussed at length, and that now, I just need to be patient. Perhaps if we all sat down together at a friendly barbecue, board members would confide their intent to immediately implement all five requests. They might even indicate their support of a sixth request - to replace our two lame-duck math tests (the WASL and SASL) with a single test that will tell us just how wide the gap is between what students know and what they need to know for college (or even just to meet the newly revised math standards).

But why would I assume any of that? At the board meeting, no board member or administrator offered me any vocal understanding, encouragement or support, and no one asked to see my research. In the meeting minutes, my presentation was edited down until it meant nothing and said nothing. The board’s written response to my presentation is careful and oblique. It acknowledges little and commits to just one small item. Most of it can be interpreted to mean anything at all. It’s the kind of response I expect from politicians and lawyers.

I plan to go to another meeting and ask that my specific requests be put in the public record. I’ll add the sixth request to the list since it makes sense. I’ll let you know what happens. No doubt you’ll be able to read in the minutes that I was there, but I can’t guarantee that the minutes will tell you what I said or what the board members said in reply.



Please note: The information in this post is copyrighted. The proper citation is:
Rogers, L. (December, 2008). "Board meeting yields few answers." Retrieved (date) from the Betrayed Web site: http://betrayed-whyeducationisfailing.blogspot.com/