Final
STAFF SUMMARY OF MEETING

HOUSE COMMITTEE ON EDUCATION

Date:04/15/2010
ATTENDANCE
Time:01:35 PM to 03:27 PM
Benefield
X
Massey
X
Place:HCR 0112
McNulty
X
Middleton
E
This Meeting was called to order by
Murray
X
Representative Merrifield
Peniston
X
Scanlan
E
This Report was prepared by
Schafer S.
X
Katey McGettrick
Summers
X
Tipton
E
Todd
E
Solano
X
Merrifield
X
X = Present, E = Excused, A = Absent, * = Present after roll call
Bills Addressed: Action Taken:
TELL Survey Results
Assessment Survey Results		-
-


01:36 PM -- TELL Survey Results

Representative Merrifield, the chair, called the committee to order, explaining that the committee will hear two presentations today, but not consider legislation. Eric Hirsch, representing the New Teacher Center, and Lisa Medler, representing the Colorado Department of Education (CDE), introduced themselves to the committee. Ms. Medler provided background on the TELL survey, noting the survey was required as part of House Bill 08-1384 and that there was a large number of stakeholder groups involved in the development and implementation of the survey.


01:42 PM

Mr. Hirsch explained that the TELL Colorado survey results are available online (www.tellcolorado.org) and provided two handouts to the committee: the Executive Summary and Recommendations (Attachment A) and a copy of his powerpoint presentation (Attachment B). He encouraged the committee members to view school results in their districts. He further noted that the results for schools are available to the public. He reviewed with the committee the type of data available on the TELL Colorado website.

10HseEd0415AttachA.pdf 10HseEd0415AttachB.pdf









01:47 PM

Mr. Hirsch next discussed the findings of the survey. He noted that the survey found that educators are generally positive about teaching in Colorado. He highlighted that the greatest area of concern for teachers is time for planning and collaboration. He also stated that only half of the educators in Colorado agree that there is an effective process for solving problems. Mr. Hirsch explained that the survey included only school-based licensed educators (teachers and principals). The survey found that only one-third of educators reported that professional development is differentiated for individual teacher needs. He stated that this result is likely reflective of teachers reporting that they have little input in selecting and developing these opportunities.


01:51 PM

Mr. Hirsch shared that the survey found that community engagement and student learning conditions influence performance. Representative Massey asked if parental involvement is included in this measure. Mr. Hirsch responded that the survey was anonymous, so the answers to these questions were framed as how teachers feel generally about parental involvement. Discussion on the topic of parental involvement ensued between Representative Massey and Mr. Hirsch.


01:55 PM

Representative Solano asked if there is data available for schools with lowest performance on the Colorado Student Assessment Program (CSAP) and free- and reduced-lunch eligibility. Mr. Hirsch responded that he examined the results, controlling for poverty, language background, teacher and school characteristics, and found statistically significant connections between community engagement and student learning. Representative Benefield asked for clarification on interpreting the data presented on community engagement and student learning conditions.


01:59 PM

Mr. Hirsch also discussed that the survey found that teaching conditions influence employment plans. He specifically noted that while salary is necessary, it is not sufficient in capturing what they need and want in order to determine where they will work, and that student learning and school leadership are the most important conditions in teachers' plans to remain in their current position. Representative Merrifield asked Mr. Hirsch to define student learning. Mr. Hirsch defined student learning as: a belief that every child can learn; students come to school ready to learn; availability and timeliness of assessment data; and the data is used to inform instruction.


02:04 PM

Mr. Hirsch discussed the differences between teachers who stay at a school and those who choose to relocate to another school, specifically explaining that school leadership matters in a teacher's decision to stay, even when the data is controlled for poverty. He also noted that teachers' and principals' perceptions vary on teaching conditions. Representative Benfield asked if there is a way to see on a school-by-school basis how the perceptions match up.









02:13 PM

Mr. Hirsch reviewed the findings around new teacher support, specifically noting that one out of five new teachers reported that they were not assigned a mentor, and that of those assigned a mentor, about one-third never received support from their mentor in analyzing student work, reviewing student assessments, or developing lesson plans. Representative Solano asked if it was possible that this occurred because of the lack of time to plan and collaborate. Mr. Hirsch responded that her assumption was fair and reasonable.


02:15 PM

Mr. Hirsch reviewed the findings from principals regarding support from the school district. Representative Solano asked what constitutes administrative duties. Mr. Hirsch responded that was not explored in this survey, but that a second iteration of the survey will be conducted in Denver Public Schools (DPS) through funding from the Bill and Melinda Gates Foundation that would look at more specific information. Representative Solano stated that it is important for principals to spend more time with teachers. Representative Benefield asked if all 178 school districts are included in the survey and if there was a lack of access in certain parts of the state because of technology barriers. Mr. Hirsch responded that technology was not a barrier, but rather time, concern whether the survey is anonymous, and what value will be garnered from the data were the largest barriers to participation.


02:22 PM

Representative Solano asked Mr. Hirsch to define principal support. Mr. Hirsch responded it looked at factors such as: support from central administration, sufficient licensed staff. Mr. Hirsch concluded his presentation by reviewing the recommendations based on the survey results:


02:28 PM

Representative Summers asked if there are any surveys of parents' perceptions of community support, teachers, and principals. Mr. Hirsch responded that teaching conditions data will be collected from students in the DPS project and instructional video will be captured of classroom learning.











02:32 PM -- Assessment Survey Results

Jo O'Brien, Assistant Commissioner, CDE Office of Standards and Assessments, provided the following handouts to the committee:
She discussed the purpose of the CAP4K program, which was created under Senate Bill 08-212 and outlines a plan for updating the state's content standards and assessments. She then discussed the assessment survey that was distributed in October 2009 and available until December 31 that discussed the current assessment and future assessments. She reviewed the main findings of the survey, noting that respondents indicated a more accurate indicator of student knowledge includes:

02:37 PM

She also noted that the survey found that there was a split on whether assessment performance should be tied to grade advancement. She noted that during the tour there was an interest in having formative and summative assessments. She also discussed the work of the assessment advisory panel. She next discussed the 13-city tour that the CDE and DHE held jointly. She explained that a clear theme emerged from the evening tours: timely and meaningful results for parents, students and higher education; portable results that can get the student a job or into school; and diagnostic results that can be used to inform instruction.


02:44 PM

Representative Peniston expressed concern that the public of Colorado surveyed believes that result should not be tied to teacher/school performance but there is a push to do so legislatively. Representative Benefield asked if an assessment model that is adopted that allows students to take tests when they are ready, would negatively impact the Colorado Growth Model. Conversation on this topic ensued.


02:51 PM

Representative Murray commented on Representative Peniston's earlier remarks about assessment results being tied to teacher/school performance, noting that the majority of the respondents were educators. Representative Solano asked if there is any portion of the CSAP that is preventing timely feedback. Ms. O'Brien responded that there is a five- to six-week window to administer the exam, and then additional time for scoring. Representative Solano asked the turnaround time for the writing exam. Ms. O'Brien responded that the results are available by June. The committee also discussed the issue of educators grading the new assessments that are being contemplated, such as portfolio work, and the time it would take to accomplish this task.


02:57 PM

Representative Todd discussed the demographics of the respondents, noting that only 72 parents responded and 7 members of the business community. She expressed concern of the lack of participation by citizens outside the education community. Ms. O'Brien responded that the survey was one aspect of the public input gathering, and that the CDE-DHE tour had a higher attendance of a more diverse population of people. She noted that a common theme from the public is providing students with no-stakes feedback and that the goal of assessments should be preparing students for postsecondary and workforce readiness.


03:03 PM

Representative Peniston commented that Adams School District 50 is piloting a program to allow students to determine when they are ready to take assessments. Representative Todd discussed pros and cons of this method, sharing her experience as a teacher utilizing this model. Discussion on this topic ensued.











03:08 PM

Ms. O'Brien discussed the pilot program for the PWRA, which CDE was required to implement under Senate Bill 08-212. She explained which assessments a school could select to use in the pilot, which included: ACT EXPLORE and PLAN; NWEA Measures of Academic Progress; Armed Service Vocational Aptitude Battery; PSAT; or PASS. She reviewed the data analysis conclusions (a summary of the findings are available in Attachment D), and noted that the majority of student participants were Caucasian, which probably skewed the results. She further noted that the value of the next assessments will be in providing clearer feedback on postsecondary and workforce readiness. Representative Solano asked what the turnaround time was for the pilot assessments. Ms. O'Brien noted that the turnaround time varied, depending on the assessment. Ms. O'Brien shared the results from the survey provided to students and schools at the end of the pilot.


03:17 PM

She concluded by providing the committee with national assessment information and federal grant opportunities to assist in funding assessment revisions. She explained that there is a Race to the Top opportunity and the Comprehensive Assessment Act. She noted that the total amount available is $350 million and that states can apply as a consortium.


03:22 PM

Representative Solano asked about the role of the stakeholder and advisory committees. Ms. O'Brien responded that their role is to take the public input and national research, meet every six weeks, and provide recommendations based on that information to the State Board of Education by December 2010. She further noted that the two groups work together in developing recommendations and reviewing information. Representative Solano asked how many teachers are on the committees. Ms. O'Brien replied that she does not have the information available, but that she can provide that breakdown to the committee.


03:27 PM

The committee adjourned.