Allentown Teacher Describes Real Consequences of Teacher Cuts

ASD teacher Deb Brobst with her students in DC, 2010

 Terrific Allen High School social studies teacher Deb Brobst posted a comment at this blog, and I think it deserves attention. Congratulations to Deb on her retirement, and thank you Deb for your years of service, and efforts to improve the ASD. Deb has been a tireless advocate for students, frequently speaking at school board meetings and rallies.

"ASD has closed its eyes to the destruction of the public school education that it is supposed to protect. The public does not understand the true repercussions that have been caused in the daily life of an Allentown public school student. With the cut of 25% of the teachers in ASD in the past 3 years, much of the curriculum has gone by the wayside. Students in the high schools have to take the 4 core subjects of English, Math, Science and Social Studies (only 3 years). Most of the electives are gone. No more Law Academy, No more Science and Fitness Academy and now, no Dance Academy. Without the electives, many students have no way to explore a subject that interests them more fully: the law science, physical science, artistic expression and so many other interests that could be stimulated with a complete curriculum. Instead we will have a "minimal" curriculum. One that does not stretch the imagination, call for higher thinking, asks the great questions, teaches to fix the ills of society. There is no outlet for the curiosity and creativity of the mind without the course choices previously offered in abundance. 

ASD has been "bare bones" for the last 3 years. Now, it will be at the marrow. The last 3 years have seen a 25% reduction in faculty with only a 4% decrease in student population. The District has seen no such decrease in administrators, rather an increase. I am wondering, who will teach the kids? Certainly not an administrator, since their eyes have been closed for too many years to the actual day to day life of the public school student. I am also wondering, how will students in overcrowded classrooms (do the math) be able to learn? It will certainly be harder. Harder to hear the teacher, harder to see the board, harder to ask a question, harder to have one on one time with a teacher. I am also left to wonder one last thing: how is a teacher to get through the curriculum of a course with 6 weeks taken out for Standardized Testing? Why are we paying for PSSA Tests, at all? 4-Sights and Keystones all take a toll on curriculum requirements. Will this mean that a teacher cuts into the required information for the course year, or does that mean the course gets watered down by the District in order to justify constant standardized testing? 


No matter which way you slice it, ASD is just about dead. The cuts that started 3 years ago and continued this year are not done, yet. Stick around. It will get worse!"

Calling out ASD Board Directors for Crimes Against Children

Allentown School Board Directors

 I believe the ASD's "curtailment plan" to cut teachers and vital programs is a crime against children because it robs them of their right by law to a quality public education. Teachers should never be cut, no matter how dire the district's financial situation. The board and administration have ignored public outcry against the harmful plan. After attending several recent school board meetings, I have concluded that ASD is mismanaging funds, the test and data driven curriculum is a disaster, and both the administration and majority of board members are immoral and not qualified to make decisions on education. But a minority of three on the board are advocating for children- Joanne Jackson, Ce-Ce Gerlach, and Julie Ambrose. I do appreciate the efforts of these strong and intelligent women.

All board members should be focused on the big picture of making sure ASD students receive a quality education, as mandated by the constitution. Instead, divisive and arrogant board directors Scott Armstrong and David Zimmerman use their positions of authority to grandstand about politics, bully teachers, parents, students and fellow board members while offering no reasonable ideas. I have written about them here and here and here. And it's very disturbing that ineffective directors Lamb, Bishop, and Zimmerman were recently re-elected to serve on the board. Allentown is headed in the same direction as Philadelphia and Chicago, where schools are being closed, resulting in destabilized neighborhoods where children's safety is at risk. The following commentary on the situation in Philadelphia is exactly how I feel about the outrageous "curtailment plan" recently approved by a majority of Allentown School Board Directors:

PHILADELPHIA: the school decimation budget through the eyes of a Temple student:
"These cuts should not be understood as a simple response to the current economic climate or lack of public funding in Philly or PA. These cuts should be understood as crimes committed against young people and workers; they should be understood as forms of structural violence in that these decisions will create incredible social harm in young people’s life choices and eliminate their access to community, recreation, mental and physical health services, mentors, creative outlets, higher education, employment and a meaningful culture of learning – in the one of the most impoverished, incarcerated, racist cities in the US – our nation’s birthplace nonetheless." Read more:
http://teacherunderconstruction.com/2013/06/01/a-response-to-philadelphias-budget-cuts/

 Allentown schools have also been decimated by deep cuts to teachers, including cuts to vital programs and services for children.

Art, music, physical education, and library are mandated as core subject areas under the Federal No Child Left Behind Act, and also under PA state law, and these programs should never be cut or reduced. Allentown SD plans to eliminate 132 teaching positions. Over the past 3 years nearly 400 positions have been eliminated. Related arts will be nearly eliminated. The curtailment plan will narrow the curriculum to mainly test prep, robbing children of their right to a quality education, robbing children of equal opportunities to discover their talents. It will put children in an unsafe learning environment where their needs can not be met. Classes will be over crowded. It will be less than bare bones. It will be educational malpractice, child abuse, and a violation of educational ethics. Would you want your child to be educated in this harmful environment? Parents will have no choice but to protect their children by leaving ASD. This is a quote from an ASD teacher working on the front lines of this impending disaster:

 "132 more cuts -- more than 1/4 of our staff over three years. Our school balance WILL shift away from safe. Our education program WILL become so basic that it will not be able to sustain itself.
I believe that certain board members truly do not know how devastating an impact this will have on our students and this city. I also believe those that don't should not have a voice in an education forum and must be removed. 

Out last round if cuts was absorbable to a point. This one is not."

The incompetent school board directors who approved the harmful "curtailment" plan are Ellen Bishop, Debora Lamb, David Zimmerman, Scott Armstrong, Andrew Weiss, and even board president Robert Smith Jr. Smith voted "yes" after he got what he wanted- restoration of full day kindergarten. But related arts and full day kindergarten should go hand in hand. If you are going to restore full day K, you must also fully restore related arts! What a mess.

I believe that there is no hope for the ASD unless the six unqualified board members are removed, along with incompetent and defeated superintendent Dr. Mayo and other top administrators. Let the teachers run the district! Hold the Mayo accountable! He has no ideas, and has continued with Dr. Zahorchak's crackpot plans and failed business model. This is SHAMEFUL AND DISGRACEFUL. This is an OUTRAGE. These people are weak leaders, and they do not understand that their short sighted decisions will have huge negative consequences. These cuts will never heal. These people are not qualified to be making decisions that impact the lives of our children. The cuts are a disservice to children and community, and an injustice. These people must be called out by name, and held accountable. Only the worst kind of criminals would rob children.

A Party for the General

Mixed media painting on plywood

ASD Board Director David Zimmerman's Insensitive Email to a Parent

David Fehr Zimmerman

The following is a letter to the school board from an ASD parent:

Before you vote on cutting the arts in the Allentown School District, I ask that you watch this TEDx talk by Brian Pertl.

http://www.tedxlawrenceu.com/speakers/brian-pertl/

Pertl is an ethnomusicologist, didjeridu player, and Dean of the Lawrence University Conservatory of Music.

I think you will understand my point once you have watched his talk.

Please find a way to keep the arts alive in ASD, from elementary school through high school.

You MUST find a way to do this. Our kids' futures are at stake.

Please save the arts in Allentown!

Thank you for your attention.

Ed White


 Here is the insensitive response from ASD Board Director David Fehr Zimmerman:

When we get our priorities straight and provide a balanced education to all students, given the horrendous financial constraints the school district is under, then maybe I will be more attuned to more realistic and genuine initiatives addressing deficient areas.

I will not support any arts or other special interest resolution until ALL students are provided an equal education. It is unconscionable to even introduce a resolution of this type when we are considering cutting all day kindergarten.

If you want to preserve "the arts" advocate that teachers reduce their salaries to accommodate those that may be furloughed, then we will all have some more breathing room.

My focus is on the fact that we are in DIRE financial condition. We may have to consider closing schools next year. People need to begin to understand this reality. All the research in the world is moot at this point in my opinion.

David Fehr Zimmerman

My Reaction:  It is clear that Mr.Zimmerman does not understand this fact: according to both state and federal law, ASD children have a right to a quality public education. It is his job to make sure our children receive that quality education, regardless of the "DIRE" financial situation of our district. Children are the priority. Children should be his focus. He is robbing ASD children of a quality, well rounded education, in order to balance the budget, and that is what I find truly "unconscionable."  Find the money to adequately fund vital ASD programs, by choosing other areas to cut that don't directly impact our children.

An "equal" education is one that includes core subject areas of art, music, physical education, and library, in accordance with state and federal law and our school district's mission statement. The arts are mandated by law as core subject areas essential to a quality education. The resolution to save the arts is not a "special interest" resolution. Related arts are essential. Zimmerman is misinformed. The arts have already been unfairly reduced. The school board should be finding ways to fully restore the arts and provide a full time certified librarian at each building. But Zimmerman dismisses educational research, so he does not know about the importance of access to books.

Zimmerman is only focused on the bottom line, and not capable of looking at the whole picture, and the whole child. Decisions about curriculum should be based on meeting needs of students through proven methods to increase academic achievement. What are his ideas, besides asking teachers to make more sacrifices?  We must hold Zimmerman accountable, as an elected official, to do his job and find a way to provide a well rounded education for ASD kids, one which includes the arts, PE and library, just like the kids in more affluent suburban districts enjoy every day.

Full day Kindergarten and related arts go hand in hand. Zimmerman would know that if he didn't dismiss educational research in order to follow his own misguided, narrow views on education. The fact that he is a regular contributor to local blogs and forums that publish lies and misinformation, speaks to his poor judgement and low standards. He was even a regular contributor to the overtly racist Allentown Commentator online forum. He has continually ignored my polite and informative Emails on the value of the arts in education. 

Ed White gave me permission to share his letter. Ed has been a committed parent and volunteer for many years. He has spoken at board meetings and rallies to save our schools. It's disgraceful that Zimmerman would respond to a parent in the way that he did. Don't vote for Zimmerman as ASD Board Director.

ASD Board Director Scott Armstrong Continues to Blame Teachers

Arrogant, mean, and divisive ASD Board Director Scott Armstrong believes that teachers are not doing enough to rescue public education in Allentown. Here is his comment at a Morning Call article, followed by my response. The article was about parents protesting ASD's proposed cuts to programs and teachers:

Scott Armstrong · Plum Senior High School

Teachers can rescue public education in Allentown.

For some time now, many Allentown teachers have appeared before this board to express their concern for Art, Music and Physical education in the ASD and their commitment to its importance as a core subject for learning and intellectual growth. Being on education’s front line they are the experts on what motivates learning. Likewise, they see firsthand the detrimental effects of cuts in Arts, Music and Physical education.
However, they also have the power to rescue these at the elementary level for the children of the Allentown School District by simply agreeing to extend the pay freeze. In the face of dire economic circumstances/times, the taxpayers will be doing their part to balance this budget. They will be directed by this board to make a sacrifice, their tax bill will go up, and more money will be taken out of their pockets. If ASD teachers would make a similar sacrifice, Arts, Music and Physical education could be continued in the district’s elementary schools. If the teachers wanted to save more positions then they could consider a small salary decrease. The amount of salary reduction necessary to save positions could be quickly calculated by the district. The teachers are not powerless in this budgetary crisis. They could choose to do the right thing for the district’s students and their fellow teachers facing furlough. They can provide an example of selflessness and demonstrate their commitment to public education.

My response:

Teachers have made, and continue to make MORE than enough sacrifices for the children. Thank goodness qualified teachers are there every day to protect our kids from your bad decisions. Their contract has already been negotiated and for you to place more demands on teachers at this time is beyond disingenuous. It is despicable that you continue to post this disinformation, and continue to be a divisive force instead of collaborating with teachers and parents in time of crisis. 

I've been at the board meetings. You are not doing YOUR part. Where are the ideas besides teacher CUTS? All cuts should be made to administration, unnecessary testing, test prep, SIG positions, data systems, consultants, VAM, and other programs/policies that DO NOT work and rob our kids of meaningful learning experiences. How much money is spent on useless TESTING? Teachers must not be cut. We need to restore what was lost 2 years ago, not cut more. I see the damage from narrowed curricula and inappropriate testing. I want teachers to have more autonomy and not be micromanaged by administrators. 

Our kids will not be prepared for the real world where creativity and critical thinking skills are needed to be active participants in a democracy. ASD administration and YOU approve dumb plans that are not proven methods to raise academic achievement. We need an administrative "realignment." A school system should not be run like a business. Children are not data points. 

Things that DO work and are PROVEN methods are mandatory Pre-K, full day K, Arts, PE, (taught by certified specialists) and a certified librarian at every school. Access to books is critical for children of poverty, so is nutrition and health care. Librarians should never be cut! These important decisions about programs have a HUGE impact on the well being of our kids. These cuts don't heal. Please consider resigning if you are not going to put children before budget. Find the money! Public education is a right. These are OUR schools, and all children have a right to a quality education. The proposed cuts are unacceptable to parents. You are using your position of authority to grandstand about politics instead of fighting for equal opportunities for kids.

Time for Rallies, Petitions, and Protests to Save ASD

photo by Ed Pawlowski

It's time for rallies, petitions, protests, and standing up for equal opportunities for ASD students.  Acts of civil disobedience, like student walkouts are being organized as well. I would love to see a teacher walkout! I am encouraging parents to take action. So much damage has already been done to our kids since related arts have been reduced. These cuts don't heal. 

Nationally, there have been several student walkouts protesting cuts to education. There have been boycotts of high stakes state testing too, and parents are exercising their right to opt out of useless testing. Recently, there was a huge student walkout in Newark, NJ. 

Budgets are about priorities. Students must be the priority, and parents must hold the state accountable for equitable funding, but they must also hold the ASD administration and school board accountable. The ASD administration, with school board approval, has implemented curriculum changes that are not in best interest of students. I want teachers to teach to the students, not to the test. I want teachers to have autonomy in the classroom. And I want a return to developmentally appropriate practices. I cannot believe what has happened to Kindergarten and primary grades. Young children learn through play, the arts, and hands on activities-not worksheets or testing. 

Students must have full related arts taught by certified specialists. All schools must have recess and a full time librarian. Parents are NOT happy. Parents want a well rounded education with full arts and humanities.

 Cuts to vital programs and teachers will result in unsafe class sizes, where educational needs of all children cannot be met. ASD children will be denied the opportunities that children attending neighboring Parkland SD enjoy every day. This is more than an injustice, and a disservice to students and community- it is educational malpractice, and child abuse.

Photo is of the Save Our Schools Rally at Cedar Beach Park, organized by the AEA (Allentown teacher's union). Around 200 people attended. Speakers included Ed Pawlowski (mayor of Allentown), Ray O'Connell, and Julio Guridy (Allentown City Council) State Rep. Mike Schlossberg, State Rep. Dan McNeill, school board directors Joanne Jackson and Ce-Ce Gerlach, teacher Deb Brobst, parent and ASD Foundation board member Ed White, Debbie Tretter from the AEA, and several other great speakers. It was nice to reconnect and see the dedicated ASD art teachers and many fellow teacher activists! Hopefully more parents will attend the next rally. Maybe it should be held downtown where most families reside, since many may not have transportation to the west end.

Treasures...

should be treasured, not measured. This is very special student work that I will always treasure. 8th grade students used hand made paper to create books of original poetry. Students also wrote original poems in response to works of art at the Allentown Art Museum. These original art books were created during a special artist residency program with local poet Marilyn Hazelton, local artist Liz Magno, and me- the art teacher. A true integration of art/ language arts/ and art history. This is the kind of meaningful, collaborative teaching that we have lost, due to high stakes testing, data driven assessments, and cuts to ASD art programs. ASD Superintendent Dr. Mayo has told parents "don't treasure what you can't measure." What a horrible thing to say to a parent. Art work has human value that cannot and should not be quantified by data driven assessments. Parents cherish what their children create at school. It's the projects and performances that live on in our school memories, not the tests and worksheets. Stop killing joy for learning. Stop dehumanizing education.

Our children only get one chance for a quality education. Any educator or school board director who agrees to deny children artistic experiences, while saving test prep, should be booted from their position of educational leadership. Parents must demand accountability, and better leadership from our school district and school board. If you truly value the arts, DON"T APPROVE CUTS TO THE ARTS! Cut the test prep and high stakes testing which has not, and will not improve learning. By the way, many of the students who participated in this lesson were labeled as special ed, learning support, emotional support, and English Language Learners. All students were successful.

Hold the Mayo (and School Board) Accountable!

Russ Mayo, photo The Morning Call

Defeated Allentown School District superintendent Russ Mayo  released this statement to parents in response to our school board's approval of a "worst case scenario" plan: massive cuts to teachers (144) and programs, due to huge budget shortfalls. These dreadful cuts include the complete elimination of related arts (art, music, physical education, and library) in our elementary schools and a 50% reduction of arts in middle schools, plus cuts to ESOL and important intervention programs needed to properly serve the children in our district. And these cuts will come on top of the loss of over 200 positions two years ago:

"We have to shift our thinking about what we can do for our kids. This change in paradigm will be very painful initially and evolve slowly. We must make our transition together and be patient with each other as we look to the future. We must move from denial to acceptance of the speed of change in our society. We must identify what we can do well and what someone else can do better. What lies ahead of us is a fundamental shift in the way we do business that will affect our children and community for the distant and immediate future. We must streamline our mission and services; working together we can survive." You can read the whole miserable thing here.

Parents, we MUST NOT accept this "change in paradigm" that denies our children equal opportunities, and increases class size to create an unsafe learning environment! Mayo and the school board must be held accountable and commit to ensuring that all ASD students receive a quality education. Our kids deserve better. This is a crime, an injustice, and much more than just a disservice to children and community. This amounts to educational malpractice. Mayo should resign if he cannot do his job. And by the way, a school is not a business. A business is about profit, a school is about students. Other  quotable gems from Mayo include "don't treasure what you can't measure" and "we cannot be all things to all kids."

Parents should also demand the resignation of school board director Scott Armstrong, who continually bashes and blames teachers for the pension crisis. He is a divisive force, bad for our community. He uses his position of authority to promote his own personal right wing extremist political agenda, instead of working with others to do what is in the best interest of students. He has no business making decisions that impact the well being of children. His mean spirited attacks only hurt our school district.

The other board members who voted to approve "the worst case scenario" have no moral compass, and should also consider resigning. They ignored public outcry against the cuts. Those board members are David Zimmerman, Ellen Bishop, Andrew Weiss, Debora Lamb, and Bob Smith. I am very disappointed in board president Bob Smith, who told me he values the arts in education, yet he ultimately voted to approve cuts to the arts. Why would you do that Bob? Especially after listening to over 65 parents, students, and teachers at a packed school board meeting, speak passionately about the importance of related arts in schools? Thank you to board members Joanne Jackson, Ce-Ce Gerlach, and Julie Ambrose (all women) who voted NO and put our kids first!

 This is a photo of my temporary art room in the basement of Muhlenberg Elementary where I was hired to teach art as a day to day sub because the art teacher who was assigned to the school took a high school position right before school started, and ASD had to go through the lengthy process of offering the job to art teachers they recently furloughed. And they hired someone for the position with a week left in the art rotation. I am glad I was given the opportunity to teach. I taught the kids art for 8 weeks this past Fall. Kids need ART, not test prep!

Dear Allentown School Board: Make the Arts Mandatory Core Subjects

Cityscape by 5th grade ASD student

Dear School Board Director: 

 I am concerned about the well being of my child and all ASD children. I'm a parent, a former ASD art teacher, and a current substitute teacher. I believe ASD students are being unfairly denied equal opportunities for a quality education. I am concerned because the school curriculum is being narrowed to only what is tested and measured by data, with the primary goal being to boost standardized test scores, instead of providing a rich curriculum. Children are not data points, they are humans. All children need a variety of opportunities to be creative, and to discover their talents at school. 

I am concerned because there are plans to possibly eliminate 150 teaching positions, and completely eliminate related arts specialists at all elementary schools, and maybe some at the middle schools. I believe that only certified specialists are qualified to teach a comprehensive, quality arts program, and our kids deserve this high quality. Our children get only one chance at an education, and I want more than "the minimum" for my child and all ASD children. 

The arts, physical education, and library science, taught by certified specialists, are essential to the school curriculum, and should never be cut or reduced. The arts should be valued on their own, but also because they help reinforce concepts children learn in math, science and social studies. The arts help children develop critical thinking and problem solving skills, fine motor skills, social skills, appreciation for other cultures, self-awareness, joy, sense of accomplishment, self discipline, and the arts help children to create meaning in their own lives. These are all skills and qualities our children will need to be successful, healthy participants in a democracy. And arts programs also motivate children to stay in school.

Our children also deserve a safe and stable learning environment where all their needs are met. ASD students have many needs. Removing teachers from schools harms vulnerable children, and destabilizes their learning environment. If academic needs of students are not met due to staff reductions, narrowing of curricula, and teaching to the test, I believe this is not only a disservice to our children and community, but it is educational malpractice. 

I suggest that our school board mandates that the subjects of art, music, physical education, and library be CORE academic subjects that cannot be cut from the curriculum because of budget cuts. This was done in the Los Angeles Unified School District, so why can't it be done in Allentown? Our children deserve the same quality arts programs as students in Parkland and other suburban districts. Anything less would be an injustice to our children.

If Allentown can find $300 million for an arena why can't we can't find $300 million for our school children!

(I sent this to all school board directors, and Dr. Mayo)

UPDATE: From Erin Gough at the PA Arts Education Network: "Regarding the Arts as part of the core curriculum.  They already are.  They are listed as core under the Federal Elementary and Secondary Act (No Child Left Behind) and in the Pennsylvania Public School Code:

Pennsylvania Public School Code
http://www.legis.state.pa.us/WU01/LI/LI/US/HTM/1949/0/0014..HTM
Article 13, Section 1326

(1)  At the elementary school level, the following courses are taught: English, to include spelling, reading and writing; arithmetic; science; geography; history of the United States and Pennsylvania; civics; safety education, including regular and continuous instruction in the dangers and prevention of fires; health and physiology; physical education; music; and art.

(2)  At the secondary school level, the following courses are offered: English, to include language, literature, speech and composition; science, to include biology and chemistry; geography; social studies, to include civics, economics, world history, history of the United States and Pennsylvania; a foreign language; mathematics, to include general mathematics and statistics, algebra and geometry; art; music; physical education; health and physiology; and safety education, including regular and continuous instruction in the dangers and prevention of fires.

One of the largest issues facing arts programs is that while they are required in the code, there is currently no formalized statewide assessment or Fine Arts and Humanities Advisors in the Pennsylvania Department of Education so districts feel free to eliminate programs that are not a state-level priority.  They are not being accountable for having them, or having them to a certain degree. "

But individual districts can make arts a priority and NOT CUT THE ARTS, since they are considered "core academic subjects, of the same importance as math, science and the humanities." (See PA Senate Resolution No.55, and House Resolution No. 146.)

There's Always Money For Testing and Experimental Nonsense

The Extreme Dream of Technology- middle school art work

It bothers me that the cash strapped Allentown School District plans on laying off 144 more teachers, and cutting more arts programs, while students are given brand new shiny test prep workbooks and new textbooks aligned with the common core standards. There's plenty of money for implementing experimental, untested new standards but no money for teachers. Now our district plans on eliminating 144 teaching positions due to budget shortfalls. Class size is already too large, and will reach unsafe levels next year. The ASD plans on completely eliminating related arts specialists at all elementary schools, and a 50% reduction at the middle schools. At a school board meeting, a middle school teacher said that there are plans for an extra period of PSSA test prep called an "enrichment period" to take the place of related arts. So that means in 6th grade kids will have to endure 2 and a half hours of math per day. It's a crime and an injustice. Kids don't need that much math. A society that does not value the arts and humanities is doomed. Our superintendent has no creative ideas, other than cutting teachers. The majority of our school board has approved bad ideas.

Just imagine if all the money spent on useless PSSA testing and test prep like Study Island and DIBELS, data systems, VAM- the highly flawed "value added" junk science model that our district swears by, consultants, aligning curriculum to new common core standards that have never been field tested, (NCLB has been a massive failure yet we still test) was actually used for programs that are proven methods to help children learn- like access to books (full time librarian at every school), more certified teachers and specialists, more early childhood classes, access to better nutrition and healthcare, mandatory arts and humanities (fully restore the arts in every school), smaller class size, developmentally appropriate practices, field trips, hands on learning, after school activities, a para professional in every Kindergarten class, more counselors, mandatory recess and physical education, supplies for classrooms. These are proven ways to protect children from harmful effects of poverty. And one high school teacher who spoke at the board meeting, has determined that if we cut the PSAT tests, and additional testing for Dual Enrollment at the HS level, we could save 124 teachers! We must look at cutting the unnecessary and expensive testing.

 We can't fix schools without addressing poverty. Poor children are being used so testing and publishing companies can profit. Our schools are being set up for failure by continual underfunding and unfair testing. This is happening so public schools can be closed and Governor Corbett's charter school cronies can take over and profit. Our kids are NOT FOR SALE!

Why are our school boards, our administrators, our legislators of both political parties, endorsing policies that don't work? It's because of misplaced priorities- putting profit before children. There is big money in textbooks and tests aligned with the new common core standards. These scripted lessons are a quick way for teachers to implement the CCS. (The CCS will set our kids up for failure because the standards are not developmentally appropriate, and school districts are scrambling to incorporate them into the curriculum.) Funding is tied to the standards, so is teacher evaluation.

We cannot allow this kind of dehumanization of education- money and greed over empathy for others. These are our children, and they are being robbed. These are OUR schools, and we must take them back by stopping the testing and inappropriate practices. Speak up!

TIme to OPT OUT of PSSAs

My letter to ASD parents encouraging them to opt out of PSSA testing. Please feel free to share.

Dear friend and public school advocate,

Please consider opting your child out of harmful PSSA testing. Parents across the country are choosing to opt out, because we have the power to stop this bad policy that is destroying public education and robbing our children of a well rounded education. Please visit www.unitedoptout.com for more information. I strongly believe that as a parent, and a teacher, I have a moral obligation to disobey unjust laws (NCLB) that harm children. Opting out is the right thing to do. Civil disobedience is necessary because the well being of our children is at stake.

Brave teachers in Seattle have boycotted their flawed MAP test. There is a growing movement against standardized testing. Many PTAs and school boards have signed the national resolution on high stakes testing. Some superintendents in major cities have placed a moratorium on excessive testing. 11 years of testing under NCLB has not improved learning. Our schools have been unfairly labeled as "failures" based only on flawed test score data. The tests do not benefit children in any way. Testing, standards, and "rigor" won't close the achievement gap, but proven methods like access to books, a rich curriculum, recess, PE, nutrition, health care, living wage jobs for parents, developmentally appropriate practices, after school activities, pre-school, the arts, will help protect children from the devastating impact of poverty on learning. We have a very high child poverty rate in Allentown, that's why scores are low. Testing and data driven reforms are a charade, a political scheme to set up our neighborhood public schools to fail so they can be privatized. Unfortunately, both political parties endorse these bad reform policies. The following information is from my friend Dr. Timothy Slekar, head of the teacher education dept. at Penn State.

Why Opt Out of PSSAs?

After 11 years of PSSAs, childhood anxiety disorders have dramatically risen. Our children have been denied a fully comprehensive education (reductions or elimination of history, science, art, music, phys ed). Our children are being used to provide data that will label our children, teachers, school, administrators, and community a failure. Our tax money (our money) has been diverted to testing and data management companies instead of schools and children.

How to Opt Out.

1) make an appointment with the school to review the PSSA test.

2) sign a confidentiality agreement.

3) review the tests.

4) write a letter that simply states that participation in PSSAs violates your religious/moral and or ethical principles.

Sample Letter

Dear Superintendent,

Pursuant to Pennsylvania Code Title 22 Chapter 4, section 4.4 (d)(5) I am hereby exercising my right as a parent to have my child excused from any State standardized testing because of religious and philosophical beliefs.

Remember, the school personnel are not allowed to ask you to give specific details about why you are opting out. They are not allowed to threaten you with negative consequences for your child. And Keystones do not count for graduation until 2017.

So before March Madness (PSSA testing) begins please take some time to seriously consider the future of your child's education. Remember, our children only get one chance at a quality education. The PSSAs (NCLB) and the culture of high stakes testing have denied a generation of children a quality education. It is time to put an end to this punitive system. It's time to allow our teachers to get back to what they do best -- teach. It's time to demand that our public schools be given back to us. It's time to make sure our children receive the education they deserve. It's time to OPT OUT!

Please pass this along!

Angie Villa
angie.villa@live.com

Telling The Children They Are Failures

Governor Corbett has labeled my child a low achieving failure

The unfair labeling of our city schools as "low achieving" or "failing" is demoralizing to the students, parents, teachers, and concerned citizens who  work hard every day to improve our schools. Our city schools do more than educate, they are also community centers. Some schools provide food, clothing, and medical care to homeless students and needy families. When our local "newspaper" misinforms and repeatedly reports  on our schools in a negative light in order to stir up controversy, fear, or to sell papers, this damages our community. Property values decrease, and our neighborhoods become undesirable. 

My child attends a failing school. He is an honor student, and performs in the school orchestra. His school has been labeled "failing" based on one flawed standardized test. Governor Corbett looked only at reading and math PSSA scores and used this formula to unfairly label schools as "low achieving" failures. This is an injustice to students and teachers who work hard despite Corbett's deep education cuts, and the overwhelming personal struggles some students face every day. 

Children and schools are so much more than test scores. Teaching is about relationships built on trust and love. Many teachers at "failing" schools spend hundreds even thousands of dollars of their own money to purchase supplies because budgets have been slashed. Public schools provide meals for kids who come to school hungry. They provide after school activities and enrichment opportunities. They are PTAs where parents, teachers, and other citizens come together and volunteer to help children. Our city schools partner with local businesses. Our regular public schools accept ALL students, and provide services for kids with special needs, and children with behavior problems. Schools celebrate students through performances and art exhibitions. Look these school children in the eyes Governor Corbett, since you have labeled them as failures.

The only thing AYP (Adequate Yearly Progress under the No Child Left Behind Act) measures is SES (socio-economic status). Schools that serve suburban or affluent children do not have low test scores. Schools that serve poor children do. Poverty negatively impacts learning. That's a fact. The effects of poverty, like malnutrition and stress, even impact cognitive development. Standardized testing does not improve learning or benefit children. See the National Academies of Science study, or go to FairTest  for the facts on NCLB and testing. There are many studies that show NCLB has been a massive failure, yet we are still testing. I have seen the damage first hand as a teacher and as a parent of a child who has been part of the experiment for 7 years.

How about fully funding city schools, meeting the needs of students, and  protecting children from the devastating effects of poverty? How about living wage jobs so moms don't have to work two jobs and be away from kids? How about Investing in early childhood ed, providing access to books, nutrition, health care, and a well rounded curriculum, instead of testing and more rigorous standards? These are proven methods that help children learn.  

Competition and vouchers will not improve public education, equitable funding will. We have a poverty problem, not an education problem. But both political parties, and school boards are not addressing the real problems. It's time to resist education mandates that don't work. It's time to boycott useless testing that is being used to destroy public education. We have a moral responsibility to disobey unjust laws that harm children. Excessive testing harms children. Denying children recess, play time, the arts, library, and physical education, harms children and stunts creativity. Teachers in Seattle are resisting. And we must stand with them. Speak up. BOYCOTT PSSA, NCLB is the real failure, not our kids.

Just Let It Be

Should we measure a child's artistic experiences with data? I don't think so. Some experiences should not be judged- they should just be what they are. There is a personal freedom to experiencing the arts, and that should not be tamed by someone else's judgment.

Underwater scenes by 7th grade students. I just let them go with their own ideas.

ASD School Board Member Scott Armstrong Bashes Teachers

Scott Armstrong

 I attended a very disturbing ASD school board meeting on January 24th. It is now crystal clear to me that the majority of our school board, and our superintendent Dr. Mayo, are not willing to fight for the funding needed to adequately serve the children in our district. These board members are ineffective, and offer no ideas. I don't even think these people have any understanding of what teachers and students deal with on a daily basis in over crowded classrooms. They don't seem to understand education issues, or how poverty impacts learning. 

We now face the possibility of more teacher furloughs, while our teaching staff is already bare bones due to last years massive furloughs and cuts. And at this critical time, the majority of board members are not focusing on doing what is in the best interest of students. Dr. Mayo has no ideas, and wants to continue with a failed business model approach, working within a failed system, hoping that Governor Corbett sends us some table scraps. He wants a "business climate" in our schools, and is hopeful that implementing a new school uniform policy will help to reinforce his shallow thinking. I don't mind uniforms, but we don't need a business climate. We need a nurturing, safe, learning environment where all children are given opportunities to discover their talents and succeed. We don't need test prep, narrowed curriculum, and data driven instruction. We don't need more rigorous standards. A school is not a business. Businesses are about profit, schools are about students. Ditch the business model, you are an empty suit. These are our children, they are not products. Stop dehumanizing education. 

Thank you to ASD teacher Deb Brobst, for speaking up for teachers and students, and board member Ce-Ce Gerlach, who spoke up and did not approve  Mayo's plans to conduct a study to determine "the minimum" number of teachers needed to serve our students. Board member Joanne Jackson was absent from the meeting, but has informed me that she voted against the plan too. Thank you Jo Jackson! ASD serves needy children growing up in poverty, many are homeless, many have special needs. Common sense will tell you that we need much more than the minimum here in Allentown. Mean spirited board member Scott Armstrong told teachers to "look in the mirror" because you are to blame. He is a disgrace, with a narrow agenda that has nothing to do with improving our schools.

A friend of mine, a committed parent volunteer who attended the meeting with me, wrote the following letter to ASD School Board President Robert Smith.

Dear Mr. Smith:

As a parent of a fourth grader at Muhlenberg, I attended last night's board meeting due to grave concerns about the direction and future of the district.  It would be an understatement to say that my concerns were in no way alleviated by the discussions and votes conducted in the meeting.

As the parent of a special needs student, who is eternally grateful for the expertise, experience, commitment and compassion consistently demonstrated by my son's teachers throughout his school career, I was particularly appalled at the tone, attitude, statements and implications displayed by Scott Armstrong at last night's meeting.  It occurred to me that, if one has such disdain and disrespect for teachers -- the people who do the actual work of a school district -- then perhaps one should not serve on the school board.  I also feel that Mr. Armstrong's statements and implications were inflammatory and misleading to the public audience at the meeting.  Even I, with a quite rudimentary understanding of the pension situation, know that to blame teachers and their compensation, including pensions, for our ongoing budgetary crisis is simplistic and unfair, not to mention extremely divisive and unproductive.  I have to assume that Mr. Armstrong knows that as well, as does the rest of the board.  

I am willing to consider that, perhaps, Mr. Armstrong was having a bad night.  I can also certainly imagine that there is enormous history and significant dynamics between teachers, administration, and the board, which has to create a great deal of frustration at times.  I can even consider that Mr. Armstrong is a truly good person who is doing an incredibly difficult job.  However, Mr. Armstrong should understand that not everyone is as charitable as I, with great effort, am trying to be.  He runs a serious risk of simply appearing unprofessional, arrogant, and as having a personal axe to grind that has nothing to do with the needs and best interests of our students.  At this critical time in our district, we should be completely focused on advocating for, and protecting the educational rights of our kids.  This requires collaboration among teachers, students, parents, administration, board, and community -- now.  We do not have the luxury of petty arguments, blaming, and grandstanding.  I have directed this correspondence to you, as the President of the board, because you are, of course, a key leader in this effort.  

Thank you very much for your service to the district, and your consideration of my feedback.

Lisa Figueroa

Charter Schools: Not Really Public, Not Really Better

Art work by one of my 7th grade students, regular public school

Public education is grounded in the belief that all children deserve equal opportunities for a quality education. If you send your child to a public school, and support this concept of equality, then you should also be willing to advocate for other people's children, not just your own child. I don't believe that charter schools are really public schools. Charters can choose their students, while public schools must accept all students, and meet their needs.

When I first heard about a free public "Arts Academy" charter school opening for grades 5-8 I was excited because the arts had just been drastically reduced at my son's elementary school. I was even thinking about applying for a job. And I've always believed that all subjects should be taught through the arts. But after pre-enrolling my son, and finding out more about the school and charter schools in general, I changed my mind. My son was not too interested anyway, since he is only 11 and not really ready to focus on a career path. He enjoys baseball as much as his music, movie making and other creative endeavors. Right now he's into cooking, since he's experiencing home economics class at school.

The arts charter school holds auditions, which they call "interviews". They have a strict behavior policy and will not accept students who have been suspended or have behavior issues.  I believe that all children deserve equal opportunities to discover their talents at school. Even the kids who misbehave and may be suspended. In fact, the "bad" kids are usually the ones who benefit most from the arts, and really need more hands on learning experiences. Before this royal academy of the arts even opened they were boasting about academic rigor and world class excellence. The woman I spoke with on the phone even told me that they would never allow students to waste time coloring, like they do at public schools. She assured me that students will be focused on academics at all times. Really? Well I've found that for many students coloring helps them calm down, and helps with hand eye coordination and fine motor skills. And kids enjoy coloring. Hmmm. I did not get a good feeling from this person on the phone, and I did not like her rigid tone.

 Here's what I think- since the charters can skim students, they are not really public schools, and should not be supported with public money. Charter schools can send kids back to the regular public schools if they misbehave, or even if they don't do well on standardized tests. This is how charters can claim to have high graduation rates, and high test scores. That's cheating!  I cannot support charters. They can make up their own rules and curriculum. Some charters even refer to their principals as CEOs! There are all sorts of  problems with charters. The whole concept of charters lends itself to cheating, profiteering, and corruption. That's not best for kids.

The Arts Academy Charter school for grades 5-8 was started because arts programs are being cut, and parents want schools with strong arts programs. The charter operators seized on this opportunity to fill a void. Due to budget cuts and lack of real leadership, the arts have been greatly reduced in the ASD elementary schools, but not in the middle schools. So is this new arts school really needed?  Do 5th graders and middle school students really need to focus on a specialized area of study?

Some parents of students in our district feel like they have no choice but to send their kids to charters, since the neighborhood public school has become an unsafe learning environment. There is bullying and severely disruptive students at our middle schools. Parents are looking for alternatives. I can understand the appeal of schools that have well behaved kids. And to add to this, our governor has unfairly labeled our city schools as "failing" based on PSSA reading and math test scores. Parents are now offered "opportunity scholarships" (vouchers) to send their kids to religious or private schools. We now have resegregation in our neighborhood schools. So much for diversity.

Does the Arts Academy really offer more arts than my son's regular public school? They claim students are immersed in the arts for the entire afternoon, after a morning of rigorous "academics." Wait a minute, the arts ARE academic! Arts should be integrated with reading, math, and science. All subjects should be taught through the arts, but they are not, they are separated at the Arts Academy. Hmmm. Students can choose to focus on visual art, ice skating, dance, vocals, or instrumental music. Ice skating? Hmm, that's rather specialized and seems like a waste of tax payer money.

Let's compare: At my son's "failing" middle school he participates in the orchestra, talent shows, there is drama and dance, they have a chorus, a band, free music lessons, art class, tech ed class, music class, foreign languages. He does get physical education, sports, clubs, lots of after school enrichment opportunities. He has family and consumer science class (home economics) where he gets to be creative. So he is getting the arts, probably just about as much, and maybe even more than the elitist and experimental Arts Academy of world class excellence.

Courts have ruled that charters are not public schools.  It's complicated. Charters funnel public money into private coffers, with no public oversight.  And some of our state legislators actually sit on boards of charter schools. Shame on them. I don't think it's right that public money is used to benefit a chosen few at an arts "academy" while poor minority kids are being denied the arts. Fund our public schools and make the arts mandatory at every public school!

Speaking Up For Children: A Conversation With Academic Administrators

Me and my son Gianni, who is a 6th grade student

 On Wednesday 12-12-12, I met with Chief Academic Officer Dr. Tina Belardi, and Carol Hagenbuch, Director of Literacy for the Allentown School District. The purpose of the meeting was to discuss my concerns regarding the new integrated language arts curriculum in 6th grade, which has embedded social studies into language arts, instead of teaching it as a separate subject. I used this topic as a springboard to discuss some of my other concerns about school. I approached the meeting in a warm and open manner, and decided to be myself, and not try to be overly formal or analytical. These are human issues that impact my child's well being. We must be open and honest.

The administrators agreed with me on several education reform issues. Because I am a teacher who taught in the district pre-NCLB, I framed my concerns within the context of how much better school was before high stakes testing and data drove the curriculum. They seemed to be in agreement, and said that now they are constricted by state mandates, and are operating under budget restraints. Dr. Belardi said they are not "taking away" any subjects. They explained the integrated language arts curriculum, and answered all of my questions below. I showed them all of my research, and we covered most topics I wanted to cover (including unreliability of VAM, excessive testing, cuts to specials, importance of social studies, inappropriate double math period of seat work). 

Dr. Belardi told me that  that double math in 6th grade  should NOT be seat work for 90 minutes, but blocked like "guided math" in elementary school, and that she will be looking into that. Teachers are trained to teach blocked lessons. Also, they explained the new 6th grade SS integration with language arts, how it aligns (hate that word) with new common core standards, and that is the direction we are headed- a more integrated language arts. She said it's more "applications oriented", mostly informational text, but it's supposed to be more in depth, to develop critical thinking skills. I am skeptical of new standards that have not even been field tested, and are being imposed under Obama's Race to the Top. I am afraid these new standards may be developmentally inappropriate, and too advanced, (what they call "rigorous") and will set our students up for failure on new state exit exams (Keystone exams). I despise the words "rigor" and "aligned." Teachers must teach to the student's strengths, not to the unrealistic expectations of a "standards aligned system." 

Mrs. Hagenbuch explained how the social studies standards are taught.  She provided an example of the integrated language arts curriculum for the month of October. She said teachers enjoyed collaborating to write the new integrated language arts curriculum. I still disapprove of the plan and said I still think SS should  be taught as a separate subject because it is such a broad, essential subject that should be studied in-depth. And the study of SS is vital in promoting an engaged citizenry. It specifically prepares students for life in a democracy.  I told them I will continue to fight for full restoration of specials taught by certified specialists, and social studies as a separate subject. They did not convince me that the integrated language arts course is best for students.

One thing that was a bit disturbing was Dr. Belardi's reaction when I told her that I believe teachers can conduct their own assessments on students, and that they don't need to be bogged down with all the data  collecting. Her reaction was "well, not really." Why doesn't she have more confidence in teachers? She believes that the test score data is necessary, and should be included with other data like teacher's formative assessments, behavior, etc. But I believe that the test score data is given too much weight and drives all decision making. I told her about how my son's interim test scores and PSSA test scores never made any sense or showed growth, and are inconsistent. And I expressed my disgust with the test score data charts displayed in the hallways of Muhlenberg Elementary School. They view those charts as a positive, because it motivates children to do better. I strongly disagreed and told them that those charts are demoralizing to children, and student work should be displayed, not test score data. 

I told them about a superintendent from Maryland who is resisting the testing mandates, and that there is a growing movement across the country of resistance to education reform (NCLB and Race to the Top). I encouraged them to resist, and told them I will continue to inform parents about the harms of high stakes testing and narrowing of curricula. And I will continue to fight against harmful and ineffective state and federal mandates. I used strong words like "abusive" and "educational malpractice" to describe high stakes testing, test prep, and narrowing of curricula. I mentioned the national movement to opt children out of useless state testing. (See UnitedOptOut.com) I mentioned Parents Across America. I think it's good that we had this conversation, I hope it encourages these administrators to think about pushing back against bad policy, instead of just following orders. I know we need a massive grass roots resistance, and acts of civil disobedience (opting out of testing) to really make a difference. They told me to feel free to contact them in the future.

I feel good about the meeting, and that we had the conversation. I think more parents and teachers need to start being less fearful of school district administrators, because fighting for children must be a priority. My son has been experiencing severe headaches during the double math period of seat work and worksheets. He's afraid to speak up out of fear of getting detention. I know that it's too much for him, and it's harmful, and it's not developmentally appropriate for children to do seat work for 90 minutes in one place. The teachers must change the way they are teaching math. The amount of boring math drilling that these kids endure every day amounts to child abuse. And sometimes the entire class is punished with more worksheets if they talk too much in class. Enough is enough. Math is not that important. And 11 year olds do not need to be ready for college.  

Read this study on impact of double math period in an urban middle school
"As the data shows, boredom in the classroom led many Romero students to question whether they wanted to attend college. Future research should examine the extent to which boredom in the era of high-stakes testing curtails students’ college aspirations and perhaps even results in a peer culture that rejects the pursuit of higher education."

“One has a moral responsibility to disobey unjust laws.” 
― Martin Luther King Jr.


Breaking News: The principal at Trexler Middle School, Mr. Serensits, would like to meet with me next Tuesday. The supervisor of instruction, Mr. May will be there as well. I am going to demand some changes, and make sure they are implemented. And I will ask these administrators to join me in a resistance against bad education reform policies! I hope this motivates other parents to do something! What could be more important than our children?

My Questions: 
1. According to the Pennsylvania Standards Aligned System, there are 93 standards for 6th grade social studies. Those standards are divided into the following categories: history, civics and government, economics, geography, and common core standards.

a. How are these standards implemented within the language arts classroom? 

b. Will all 93 standards be taught? 

c. For example, how is this standard "Explain the social, political, cultural and economic contributions of individuals and groups from Pennsylvania" taught? 

3. How will students be prepared for the Keystone State Exams if they were not taught a comprehensive social studies curriculum in grades K-6? 

4. Please provide an example of how the 6th grade Math teachers are implementing blocked lessons (similar to "guided math" in the elementary schools) into the 90 minute Math period? 

5. How much time during the 90 minute math period is spent doing seat work and worksheets? 

6. Why are students completing Math homework during the 90 minute Math period, and why isn't that time used for hands on Math activities? 

7. Have 6th grade teachers been trained in teaching blocked lessons in Math?