LIVE BLOG: Common Core Forum at Mineola High School

6:46 p.m.
Carle Place parent: Can you guarantee that when my son applies for a job that they can't buy his information?

King replies that the data is collected and they do everything possible to ensure the security of that data. It cannot be sold. They are strictly prohibited by law to sell it.

Parent replies that there are always ways of getting the information and King says that although there is always a security risk involved, but every security measure is taken to keep it protected.

Martins adds that once all that information is put in one place, it makes it vulnerable to theft.

6:33 p.m.
Manhasset parent asks whether In Bloom data will be provided to vendors and will the information be used for research.

King responds that In Bloom is a non-profit so no money will be made, but the data will be available to districts to use and target areas of improvement. Data can only be used for a service the district allows.

6:28 p.m.

Martins says parents are going to do what they think is best for their child and that may be an organized opt out, but there is a sense that there is no consequence to the school district.

King replies, no, not that there are no consequences. There is value in assessments.

6:23 p.m.
Teacher asks what are the ramifications of students opting out of testing and expresses a concern that a student cares how a test made them feel, not what it meant.

King responds that he would encourage participation in the tests. School, state level, are a part of the academic part of the school. You can't opt out of a biology class. Fed gov't has a participation threshold which contributes to accountability status. 

It's a "moment in time to do something that may be challenging" but will help support and benefit teachers and their school. Better that they should have these challenges in school with a support system of parents and teachers than to have students arrive at college and find they are unprepared or arrive in the workforce and find they are unable to participate.

6:20p.m.
Forum time extended an extra 20 minutes to allow for more questions.

5:53 p.m.
These tests are giving us more information on what our kids can't do, not what they can do...These assessments are clearly not appropriate, takes time away from valuable schoolwork. I wonder how many of the teachers you talked to were teachers who actually worked with these kids [with IEPs or disabilities].

King responds that they were not intended to have students be asked to do things they are not capable of doing. Should have more conversation about that. We should spend more time. The challenge is the gap between the 1 percent and the standards of gen ed assessments. That's the reason we're working with USDOE. 

5:42 p.m.
Port Washington parent asks how much money in unfunded mandates has NYS spent on all costs to implement APPR, man hours to complete paperwork, tech improvements, common core training, costs with upgrading new tech, costs for professional development. What entities or corporations are benefitting?

Common core is about redirecting...40 states are changing teacher evaluations, the evaluations are about repurposing. If a district decided to purchase tech or other expenses, that's a district decision to spend the money...There are adjustments on how things are spent, reflecting work and progress with common core.

NYS receives $2B in funding that is tied to state requirements...As policymakers, it's easy to accept money, we need to fully understand what the impact is at the local level.

5:29 p.m.
Sen. Martins: Has there been thought into letting high performing districts to continue with their historic rubric because of their demonstrated success? How does APPR improve the quality of education? We have an evaluation system that adds nothing to the quality of education. School districts are spending hundreds of thousands of dollars to implement.

King replies that the number an quality of observations and feedback has improved and increased. People may have different views about student performance component, but evidence statewide is that it has.

Martins says see what it's like when they don't know you're coming. If you're visiting a school, don't announce it. Audience applauds.

5:11 p.m.
Mineola Superintendent says, "We're spending a lot of time putting together a score for teachers and it's worth 20 percent of their score, the anxiety level feels like the basis is 100 percent of evaluation is based on scores. How are we getting this message out, that it isn't as high stakes as we think they are?"

King responds that 20 percent is based on student growth, state tests are a portion, but only a portion among multiple measures for testing.

5:00 p.m.
Westbury School District teacher says, "Nobody thought about the kids. Yes, I want my children to go to college and for my students to be college ready, but I also want them to have a sense of self worth."

4:51 p.m.
King, in response to parent asking about children being stressed and only doing test prep: "I have the same concerns. We don't think tests should be the sole factor in school evaluations. The perception that evaluation is based on test scores alone is not our position."

4:40 p.m. New Hyde Park-Garden City Park rep asks how parents and teachers know they are heard. "We need to know that you hear us. How can your department really tell us you hear us, not just quoting statistics?" You've heard many valid concerns. When you hear from these individuals, you're hearing from the front lines.

She adds, "We need to know we're on the same team here. We're trying to educate our children. Right now, your department is seen as the enemy. Somehow, we need to come together...that would be best for the children."

4:33 p.m.
Herricks School District representative expresses concern that, with regard to companies like Amazon, Pearson, and others have corporate interests, how are standards education and not marketing?

Audience applauds.

There are teacher portal tools, but other districts cant afford it. Non profits invested in a project to make it possible for states to lower the costs of those tools.

4:25 p.m. Manhasset Board of Education President: Since time cannot be purchased, I urge you to slow down the implementation of common core standards. The two percent tax cap is no help either. Audience applauds.

King replies that there will be a robust debate on school aid. $1B was invested in state aid but were still below the needed amount. I wish I could say resources were on the way. The reality is that we face a lot of economic constraints. 

4:17 p.m. Port Washington representative asks, "What data do you have to show that your assessments are better than ours?"

King answers that districts should meet their own assessments but there is a need to address a common assessment. There's a need for a common set of standards. Federal law gives that responsibility to states. They are one of multiple measures taken to evaluate.

4:14 p.m. Shiela Sloan from Great Neck asks: If item analysis is not tied to my students, how do I know what my students can do and can't do?
As a teacher, I find this absolutely unhelpful." Room applauds.

4 p.m. Forum begins.
Teachers gather outside Mineola High School and rally together. Click here to watch video of the rally.