Reciprocal Rescue Story About Our Dog, Gatsby, as it appeared on cleveland.com

http://www.cleveland.com/faces-of-the-suns/index.ssf/2016/12/gatsby_filling_void_for_family.html

 

‘Gatsby’ filling void for family, now will serve as therapy dog; send us your pet-rescue stories

Melissa Marini Svigelj-Smith, of Berea, found the perfect furry companion when she rescued Gatsby, a Lab-pit-bull mix.

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By Special to cleveland.com

on December 15, 2016 at 9:12 AM

BEREA, Ohio — We got our dog, Gatsby, from the shelter on West 7th in Cleveland. He was nothing but a big head and bones with a really dull coat of fur whose color was indistinct when we got him. He’s now a healthy, shiny, chocolate-colored happy guy. He overcame a lot, including separation anxiety. I can’t imagine life without him.

We initially sought a lab-pit mixed dog because my son stayed with us in between college and his move to Nashville for about a year with his lab-pit mixed dog,  Ace, and I thought bringing in Gatsby would help ease the pain of the separation we would feel once my son and Ace moved. I tried to get my son to leave Ace with us, but he told me that getting Ace was a life-long commitment, not just an idea he had in college. I thought to myself, “darn it, why did I raise a responsible, caring kid?”

Even more… I work with young people as an educator at the Cuyahoga County Juvenile Detention Center and Gatsby is about to pass the first part of his certification process towards being a therapy dog with the help of a trainer who specializes in working with dogs from shelters.

This amazing trainer also runs the program at Grafton, which offers dog training through the prison facility for dogs waiting to be adopted.

A colleague who works with autistic students gave me the idea to train Gatsby as a therapy dog. The majority of my students come to me at varying levels of crisis and trauma.  I believe Gatsby and my students will benefit from his intelligent, gentle, and loyal disposition once they begin to interact. Before my grandmother passed in September this year, we took him with us to visit her at a nursing home and the residents loved him there.

In the end, Gatsby may have been rescued, but he also  saved us from feeling completely devastated when my son and Ace moved, brought cheer to residents at Saybrook Landing, and he’ll ease the spirits of kids in detention in our county facility once we finish the therapy training process.

It makes me so sad to hear about breed bans because my pit-lab is the sweetest, most loyal, and fabulous dog anyone could ever ask for. Every time he wants to meet a new dog, he bows down and waits for the dog to approach. The only time I’ve ever witnessed aggression, is from little dogs yipping and lunging towards him.  He just walks away.

Those are the chapters of my dog-rescue life. I hope that others open their lives to the amazing potential of rescue love.

Melissa Marini Svigelj-Smith

Berea

Have you rescued a companion animal that is now part of your family? We’d like to hear from you. Tell us something about your pet – all species are welcome – and send along a photo of the two of you. Be sure to tell us which community you live in. Send everything to Linda Kinsey at lkinsey@cleveland.com.

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dgwlkr5 days ago

What a great story. Sounds like Gatsby is touching many lives.

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VP of Discontent6 days ago

Thank you for the beautiful story, Melissa, and thank you for saving Gatsby…although it sounds like he saved you as well 😉

 

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Finding Educational Justice in the Justice System for Students with Disabilities

Post for Special Education Consultants Group     

In Cuyahoga County, Ohio, students can be adjudicated prior to age 18, or sent from the juvenile detention center once they reach age 18, to the adult county jail pending the outcome of their case. A couple years ago, I learned that access to education services are scarce to nonexistent at the adult county facility in Cuyahoga County. Appalled for all students, I began reaching out to local government officials at the county level. Outside of a meeting with a community liaison at the county executive’s office during the summer of 2015, I was largely ignored or dismissed. I then began reaching out to the Ohio Department of Education, Disability Rights Ohio, and to representatives and senators on a national level, lobbying my senators and representative in Washington, D.C., during the summer of 2015. At the end of the summer, I realized that most folks in government don’t really give a rat’s tail about this practically invisible population of students. It was also then that it occurred to me that a significant number of the students sent to languish at the county facility for extended lengths of time without access to education, often still had active Individual Education Plans under the Individuals with Disabilities Education Act, and that not offering services was a violation of their civil rights. I filed a complaint with the Department of Justice against the state of Ohio because students are assigned to the Buckeye United School District once they leave the county juvenile facility for the county adult facility. The Buckeye United School District includes schools under the Ohio Department of Youth Services.  

    Meanwhile, the State Deputy Director from Senator Sherrod Brown’s office responded to my outreach and agreed to visit my students at the Cuyahoga County Juvenile Detention Center, and to listen to my stories and theirs. When I did not get a timely response from the DOJ, Senator Sherrod Brown’s office followed up for me, and I received an update within a week. I also traveled to Boston in December of 2015 to meet and ask a question of Bryan Stevenson about the students I serve, and the situation of youth in adult detention facilities.

    The case initiated by my complaint was eventually transferred to the United States Department of Education’s Civil Rights Office in Cleveland, Ohio. An investigation is currently open and pending as of the summer of 2016. I do not believe that I need to explain to this educated group of people how damaging and negatively life-changing a lack of education, or the deprivation of education, can be on our young people caught in the juvenile or adult justice system. When students fight back (with the help of advocates), they receive compensatory school time, thus I have a former student in Mansfield now on an active IEP until he is 22 because he spent a year without access to education waiting at the adult county facility. For students already struggling academically, a year away from education cannot ever really be compensated. Due to the large number of people incarcerated who have disabilities and are between the ages of 18-21, I am creating awareness about this issue so that other people who care about the rights of students with disabilities can also advocate for those entangled in the very complicated maze of juvenile and adult criminal justice systems. There are many entrances into this maze, but the exits are few and infrequently include a high school diploma for those who experience it. Our communities would all be better places if that changed.

With hope for a means to justice and education for all,

Melissa

Opt Out/Refusal for Ohio 2016-2017

     It seems that the high stakes testing season begins as soon as the school year starts. For high school students adhering to the new Ohio graduation pathways and requirements, state high school exams will be administered beginning in December (next week). I don’t need to review all of the reasons that high stakes standardized tests are bogus, invalid, and do nothing to improve teaching or learning. However, if you need some inspiration for your student’s Opt Out or Refusal letter this year, feel free to read on and borrow any parts you find useful from mine. 

Greetings BMHS Staff,

Just as in the past 2 years, (my son) will NOT be participating in any Ohio State Tests, or in any tests created by AIR, NWEA, ProCore, PARCC, etc. I only want him to participate in assessments created by his classroom teachers whom we value and respect.
If you would like a more thorough understanding of my objections to the racist and oppressive practice of standardizing testing in schools, please refer to the following websites:
http://fairtest.org/racism-eugenics-and-testing-again
http://www.fairtest.org/sites/default/files/racial_justice_and_testing_12-10.pdf
http://ideas.time.com/2012/10/11/why-its-time-to-get-rid-of-standardized-tests/
http://parentsacrossamerica.org/civil-rights-discrimination-standardized-testing/
http://www.schoolsmatter.info/2015/12/the-racist-origins-of-standardized.html
http://www.huffingtonpost.com/ronnie-reese/test-bias-minorities_b_2734149.html
Standardized Testing is Racist
https://www.insidehighered.com/news/2010/06/21/sat
Once again, I realize that (my son) may do well on the state tests. That is irrelevant to the fact that he would be participating in a systemically racist institution, which serves to perpetuate oppression and a discriminatory narrative in society. I will not allow him to passively participate in a system designed to sustain a legacy of inequality in our country.
He will be taking the ACT this spring at BMHS, and should meet graduation requirements at that time through the ACT pathway. His high school graduation and his future are the only reasons I concede to the ACT testing.
I am copying everyone on this email so that there is NO misunderstanding or miscommunication that ultimately puts (my son) in an uncomfortable or compromising position; during which the principles I have raised him to espouse become in conflict with his desire to comply with school officials.
I appreciate your understanding.
Melissa Marini Švigelj-Smith

It Takes a Community: Social & Emotional Learning at a Juvenile Detention Center

The following are links to the Google slides prepared for a 5-7 minute Ed Talk at SEL in Action, a conference in Phoenix, Arizona, made possible through the generosity of the NoVo Foundation, and planned and hosted by Education First. I am very grateful that I was given this opportunity, and more importantly, that my students were given a chance to shine.

It Takes a Community  

it-takes-a-community-2

Thanks to Jillian A. for the photo. 🙂

What’s Tough about Teaching in a Juvenile Detention Center?

What’s Really Tough about Teaching at a County Juvenile Detention Center…

     Work obligations plus the generosity of family and friends gave me the opportunity to travel to various regions of America this summer. Frequently, the kind and interesting folks that I meet ask me what I “do.” When I respond that I’m an educator at a county juvenile detention facility, the response is either verbatim, “that must be tough,” or something equivalent. When I worked at other high schools in our urban district over a span of sixteen years, I would get a similar response. Then, I used to reply that kids are just kids everywhere. I would elaborate in an attempt to expand the person’s viewpoint with stories of my students’ brilliance and accomplishments against unimaginable obstacles. The past two years I have had a different reply:

Actually, no. It isn’t tough being a teacher there. I love it. I love the boys I work with. They’re just kids.

I have to explain that these young men, the majority of whom are black and brown, and from environments designed by society to perpetuate poverty and oppression, are not the monsters that the corporate mainstream media and those dominant in our society would like us all to believe. They are kids. When I look at them, I see my own sons.

But let me tell you what really keeps me up at night…

  • A country that has promoted and allowed for mass incarceration; a modern Jim Crow
  • Prosecutors who care more about putting people in jail than keeping them out
  • A system of injustice that treats a guilty, old, wealthy, white male much better than an innocent brown and poor young man
  • A city that spends $50 million on the security of visitors for the RNC, but can’t find the money to protect our city’s children from violence in their neighborhoods or a policeman’s bullet
  • A city that spends $50 million to renovate a public space downtown, but can’t find money to prevent 2,000 children from being poisoned by lead each year in their homes, or money to provide children with nutritious meals free from processed foods and full of fresh ingredients 
  • The criminalization of addiction or other health issues & the lack of services available to assist people in need
  • Tertiary prison-for-profit businesses like “Jpay” who exploit the already desperate and disadvantaged families and their loved ones who are incarcerated
  • Schools, districts and politicians who care more about scores and data than the humanity and potential that every child deserves to have recognized and valued
  • Policies from politicians that have forced schools to become pipelines to prison, rather than conduits of knowledge and discovery
  • A system that magically transforms juveniles into adults in order to bind them out of the juvenile system, and into an adult county system that doesn’t even provide students with special needs access to their federally mandated civil rights under the Individuals with Disabilities Education Act

It isn’t tough being an educator at a county juvenile detention center. It is tough to regain the trust of kids who have been hurt by dumb adults too many times. It is tough to plop spoonfuls of self esteem on boys who are used to having it scooped away, and to hope that they embrace their own worth. It is tough knowing their stories of tragedy and childhood trauma, or to read how they can’t stop seeing the violence they’ve witnessed replaying in their minds. It is tough when they tell me they’re afraid because I know they need more than what they’ll get from me. It is tough when I push them to graduate, and they tell me that they never thought they would.

Caring about the boys I teach isn’t tough.

Greedy corporations and plundering profiteers that value money more than people, and capitalism more than children, in addition to our corrupt political system, are a burden ON ALL OF US, which makes things tougher for ALL OF US.

Kids belong in school, not jails. More funding should go to education, not incarceration. The liberty of people’s bodies, minds, and souls should never be exploited for profit.

 

How Can I Make My Students Republicans?

    “I know a lot of guys here hold anger against their fathers. I don’t blame my dad for not being around,” the articulate and thoughtful young man asserted, “he wasn’t given the opportunities that other people have had.”

It is not always easy to smolder the swell of tears, that initiates in my gut and rises with a heat quickly to just below my nostrils, when I hear the compassion and maturity my students express. Working as an educator in our city’s juvenile detention center, the 16-17 year old young men in my classroom in Cleveland, Ohio, bring me on emotional roller coaster rides unintentionally and unknowingly almost daily. I smile and laugh when they reveal glimpses of the childhoods they could have, and should have had, as they earnestly work to earn a treat or certificate in class. I send silent screams of rage out into an unresponsive universe, proclaiming unfairness and injustice as the culprits that are too often the cause of my students’ circumstances. Although I never let my students see a tear fall from my usually sleep-deprived eyes, a persistent heavy sorrow weighs on my shoulders.

    Another student chimed in, explaining that an elder provided him with his gun because he thought it would help keep him safe in his neighborhood. “It’s either shoot or get shot,” he stated as a matter-of-fact. An uncertainty about their health and safety is a reality that our CHILDREN, who are often not even given a chance to grow up in our city, confront every day. Over two-thousand children are poisoned with elevated lead levels every year in Cleveland; a completely preventable toxic attack on their health and lives that we keep allowing to happen. The website Neighborhood Scout rates Cleveland as safer than only 2% of other cities in the United States. Would my students approach the police to protect them, or their rights in our city? Can my students rely on our city leaders to protect and serve them?  A 2015 Department of Justice report about the Cleveland Police Department and the Tamir Rice story are enough to understand why my kids feel like they are in occupied territory. They often feel contained and neglected, not protected.      

    As Cleveland celebrates its historic championship basketball team, Calder Cup winning hockey team, and currently winning baseball team, officials are also preparing to showcase the city to the 50,000 visitors expected for the Republican National Convention, which is less than a few weeks away. The fruits of successful collaborative efforts between government, business and nonprofit entities are evident as long-time residents travel throughout Cleveland’s neighborhoods. Colorful art murals have appeared on the sides of buildings, walls, highway bridge supports, and utility boxes. New hotels have opened in time for the convention. Additional gardens and greenery-filled planters have been placed around the city for added beauty, and extra lighting has been strategically placed to keep visitors safe and so that the city can shine. Sidewalks and roads have been repaired and paved, and new trees have been planted. A redesigned public square was recently revealed for a $50 million dollar price tag. Outside of the aesthetic appeal of the multiple improvements around the city, $50 million dollars of an NSSE grant was allocated for security in a 2015 fiscal appropriations bill “to ensure the safety of convention goers,” according to Senator Portman (R) from Ohio.

    Recently, Cleveland has been given accolades by media sources throughout the country as a “revitalized city” ready for the national stage when the potentially boisterous Republican National Convention arrives July 18th. While Cleveland is putting its best foot forward for the worldwide media attention it is likely to receive, there are questions that should be asked about the amount being spent on the downtown area to impress and keep the RNC visitors safe.

     Where is the money to keep Cleveland’s children safe? Where is the money to revitalize neighborhood centers with mentors for Cleveland’s children? Where is the money to create jobs and job training for our young people and their families? Where is the money to turn our city schools into community resource centers for students and their families? Where is the money to eradicate lead poisoning and to keep testing children for lead? Where is the money to get guns off of the city’s streets? Why aren’t our city’s children as valuable as the 50,000 visitors who will descend upon our city, then leave? Where are the children’s $50 million dollar grants and allocations?

    Some people may respond with lines about generating business, marketing Cleveland to the world, and income generated for the city. The promises of capitalist investment abound for the already affluent, in a city that has no qualms about leaving its most vulnerable citizens in segregated, impoverished, isolated neighborhoods. Others may assert that the convention hosting is about business and not about messy human issues embedded in systematic and historical racism. To both assertions I reply “Correct!” Capitalist principles should not be applied when we are discussing human beings. Capitalism shouldn’t be integrated into healthcare, education, unions, or the judicial system. Profits or marketing shouldn’t be considered when leaders are aware of children being poisoned by lead, or when children need saved from violence. If it helps though, consider what a significant investment in our city’s children right now would do for the future of Cleveland. There is a tremendous waste of human potential created by the purposeful neglect of other people’s children.

   Clearly, the safety of visitors during the RNC is important to city, state, and national leaders. How can we make the children of Cleveland as valuable as these 50,000 temporary residents to those same leaders? How can I make my students, who have tremendous insight, resilience, and brilliance, as important as the republicans?

 

    

 

    

      

 

     

Hope & the Means for Justice

Speaking Points for May 12th GCC Listen. Act. Win. at FDR School in Cleveland, Ohio

Good evening. My name is Melissa Marini Svigelj-Smith. Thank you to everyone for the opportunity to speak this evening.

I’ve been a high school teacher in Cleveland Public Schools for 18 years. The past two years I have been working in a classroom with young men being held at the Cuyahoga County Juvenile Detention Center (CCJDC).

Yes. CMSD has a school at the juvenile county jail. It is called the Downtown Education Center, or “the DEC.”

I could stand here today and share the stories of tragedy, despair, and trauma that I am frequently privy to, but those stories are not mine to tell. I could also speak to the many ways that we, as a community and society, miserably fail our city’s children, which often results in their placement at CCJDC. However, tonight I am here to present some of our academic challenges, which I believe can be eradicated.

Think for a brief moment… what is the difference between a young person that has plans to attend college soon, and a young person who decides to rob a store or steal a car? (pause)

I contend, that at the most basic levels of our understanding, one young person has hope and believes they have access to a means for justice. The other young person does not see a means for justice and lacks that hope.

Working in classrooms with groups of less than 20 students, the teachers at the DEC work hard to rebuild, or create, a sense of hope in our young people.

In March, a young man who started in my classroom last school year, graduated from our school. Over the course of one year, this young man was in and out of our juvenile facility, at 2 residential facilities in 2 different counties, and he attended one of our traditional CMSD High Schools. I knew in order for him to graduate, I needed to follow him through all of his placements. Without that follow up, he would not have had an accurate transcript, would not have been placed in the correct classes, and would not have been able to earn that diploma. However, this student is only one of over 1000 children each year at the DEC that need this exhaustive follow through.

There is a disconnect between our school, residential facilities, and CMSD.

Just this week I had a student return to me who had worked hard and earned credits while he was with me the first time. He was even  promoted to his proper grade level. He told me that the CMSD school that he was enrolled at, in between his times with me at the DEC, placed him back in 9th grade classes that he had already passed and earned credits for. When he protested, he was told that “it was hard to get transcripts from the jail.” It isn’t difficult at all. We use the SAME data system. His credits and grades are in that system. Plus, we issue exit reports within a week of a student leaving us to return to their last known high school of record. He also had Fs on his report card in addition to the grades we gave him, because teachers are told that they cannot leave any blanks when report card grades are due. Can you imagine how difficult and frustrating it is for this young man? How are we, in CMSD, securing hope and justice for our young people?

There is no clear policy or explanation in place that is being communicated to regional superintendents, principals, teachers, guidance counselors, or administrative assistants, as to how to make sure that grades and credits are following students and being properly shared with the appropriate personnel.

The success that a great majority of our students experience while with us, often all seems like a lie to the families and students when CMSD issues report cards, and they see a bunch of Fs incorrectly listed on them, or they are missing credits that students have earned. This lack of communication consumes a tremendous amount of time and produces an unnecessary amount of frustration.

Mr. Gordon, you have an opportunity to set a local, state, and even national precedent for how education within the juvenile justice system can be done correctly.

Through a collaborative process that includes our staff, we ask for 3 things on behalf of students at the DEC:

  1. Ensure that a clear policy and explanation are in place with regard to record keeping for students at the DEC and other residential facilities. Make this policy available and all CMSD staff, faculty, and administrators aware of it.  
  2. Designate a CMSD key liaison responsible for receiving, requesting, sharing, and following up on academic records for kids being detained or placed in residential facilities to ensure accountability.
  3. Finally, we ask that you allow us to welcome you to the DEC for a conversation with our young people and GCC during the 2016-2017 school year, and become one of the champions of education for the young people in the juvenile justice system who need opportunity, hope, and justice just as much, if not more, than anyone else.

I believe that a conversation with the boys in my classroom will reveal that our young people do not want charity, or pity, or sympathy, but that the most important thing to them during these crucially important developmental years, is hope. They hope that if they do the right thing, the adults responsible for cultivating their future will be pushing doors open for them, so that they can enter into a realm of what is possible, and a means to true justice for all.

 

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Now is Not the Time to do What is Convenient

     Cleveland Public Schools have been under mayoral control with an unelected, mayor-appointed school board since 1998. Under the Cleveland Plan three years ago, test scores became the driving factor for all decisions, and a tedious, subjective, punitive teacher evaluation system, as well as merit pay for teachers, was implemented. The Cleveland Teachers’ Union and the District began negotiations for a new contract this school year. Recently, representatives of  the District announced that they were walking away from the negotiating table, and instead began preparing for a fact finding.

My speaking points for the Cleveland, Ohio, Board of Education Meeting 2-23-2016

Good evening, my name is Melissa Marini Švigelj-Smith. I am an educator in Cleveland, CTU member, and an advocate for children.

Rather than leave the profession entirely two years ago, I switched positions in the District for a 20% pay cut, because I feel that the current data-obsessed system (even when the data produced is not valid) is harmful to students. Of course, all of us working in schools deserve to be paid fairly for our education, work, and experience, but being a teacher has never been about money.  

As others have already alluded to this evening – members of multiple unions work in this district because we care about students. We want the children of Cleveland to have a quality, sustainable, public education system.

Those of us who serve students in a variety of capacities in our district, experience firsthand every day the challenges that confront many of our young people in the city. I would like to use my time (3 minutes) to bring awareness to some of these issues, and I hope you consider the multiple factors that influence a child’s educational experience as we move forward this school year and for school years to come.

For example:

We know that the Plain Dealer reported this past October that 2000 children are poisoned with elevated lead levels every year in our city, and that this exposure causes learning disabilities and behavior issues in children that could have been prevented, but now require special interventions; interventions that more “rigor” in school classrooms will not address.

We know that venture capitalists and for-profit firms are salivating over the exploding $788.7 billion market in K-12 education, and are already enjoying making money off of our city’s children. Breaking up unions is not going to stop them, even though Governor Kasich has tried his best to destroy them.

We know that invalid and made-up test scores are repeatedly used to shame and harm students, teachers, and schools so that those with their eyes on dollar signs can run in with the next latest and greatest scam-of-a-solution to save us all; when really it is politicians and society who have repeatedly failed to address or profited from the social injustices that perpetuate around us.

We know that students may show up to school traumatized at varying degrees, and schools do not have an adequate amount of access to mental health professionals or social workers, and that piling more paperwork on teachers is not going to solve that.

We know that structural inequalities, an unequal distribution of resources, and institutional racism still exist in our city and schools, and that hiring more expensive outside consultants will not eliminate that reality.

We know that highly trained, experienced, and committed teachers are what research shows us will benefit our most vulnerable and needy students, and that punishing educators for wanting to work with those students with a subjective and invalid evaluation system is not a solid retainment strategy.

We know that research shows us that children need time for free play and movement, and access to art, music, physical education, and fully-staffed libraries to maximize their learning and development, and that the excessive amount of tests that our young people endure is making those important opportunities less accessible or non-existent.

We know that students who end up in our justice system, foster care system, residential programs, or homeless are often neglected or poorly tracked because of systemic neglect and failures.

We know that access to healthcare can be a challenge for some of our students. We need full time school nurses all day, every day and access to other physical therapy and medical professionals. More unfunded mandates from Columbus, Washington, or City Hall are not going to make access to that healthcare a reality either.  

We know that if our parents and community stakeholders are qualified enough to pass a school levy through the democratic process of voting, then they are qualified enough to participate in the process of voting for a democratically elected school board.

We know that every child has the ability to learn and excel, and we want the best schools for all of our students. We want money to be spent on classrooms and kids. We want our students to be ready for our diverse 21st century world, and not forced into the role of testing robots or drones.

None of us have a problem with being accountable for the things that we can and should control, but the system better be fair and hold every stakeholder accountable, including all of us here this evening.

Now is not the time to do what is convenient. Now is ALWAYS the time to do what is right.

Thank you for your time this evening.

PS – As an RIP to Jeb’s campaign… Please Clap

Suggestions and a Request of the Ohio Department of Education

Emailed to statetests@education.ohio.gov

Dear Ohio Department of Education (ODE),

Please stop misleading and lying to parents about state tests.

In addition to the corruption surrounding charter schools that forced Governor Kasich’s buddy, Dave Hansen, to resign from his position as school choice director at the ODE, and the sinister and deceitful attack on urban school districts in the state (in partnership with business leaders and many in Ohio’s legislature), the unscrupulous and blatant disregard for honesty or truth also permeates the department’s testing “informational” literature.

In opposition to multiple misleading or blatantly false claims in the ODE’s Information on Student Participation in State Tests, I prepared some truth to share.

  1. States are required under the recently passed Every Student Succeeds Act (ESSA) to maintain annual testing in grades 3-8 in reading and math and once in high school, and three science tests are to be given between grades 3 and 12. Any additional testing is completely at the discretion of state lawmakers and the ODE. Furthermore, state lawmakers decide how much test scores count within state-created accountability frameworks. Thus, elected representatives, who are supposed to represent the people – not test-makers profiting off of the system, or charter school operators looking to use children as cash cows – can decide to continue the climate of test and punish, or they can approach education as a right that all children should have equitable access to, under the guidance of credible research-based instructional approaches. This would be a fresh approach not guided by corporate and unethical profiteers, and instead focuses on children’s best interests.
  2. Although thus far Ohio is continuing the pattern of harmful high stakes testing, under ESSA, lawmakers have discretion to determine how to address schools or districts with parent opt-out or refusal rates which result in less than 95% of the student population being tested. In a democracy, when the government secretly plans then implements policies that are in opposition to the people’s wants or needs, then the people should revolt. The more people that join the revolution or resistance, the sooner the Ohio Department of Education, Governor, and Legislature will get the message.
  3. Testing is not educating. Stop saying that teachers need the results of these tests to inform instruction. It is absolutely FALSE. By the time teachers in Ohio get results back (if they ever get the results), their students are already in another grade, in another classroom, and the scores are meaningless. If teachers were waiting for scores to be returned from last year’s tests to inform their instruction, they wouldn’t have been able to teach anything up until last month. There are still teachers and students in our state who have not received any results from last year’s tests. Have they been teaching students since August, or have they just been sitting around waiting for test score results to inform their instruction? Added to this absurdity is the fact that Ohio is an embarrassing national example, once again, of the manipulation and inflation of scores, which renders those scores to a level of indescribable uselessness.
  4. High stakes standardized test scores are completely INVALID when held to psychometric or statistical standards for validity. The ONLY reliable result of the tests has been a correlation between test scores and socio-economic status. The exact same teachers can teach the exact same way in two different school districts in Ohio, and have very different results based on factors that influence the children and families in their school that are beyond the teacher’s control. In fact, 70-90% of how students perform on tests is a result of influences outside of school. Results from state tests do not result in an accurate accountability system for schools, teachers, students, or communities.
  5. State report cards that use results from state tests, like Ohio has chosen to implement, do NOT provide an “apples to apples” comparison between schools or districts. Instead, report cards for districts creates a hierarchical system of labels and harsh consequences in order to continue the mission of an unending plunder of public education at the expense of taxpayers, while contributing to the already wealthy friends of Kasich and some Ohio legislators.  
  6. State tests have nothing to do with providing every child a high-quality education in Ohio, or anywhere else. There is not a single high-performing nation in the world that tests all of their children annually. Furthermore, studies show that the emphasis on testing in our country has actually harmed education, and it has been especially punitive for traditionally underrepresented groups, and for groups protected under the Individuals with Disabilities Education Act(IDEA).
  7. The tests are not “checkpoints” that ensure readiness. In fact, decades of credible research suggests that laws like the “Third Grade Reading Guarantee” only serve to increase the chances of deleterious long-term effects on children subjected to mandated retention.

It is my hope that by bringing to light these discrepancies between the truth and the false claims in your literature, that a more candid and sincere informational message could be shared with parents and stakeholders in Ohio.

Here is a sample. Feel free to borrow any parts for future publications.

Information on Student Participation in State Testing in Ohio (Adapted for the Ohio Department of Education by Melissa Marini Svigelj-Smith)

    All schools in our state should be equipped with the resources and funding necessary to ensure that every child has equal access to a quality educational experience. It is important to acknowledge that historic and systemic racism and oppression, as well as economic inequities, have negatively impacted obtaining this goal. Furthermore, the majority of factors that influence a child’s experience in school begin long before a child enters kindergarten or even preschool. For example, the first 2000 days of a child’s life has the potential to negatively or positively impact that child’s future academic attainment. Additionally, twenty-two percent of children in the United States are living in poverty. Poverty can have long-term negative effects on a child’s learning.

    Utilizing the credible and valid research at our disposal, the Ohio Department of Education will fully comply with federal mandates under the Every Student Succeeds Act, yet will not pretend that the annual testing of students has in any way improved education in our state or country. Some schools, districts, organizations, and private entities have been given sums of money to promote testing, or hope to profit from testing children, even when it is detrimental to students. However, with the best interest of students and a healthy democracy in mind, we will limit testing to federal mandates, and advocate for policies that do not emphasize high stakes testing. Results of tests should not be used to label or shame districts, schools, teachers, or students. Misusing test data could result in harm to students and education in general.

   POSSIBLE CONSEQUENCES OF HIGH STAKES TESTING

  1. A nine-year study by the National Research Council (2011) concluded that the emphasis on testing yielded little learning progress but caused significant harm.
  2. High stakes testing drives teachers away, especially from schools that need them the most. They also eliminate or reduce time for other subjects that are not tested like music, art, and physical education. Research shows that access to those classes improves academics.
  3. According to statisticians, standardized testing does not meet the criteria for validity. Even score gains do not mean improved learning. It could just mean more teaching to the test. They also fail to accurately assess gifted students or the progress of students with special needs.
  4. High stakes standardized tests do not measure non-content skills children develop at school, or take into account the individuality of students’ learning needs. There is no teamwork, creativity, or work ethic being learned while sitting in silence and taking a test.
  5. High stakes standardized testing does not help students who arrive at school with disadvantages. Instead, students from low-income households, traditionally underserved students, students with disabilities, and English Language Learners are more likely to not earn a diploma, and are more likely to be pushed out of school into the school-to-prison pipeline.

    WHY STUDENTS ARE MORE IMPORTANT THAN STATE TESTS

  1. Children should not have to attend a school labeled “failing,” or labeled anything at all. Schools should be resources for children, families, and the community.
  2. The word FAILURE should never hover over a school building, and make children afraid of how they will do on a test.
  3. Children should not have to be afraid of how their teacher will be hurt by their performance on a test, or how their school, community, or city will be labeled because of how they do on a test.
  4. Children’s privacy should not be violated, and test companies should not profit from harming children or data mining in schools.
  5. Subjects like art, music, gym, and recess have been shown by research to increase academic success, and shouldn’t be reduced or eliminated because kids need to take, or prepare for more standardized tests
  6. The emotional and social growth of children in school is not measured on a standardized test.
  7. The teacher who delivers groceries to a family in need, advocates for a student, or becomes a student’s confidant, counselor, or role model will never have that data show up in test results, and children’s teachers should be trusted to assess their progress.
  8. The long term consequences of labeling and retention on children is profound.
  9. There are more effective and research proven methods to educate our children and to evaluate teachers and schools.

I will continue refusing to allow my children to be subjected to a system designed to attack and destroy public schools. It isn’t because I am afraid of how they will perform on standardized tests, but because I am afraid that children who do not have the advantages and opportunities that they have, will be unfairly labeled and punished. I will never be convinced that children in other schools, in other cities or neighborhoods, are getting a better education because of mandated high stakes standardized tests.

I hope my sons grow up to be happy, healthy, empathetic human beings who never forget that their humanity is bound up in others. I will never look back on their childhoods and regret that they did not get to take more standardized tests. I will never wonder if I need standardized test scores to tell me what my children are worth. It will not occur to me that by not taking standardized tests, my children somehow missed out on obtaining the best education that they could.

However, I may wonder how and why so many adults who were supposed to advocate for children failed, and chose deception and harm instead of protection and resistance.

Thank you for your attention to my concerns.

Sincerely,

Melissa Marini Svigelj-Smith

 

Hillary, Politicians, Education Reformers, & Education Profiteers: You Are Cowards & Failures

You say my school is failing. You label my students as failing. You call me a failure. Then you shake hands with profiteers who wear fancy suits and promote edperialism and a testocracy. These profiteers and elitists you embrace send their kids to expensive private schools, so their children don’t have to endure the policies stuffed full of educational malpractice you collaborated to create. They sit cozy in offices and devise untested business theories for application to the humanity that is education. You let them steal our tax dollars, and you praise them as philanthropists for their astronomical failures in education. It’s time you change your narrative. It’s time you change your proximity.

Do you really want to know what it’s like to be a public school teacher in an economically devastated & segregated neighborhood in one of our nation’s cities? Neither you nor the profiteers and policy makers really want to know. People like you want to keep judging and labeling, but you don’t want to admit that you helped create the suffering and disadvantage. You don’t want to claim the role and responsibility that you bear for the disasters you’ve created for other people’s children. Come take a look at my joyful, sad, sweet, angry, helpless, and hopeful students and tell them they’re failures to their faces. Come see me and my colleagues in our classrooms working 10-12 hour days and look us in the eyes and tell us we’re failures. Tell the families who rely on the existing public neighborhood schools we have left that they’re failures raising failures.

Does that seem harsh? It should.

But you have no problem preaching about “failing schools” full of “failing students” while you’re perched in expensive offices in skyscrapers, or as you muse about education in affluent and gated neighborhoods. Change your proximity and see if your narrative still feels all cozy, warm and righteous. See if you still possess the courage or ignorance to make bold declarations about failure when you’re looking into the eyes of hungry six-year-olds who suffered through childhood traumas and lead-filled homes in one of our nation’s cities. Can you look into those sweet, helpless faces and tell a little girl that she’s a failure?

Yet, that is what you do every time you or your education reformer/deformer friends and contributors suggest competition and privatization or closuresinstead of addressing the poverty, historic and systemic racism, and epic failure of our society to care about other people’s children.  The real failures among us fill boardrooms, legislatures, executive offices, non-profits, and cabinets all over this country. They aren’t in my classroom. They aren’t in my school. And they aren’t the families in my city.  They’re people like you.  And I have the courage to state that directly.  Now, I challenge you to stand in front of us and tell us we are failures while you are looking straight into the eyes of my children, my students, our school staff, and my colleagues. OR you can finally gain the courage to change your narrative, examine the research, and acknowledge the role that our nation has played in making sure that some people’s children start out with less than others, and to admit that we don’t do enough to change that, or do enough to help our fellow citizens catch up.  

Maybe once you have the courage to admit to policy and approach failures, you and those who believe that having money makes them authorities about EVERYTHING, will actually ASK educators, healthcare providers, social workers, mental health providers, safety and security providers, nutritionists, and the people we serve what is really needed to improve our cities and education.  I am pretty certain the response won’t be that we need more politicians and reformers threatening us and calling us failures. You won’t know though until you change your proximity, and then change your narrative. Meanwhile, I’ll keep working under your failed policies and egregious labels while making sure that my students, their families, and my colleagues remain reminded that YOU FAIL US then label us. Yet, until you make an initiative for change, it is YOU who should wear the label of failure and shame.

Not us.

*Changing proximity and changing the narrative were ideas presented by justice advocate and lawyer Bryan Stevenson at a Boston Community Conversation on December 9th, 2015 at Emerson University’s Paramount Theater in partnership with Facing History.