One of the things I love about working with people in MORE is that they see the big picture. Katie Lapham certainly does and she shlepped over on a Friday after school with her daughter to make sure the deform slugs would not be the only voices heard. She was joined by other MOREs/CTS - David Dobosz, Fred Smith, Nancy Cauthen, Jane Maisel. Here is a link to Nancy's testimony: 
New York City Common Core Listening Session
And Katie's full report from her blog. 
https://criticalclassrooms.wordpress.com/2015/11/07/testifying-before-cuomos-common-core-task-force-in-queens-nyc/
Testifying Before Cuomo’s Common Core Task Force in Queens, NYC
Last night I testified at one of NYS Governor Cuomo’s 
Common Core Task Force (aka
 Farce) sessions. The New York City event took place at LaGuardia 
Community College in a hard-to-reach section of Long Island City, 
Queens. Incongruously, it was held in the cramped Poolside Café, located
 deep inside the college building. Afforded to us, while signing in, 
were glimpses of swim team practice. It was as if Cuomo’s team 
deliberately chose an inconvenient time and location for the event in 
order to deter people from attending. To the best of my knowledge, there
 was no media presence at LaGuardia Community College. Unlike the Long 
Island session, which was covered in today’s news, I saw nothing 
reported about the NYC session.  Therefore, I will try to be as 
comprehensive as possible, but my six-year-old was with me so, 
unfortunately, I was unable to give all the speakers my full attention.
About 25 people testified; a balance, more or less, of Common Core opponents and supporters. I was speaker 18. 
MORE-UFT and 
Change the Stakes members shared the front row with pro-Common Core 
Educators4Excellence (EFE) teachers, including its founder Evan Stone. 
High Achievement NY,
 a coalition of businesses and education deform organizations such as 
E4E, was represented by its executive director, Stephen Sigmund. The 
main message of the Common Core supporters was that the standards are 
good but the tests need to be tweaked. They repeatedly used the term 
“opt-in” and recommended computer adaptive testing for students with 
special needs.
As a critic of the Common Core package, I was happy to see so many 
MORE-UFT and Change the Stakes allies (and friends!) who had shown up 
despite the challenges of getting there on time: David Dobosz, Fred 
Smith, Jane Maisel, 
Alliance for Quality Education‘s Zakiyah Ansari, blogger 
Peter Goodman, a 
Class Size Matters representative who read a statement by Leonie Haimson, and sociologist/public school parent/blogger 
Nancy Cauthen all testified. My apologies if I inadvertently omitted someone.
 
Assemblywoman Catherine Nolan, Chair of the Assembly Education 
Committee, and Kishayna Hazlewood, 3rd grade teacher at P.S. 156 in 
Brooklyn, chaired the event. Hazlewood was mostly stoic while Nolan 
shared with us – from time to time – her personal views, citing a recent
 conversation she had with 
Carol Burris, Executive Director of the 
Network for Public Education Fund.
 Nolan seems to get it. NYC City Council member Danny Dromm opened the 
event with a statement that was critical of Common Core.
 
Dromm in foreground listens to David 
Dobosz’s testimony; seated at the table are Nolan (on left) and 
Hazlewood (on right). Photo by me. 
As was the case when 
John King came to NYC in 2013 on his “listening” tour, 
StudentsFirstNY
 bussed in a large group of charter school parents who sat in the back 
as audience members – not speakers. This time, it seemed StudentsFirstNY
 wanted Educators4Excellence teachers, not parents, to do the 
testifying. Interestingly, after corporate education deform critics 
Dromm, Smith and Dobosz spoke, the StudentsFirstNY parents all rose and 
left the poolside café en masse. I asked four parents why they were 
leaving, but not one had any idea what was going on. Finally, a woman 
told me, “This isn’t for us. We support Common Core.”
The quick and confusing departure of StudentsFirstNY parents. Photo by me. 
Once it became clear that well-informed, dissenting voices were being
 heard, StudentsFirstNY organizers instructed the parents to leave 
immediately. Presumably they didn’t want their brainwashed parents to be
 contaminated by the opposition. The exodus puzzled the young Cuomo 
staffers so I told them what was going on. One of them, David Contreras 
Turley, director of Constituency Affairs, gave me his card and told me 
that the governor’s office was neutral on Common Core. I challenged him 
by pointing out Cuomo’s support for education deform and charters. David
 did not respond. I was grateful to Cuomo’s representatives, though, 
because they were very accommodating of my restless daughter and the 
dozens of math manipulatives strewn all over the floor.
 
After the departure of the charter school parents, a Queens mother 
passionately testified that the Common Core had brought anguish and 
frustration to her home and that her son had gone from a level 3 to a 
level 1 student in math. Immediately after her testimony, Assemblywoman 
Nolan reminded the audience to be respectful. Apparently, an 
Educators4Excellence teacher had laughed at and/or made faces at the 
mother while she was delivering her moving testimony. Nolan even got out
 of her seat and confronted the teacher who denied out loud that she was
 misbehaving. Nolan also gave High Achievement NY’s Stephen Sigmund a 
look that said “watch it, Buster.” I did not witness their alleged 
crimes.
Here is my testimony, which I also intend to submit online. If you 
were unable to attend one of these task force sessions, consider sending
 your statement to the 
task force via their website. Let’s inundate them with our message.
November 6, 2015
I’m a NYC parent but today I’m speaking to you as a NYC teacher. I
 stood before John King in 2013 and got no reaction from him. I am more 
hopeful today and feel compelled – once again – to speak up on behalf of
 NYC educators and students who are suffering under corporate education 
deform.
We detest what the Common Core package has done to instruction. This July 21, 2009 quote from Bill Gates will clarify what I mean by package:
Bill Gates said, “We’ll know we’ve succeeded when the curriculum and 
the tests are aligned to these standards. Arne Duncan recently announced
 that $350 million of the stimulus package will be used to create just 
these kinds of tests–next generation assessments aligned to the common 
core. When the tests are aligned to common standards, the curriculum 
will line up as well–and that will unleash powerful market forces in the
 service of better teaching. For the first time, there will be a large 
base of customers eager to buy products that can help every kid learn 
and every teacher get better…”
We are given poor quality, scripted curriculum that is not 
developmentally appropriate. Education deformers have turned critical 
thinking and rigor into an extreme sport, frustrating and boring 
teachers and students to the point where – for example – a large number 
of us dread teaching math. Close reading has become tedious and is 
killing the joy of reading. The chief purpose of schooling nowadays is 
to teach skills that kids will need to know for the Common Core tests. 
Independent reading, through which students experience joy in having the
 freedom to discover a wide range of books regardless of level, is now 
viewed chiefly as a tactic to build students’ stamina for the absurdly 
long Common Core tests.
Our freedom to teach and to facilitate the development of whole 
child is curtailed. Due to the high-stakes nature of testing, those of 
us who work in a Title I school face immense pressure to raise test 
scores. Virtually every decision made at the school level is done with 
testing in mind.
No educator I know finds any value in the Common Core ELA and 
math tests. They are poorly constructed, developmentally inappropriate, 
decontextualized, confusing and deliberately tricky. Equally flawed is 
the new Common Core-aligned NYSESLAT, which is an ELA & content 
assessment, not a language test. Not only does the NYSESLAT fail to 
consider cognitive development stages but it also disregards what we 
know about second language learning. Our English-language learners, in 
particular, are being subjected to excessive testing that does not 
accurately measure what they can do. These bad tests are an insult to 
our intelligence.
Parents – please know that teachers – like myself (and 
there are many of us) – support your right to opt-out. We would opt-out 
of administering these tests if we could. In fact, a few bold teachers 
have. We hope that in 2016, opt-out numbers will reach 500,000.
Nothing short of a revolution is needed if we want true education
 reform. The Common Core package – all of it – has got to go. Revisit 
the lost standards, have teachers create diagnostic standardized 
assessments, stop using test scores to evaluate teachers and to punish 
schools, invest more in social services for our school communities.
Be brave and stand up to corporate education deformers. Let’s all
 stop being complicit in this costly, wrong-headed experiment that’s 
designed – in large part – to weed out so-called “bad teachers” and 
so-called “failing” schools. There are more effective and humane ways to
 improve our schools and to support the diverse needs of the children of
 New York State. Start by asking a teacher.
-Katie Lapham, NYC public school teacher