It’s Okay to Be Disgusted

There’s news out of Florida on the testing front. If you haven’t yet heard or read about it, I feel obligated to warn you: it’s grotesque.

It’ll probably turn your stomach a little. It has the potential to raise your blood pressure a few ticks. It might bring a scowl to your face.

But don’t worry. It’s okay to be disgusted.

There’s a boy named Michael. He’s nine, and in Florida, that means the special time in his life has finally come when he takes Florida’s standardized test. Sounds like another anti-testing sob story, and you’re not disgusted yet? Keep reading.

Michael is your typical kid in so many ways, except for the following: he’s blind and he’s mute.

Now, I’m not by any means saying someone who can’t see or speak is incapable of deep thought, comprehension, or success. Obviously we know that isn’t true. Nor am I saying Michael himself, in his unique situation, is totally helpless or hopeless.

But here’s the thing about Michael. In addition to being blind and mute, he has a very limited mental capacity. Michael’s brain is literally incomplete. He has a brain stem, and that’s it.

Let that soak in for a minute. He has a brain stem, and that’s it.

But just because he’s at that special age where tests are the only way to show any kind of competency, Michael had to take the test.

No vision, no speech, no complete brain. Yet still, bless his heart, a test taker.

Now’s the time to be disgusted.

I’m going to go out on a limb and assume Michael didn’t do too well on this test. Am I holding him to low expectations? Am I saying he can’t do certain things? Am I saying he won’t ever be college and career ready? Uh, yep, I am.

Michael has lived and will live his life on drastically different terms than most. I’m not a doctor (just a know-nothing teacher), but, barring incredible medical advancements, I imagine he’ll never bathe himself, dress himself, feed himself, write his name independently, or articulate an opinion. I’d also have to guess he could never comprehend the testing instructions or a reason for it. His life will probably never be comparable to his peers, except for the fact that he is held to the same academic standards as everyone his age.

It’s okay to be disgusted.

But it’s those who let this happen who should feel the most disgusted. For they are the most disgusting.

A Question on Testing: What’s the Point?

My students – with their IEPS, modifications, accommodations, academic struggles, and all – just completed a three-day ELA test.

On day one, they did their best. On day two, they tried their hardest. And on day three, they slogged up the stairs, uninterested in and unmotivated by the prospect of facing this even one more time.

An hour and 45 minutes on day one. An hour and 45 minutes on day two. An hour and 45 minutes on day three. In all: five hours and 15 minutes across three days. Five hours and 15 minutes of silence, confusion, doubt, and frustration. Yes, they were willing to give it “The Ol’ College (and Career-Ready) Try,” but by day three, they had seen and had enough.

What will these tests show that we don’t already know? That they read significantly below grade level (by any standards, Common Core or otherwise)? That their writing ability doesn’t reflect their speaking ability or intelligence? What’s the point?

They were finished with day three by the end of day two. All they cared about this morning was that after today, this test would be done.

Do you think my students are the only ones who felt that way? Why do we subject them to so many hours? Shouldn’t, say, 20 multiple choice questions and two or three essays suffice? The kids are not interested or invested, so they’re not at their best.

Do these tests show the full scope of my students’ capabilities? Or the capabilities of others?

I think we all know the answer to those questions.

Fake It ‘Til You Make It…If You Make It At All

They’re silent. At least they got that much out of this. You can’t talk during a test, plain and simple. Even the slightest sniffle or throat clearing will be treated with suspicion.

Some of them are looking back to the passages – maybe they’ll pull it out. Sure, I know no one expects good grades on this year’s tests. But maybe, just maybe, these kids will pull off a shocker.

Or…maybe they know “What Good Test Taking Looks Like,” so they’re turning back, putting pencil to chin in a thinking pose, and underlining.

But I see in their faces that nothing here makes sense. The words are too long and too many. The questions are too boring and too many.

But they try. They’re too young to realize that, while the test is hard for many their age, it’s even harder for them.

What are they learning from this experience? You gotta fake it ’til you make it.

But with tests like these determining who’s smart and who’s stupid, how could they ever make it?

What Testing Does to This Teacher

I’ve written previously on the damage I see done to my students when they’re faced with a test on which there’s no way they can possibly do well. With all the hyperbole leading up to the standardized tests they take, and because they are virtually impossible to pass if you have a disability, my students are often left to feel worthless, regardless of what strides they made heading into the tests.

We’re into it now. Around this time, benchmark assessments and practice tests are du rigueur in my third graders’ worlds. And so for me, the cycle begins anew, just as it has since I started teaching special education: Kids make significant progress on their levels and terms -> kids forced to take tests way above their levels and terms -> kids realize there’s something wrong and made to feel worthless -> kids frustrated, disengaged, unmotivated, and upset.

GOOD TIMES!

Recently, I’ve sat and watched with my downcast head in my open palm as my poor 8-year olds have been made to sit in their chairs for unnatural lengths of time, like tiny little soldiers whose feet don’t touch the floor, thinking they have a clue about how to answer the questions in front of them, but demonstrating by their blank stares and nonsensical responses that they are lost. Can’t blame them.

Every group of students is different. These third graders are not nearly as talented or interested in math as last year’s class. They also have the added “bonus,” lucky little winners they are, of taking Common Core-aligned tests. Read: lots of multi-step, multi-operation questions, each one seemingly designed, with a little more vitriol than the previous, to invalidate English language learners and students with disabilities.

Bless their stubby pencils and little hearts, they try. They show work (whether it’s appropriate to the task is another story). They wait patiently for their friends to finish so I can read the next problem. They smile when they think they got it right.

And, in their stunted spelling (learning disabilities, you know), they answer a short response question by saying, “I dink dis test is to haid.”

What’s this do to me? It makes me sad. Makes me angry. Makes me mad. Makes me question myself. Makes me worry about unrealistic expectations. Makes me pity the kids.

One colleague had the best advice about how to deal with this: “Don’t look.”

When we’re all jumping off a cliff together, that’s pretty solid advice.

 

The Report Card Wow Factor

Getting a report card is no fun when you have no chance to get a good one.

Wow, we’re coming up on report cards already! And, wow, we’re still grading kids with disabilities by the same standards as everyone else! So that way, of course, they can see how deficient they are in what they’re supposed to know, thereby adversely and badly damaging their confidence, self-esteem, and desire to put in an effort in school.

Wow.

I know I’ve written about this before, but can someone please elucidate the very fine reasons for presenting a hard-working child – who won’t likely ever be on grade level because of a cognitive disability – with an unsavory report of grades multiple times every year? What is the inherent message? Choose any of the following:

“Hey, Johnny – you’re really not good at anything.”

“Hey, Sally, if you’d only try harder you might improve.”

“Hey, Billy, all the work you’ve put in this year – pretty worthless.”

“Hey, Annie, you’re a joke.”

And on and on.

I believe, if grades have to be given – and in a standardized system everything absolutely, positively MUST have a number (preferably a punitive one, duh) – then the grades should be given on the basis of student effort and improvement.

Do you know that last year, one of my third grade students improved from a kindergarten to a second grade level in reading? Yes, really. And do you know that on his report card, he got a 1 (i.e. “significantly below grade level”) three separate times? Yes, really.

“Hey, kid – I think what you’ve done is amazing, but sorry, you’re still a 1.” What a message. What a killer. What a way to turn a kid off to school.

If you’re a teacher, you should believe this: it is not the destination that is most important, but the journey. We want our students to grow, challenge themselves, and improve. So then why are we reducing everything to a grade? Doesn’t anything else matter?

There’s a Problem Here

If you work in one of the 45 states that adopted the Common Core standards to start this year (and chances are you do), then you are probably aware of one major glaring issue regarding the implementation of the math standards.

That is: how can we teach this new, deeper style of math when it supposes that students have had previous years of training and learning in a similar style?

Common Core supporters will say that’s exactly the reason we needed these standards, but that misses the point. The point is that until a class of students has received Common Core instruction from Kindergarten to the end of their careers, it’s not going to make sense. So, my students, who are brand new to the Common Core way of math, are starting out way behind where Common Core supposes they should be.

This should have been a discussion before Common Core was green lighted and rushed into our classrooms. It might have gone something like this:

Logical Thinker: “Here’s the thing. If we start Common Core in every grade this year, it can’t possibly work for all students.”

Skeptic: “Of course it can.”

Logical Thinker: “No, it can’t. Think of it this way. We’re going to ask third graders, for instance, to do math based on what they would have learned in second grade. Only thing is, they didn’t learn Common Core math in second grade, so they don’t have the prerequisite skills to do the Common Core math in third grade.”

Skeptic: “You know what? That’s a good point. And that’s going to be true for all grades, except…”

Logical Thinker: “Kindergarten. If we start Common Core with them this year, then they can do Common Core in first grade because they’ll have done it for a year. It all builds on the previous year so kindergarten is the only grade we can really start with without totally demoralizing kids, teachers, parents, and administrators.”

Skeptic: “This actually makes sense.”

Logical Thinker: “Of course it does. So we start with kindergarten in 2012. Then do kindergarten and first in 2013. Then kindergarten through second in 2014, and continue implementing it in waves until the 2012 kindergarteners are at the end of their career.”

Skeptic: “Okay. I get that. But what about all the kids who don’t get Common Core? We’d just be failing them.”

Logical Thinker: “No, we wouldn’t. Implementing something like this requires logical thought, and that’s why I’m here. We will fail them only if we cause them frustration by expecting them to do math they can’t be expected to do. You can’t build a building without a foundation. Where is their foundation?”

Skeptic: “Yeah, that might be a problem.”

Dear Parents – A Principal Tells it Like it Is

Here is a phenomenal back to school e-mail sent by a principal willing to put his neck out in order to speak the truth! His courage is admirable and his honesty is necessary.

–

September 4, 2012

Dear Parents,

On behalf of the teachers and staff of the Wantagh Elementary School, I would like to welcome you back to school. I anticipate that the 2012-13 academic year will prove to be an exciting year.

We are all enthusiastic about the arrival of our new superintendent, Mr. D’Angelo, and the promise of a fresh vision for the academic well-being of our school district. Also, Mrs. Chowske will be joining our WES staff, functioning as our school’s Elementary Supervisor [aka, Assistant Principal]. The future is bright as we move forward with the implementation of our Writers’ Workshop program expanding into our fourth grade and kindergarten. This year we will also initiate a new K-5 math program called enVisionMATH. This program not only meets the national Common Core standards for Math but does so with enhanced technological experiences for our children.

One significant issue as we move into this new school year is that we will, at times, find it difficult if not impossible to teach authentic application of concepts and skills with an eye towards relevancy. What we will be teaching students is to be effective test takers; a skill that does not necessarily translate into critical thinking – a skill set that is necessary at the college level and beyond. This will inevitably conflict with authentic educational practice – true teaching.

Unfortunately, if educators want to survive in the new, Albany-created bureaucratic mess that is standardized assessments to measure teacher performance, paramount to anything else, we must focus on getting kids ready for the state assessments. This is what happens when non-educators like our governor and state legislators, textbook publishing companies (who create the assessments for our state and reap millions of our tax dollars by doing so), our NYS Board of Regents, and a state teachers’ union president get involved in creating what they perceive as desirable educational outcomes and decide how to achieve and measure them. Where were the opinions of teachers, principals, and superintendents? None were asked to participate in the establishment of our new state assessment parameters. Today, statisticians are making educational decisions in New York State that will impact your children for years to come.

Standardized assessment has grown exponentially. For example, last year New York State fourth graders, who are nine or ten years old, were subjected to roughly 675 minutes (over 11 hours) of state assessments which does not include state field testing. This year there will be a state mandated pre-test in September and a second mandated pre-test in January for allkindergarten through fifth grade students in school. In April, kindergarten through fifth grade students will take the last test [assessment] for the year.

Excessive testing is unhealthy. When I went to school I was never over-tested and subsequently labeled with an insidious number that ranked or placed me at a Level 1, Level 2, Level 3 or Level 4 as we do today. Do you want your child to know their assigned ‘Level’? What would the impact be on their self-esteem and self-worth at such a young age?

Of additional concern to me is the relationship between children and their teacher as we move into an era where teacher job status is based upon student assessment scores. Guess what, some children will become more desirable than others to have in class! And, conversely, others will be less desirable. There, I wrote it! That concept is blasphemy in our school where teachers live to prepare children to be productive learners and members of society. Teachers state-wide are worried that their relationship with students might change when they are evaluated based upon their students’ test scores. Teachers want to educate students, not test prep them for job security.

Additionally, what should be shocking to you as a parent is that state and national databases are being created in order to analyze and store students’ test scores – your child’s assessment results and your child’s school attendance! Do you realize that the state has mandated that classroom teachers must take attendance during every math, ELA, social studies and science lesson – everyone, every day for the entire school year! Those records are sent to the state and become statistically part of the teacher evaluation process. It will no longer be enough that your child ‘was in school.’ Rather, if he or she was at a band lesson or out of the room for extra help in reading and a math lesson was taking place in class, he or she will be noted as absent from that instruction. That will be factored into the teacher evaluation. Thinking of taking your child to Disney World for a week during the school year or leaving a day or two early for a long weekend skiing? Think again! Those absences will be recorded as illegal, missed seat time and sent to the state – as mandated by the state.

This is all part of the massive, multi-million tax-payer dollar teacher evaluation processes started by our Commissioner of Education, our governor, and our state legislators and fully supported by statisticians employed by the state and assessment-making companies. No one in Albany is selecting to see the end of the journey; that 98 percent of the students graduating from Wantagh Schools go on to two- and four-year colleges. Their myopic view is focused on the ‘parts’, not the whole. Who will eventually suffer? Your children!

The balance must now be struck between maintaining the special nature of an elementary school setting and the cold and calculating final analysis rendered by statistics. The use of assessment data to drive instruction is a tenet of good educational practices. The use of assessment data to render a yearly prognostication of teacher competency is ridiculous.

You have the greatest impact on your child’s school performance. Each teacher only has your children for 180 days per year and for less than six hours per day [minus lunch and recess times, art, music, and physical education classes]. It is our expectation that as partners in your child’s education, you will be doing your part as well. As part of any evaluation of student performance, Albany must simultaneously be asking parents the following questions:

Does your child read at home each day for at least twenty minutes?

Do you read to your child every day?

Are math facts gone over daily until they are known automatically?

Is there a quiet location in the house for homework time and do you check your child’s homework each night?

Is your child sent to school ready for the day with a good breakfast following at least eight hours of sleep?

Are after school activities monitored so that your child is not ‘overbooked’ and their stamina compromised?

Is your child in school daily [except when they are sick] and not taken out of school for any reason other than illness?

We will continue to have field trips, assemblies, and special school events but some events will be curtailed or rescheduled with an eye toward prudent times during the school year to maximize student seat time. However, it is unmistakable that we have entered into a new era of educational practice with higher stakes than ever before.

I look forward to working with you and your child as we start our new school year because….together we make a difference.

Thank you.

Don Sternberg, Ed.D.

Principal

These Tests Continue to Mean Nothing

What’s in a number?

One of my students entered third grade in September not knowing how to skip count by 2s, 5s, or 10s. (Counting by 10s is a standard for kindergarten, so you know).  Nevertheless, she worked tirelessly on her math all year, and so did her parents, so that she could make it in third grade.

I held a sliver of hope for her doing better than a level 1 on the state math test (1 being the lowest level, 4 being the highest). I knew, though, that it would take a real confluence of serendipitous factors for that to happen. Still, I was confident she would do her absolute best, as this student simply knows no other way.

I wasn’t terribly shocked when, in June, I got the list of students’ levels on the test. Four of my students got a 2. Everyone else got 1s. She was one of the 1s. I didn’t give it much of a second thought, but I did think, “Well, she may have been close.”

This week, the thorough and dedicated data specialist at my school sent an email with every student’s raw score on the test. I looked over mine and was surprised to see that I no longer had four students with 2s, I actually had seven. That was nice.

Except it could have been eight. I looked at that girl’s score and saw she was only two total points behind my lowest level 2. That means she missed a level 2 by, I imagine, no more than one question. Phooey.

Her accomplishments are not diminished by the level 1, the test not being the be-all end-all. In fact, given where she started the year and where she ended, the fact that she came so close to a level 2 is a major accomplishment in its own right.

Need I say it again? Do these tests measure anything significant?

–

And in related news, this from local news channel NY1:

The city sent 33,000 [students] to summer school, thinking they would fail the tests this year. But it turns out 7,000 of them actually passed. Those kids are now free to take the rest of the summer off but the chancellor said he hopes they’ll stay in school anyway.

You can’t make it up. What must the parents have to say about it?

What Happens When You Let Kids Shine?

The tests are in our rearview mirror, and with less than one month left in the school year, it’s time for kids to show what they really can do.

This week, my students completed their mural of New York City landmarks. Almost universally, my colleagues loved it and wanted to know who drew it! I gave physical parameters and did some very basic sketching. The kids did the rest.

They were invested from the beginning to the end and the product shows the fruits of their motivation. Who knew “these kids” could do it? Well, I did. HA.

When the test scores come in, they won’t be much. When the report cards are written, they won’t be much. A glance at the reading levels show that everyone is below grade level.

Blah, blah, blah.

The point? Give kids an opportunity to shine and, you know what?

They will.

Look what happens when we let kids shine.

 

Fuzzy Math

Yesterday, two-thirds of the students in my school began taking the NYS English proficiency standardized exam. It was another chance for my students to try their damnedest to do their best, regardless of their inability to read above a certain level or keep pace with an insanely fast recording (which they were required to listen to for the whole test). In other words: they’d have done swimmingly in any other format.

Anyway, even before the test started, there was angst and anger. One of my students was nearly despondent to learn there was yet another three-day test to take (as third graders have already completed three days of ELA and three of math).

He reasoned thusly: “We already took 6 tests and now you’re telling me we have to take 9 tests? I don’t like taking tests. This is not fair.”

The best I could do was empathize and offer a sharpened pencil as a conciliatory move. Why would I argue with a 9-year old?