By Rob

In a comment on my recent blog post Tom asks: "How can we rewrite the federal education bill so that it actually helps student learn?" This is a huge question. The difficult issues of funding, evaluation, accountability, standards, and testing must be addressed in a politically feasible manner. I don’t know what is feasible but I'd advocate for these ideas-

Standards: I support national standards. As a population we are more mobile than ever and there should not be a drastic difference in the curricular content among states. This requires a level of monitoring and evaluation of states and educational systems. Currently this evaluation and monitoring is done by comparing the separate standardized tests in each state. Although these tests are given to every student multiple times throughout their schooling it is difficult to draw definitive conclusions since these tests vary in rigor and content. Our testing system needs reform.

Testing: Evaluation and monitoring of education systems is necessary for oversight and informed policy decisions. However this does not require the current two week assessment window, every child tested, a huge financial cost, lost instructional time, and enormous pressure on educators and students. Instead this should be done with a smaller randomized sample of students and less impact and intrusion on instruction.

Summative tests, currently the HSPE and MSP (sort of), are assessments of learning given at the end of a particular educational stage. Passing these tests is necessary for students to receive credits or in some cases progress to the next grade. Presently these are a part of a broken testing system. With rare exception, the students who come into the tenth grade performing far below grade level are the ones who are not going to pass the High School Proficiency Exam.

This idea isn’t new but I support summative tests at grade 3, 5, 8, 10, and 12. Students should not exit that grade until they are proficient. How can a fifth grade teacher instruct a student on comparing and contrasting an author’s inferred message when the student is struggling to sound out every third word? How can an eighth grade math teacher approach the Pythagorean Theorem with a student who struggles to multiply?

I’ve heard teachers say (myself included) I could teach 35 students if they came to me proficient in the previous year’s content. Let’s go with this idea-

It begins with half day Pre-K for all students and full day kindergarten. Before they leave kindergarten they need to know their letter sounds, numbers, reading behaviors, and should be able to read and discuss the events in a predictable text. Those who are proficient enter a first grade class capped at 24 students (35 is too many first graders for any teacher no matter how academically proficient the kids are). Those who are approaching proficiency enter a first grade class capped at 16. Those far below proficiency enroll in a class capped at 12.

Schools would use their ongoing formative assessment in grades 1,2,4,6,7,9, and 11 to reconfigure classes and to carry the model forward. The student who enters second approaching standard but exits meeting standard would enroll in the third grade class with the highest student-teacher ratio.

This model has imbedded funding implications. The schools with the highest performing students would have higher class sizes and would be cheaper to staff as long as they continued to maintain high student performance. The schools with lower performing students, ostensibly with underserved populations, would have a lower teacher-pupil ratio and would receive more funding.

This model is not without its challenges. Schools would need to take great care not to track students by providing some students with continual remediation while others engage in higher order thinking. I believe smaller numbers of students is important when serving struggling students in reading and math it is also important for students not to be ability grouped for other content areas.

Can somebody tell me why this wouldn't be an improvement? Maybe this idea isn’t ready to be written into law but couldn’t congress earmark some funding so some districts could try it?

 

By Rob

My school is in the third round of No Child Left Behind sanctions.  Among other procedures these sanctions call for ‘corrective action’ to be taken. 

Arriving at this point wasn’t a surprise.  It’s taken many years to get here.  Our school has been labeled ‘failing’ for a while but only after seeing last year’s test results do I feel like we’ve failed.  No teacher at our school wanted to enter the third round of NCLB sanctions.  Round 2, Schools of Choice, was embarrassing enough. 

There was pressure to improve our school’s test results.  I sensed a change in the tone of my evaluations.  Many new teachers were not hired for year two.  A veteran teacher was removed.  It seemed to me that the pressure was high and morale was low.

Perhaps other teachers felt this pressure more acutely than I.  Last year many of them have transferred elsewhere.  Of 23 classroom teachers 11 are novice (in their first or second year).  In my tenth year teaching I’m the second most experienced teacher at our school.

I’ve wondered how we’ve arrived at this unfortunate point.  Each fall we receive our state’s standardized test scores.  Teachers, energized and committed, face the challenge.  We’ve created systems for tracking student progress, providing extra support, engaging families, growing professionally, and improving instruction.  I believe some of these systems have been of great benefit to students.

While I thought these systems were beneficial our data never really showed it.  Here’s what it shows: (click the picture for a clearer view) 

In 2011 our scores dropped 30% to under 40% of students passing the 4^th grade reading MSP.  The year before 71.4% of students passed the 3^rd grade reading MSP.  The test didn’t get harder.  The state average pass rate remained flat.  This isn’t isolated to one grade.  Our 3^rd grade reading pass rate fell 13.1% from the previous year.  Our 5^th grade reading pass rate fell 32.8% from the previous year.

This drop in performance is startling.  So what happened?  Who knows?  I wish I had more answers and fewer questions.

Did the students consistently miss a particular type of reading comprehension question?  That could be addressed with an adjustment to the curriculum.

With a 37% mobility rate could the students who left be the ones who passed in 2010.  Might they have been replaced with students who didn't pass?  How about the families who left because of school choice (a NCLB sanction for schools in step 2 of improvement)?  Did the student population change significantly?  Are we comparing the same students from year to year?

Did students who narrowly passed the MSP in 2010 narrowly miss passing in 2011?  Did a slight drop in performance signify a drastic drop in the percent of students meeting standard?

Did significant numbers of non passing students come from specific classrooms?

Could school community, teacher morale, and the shame & blame policies of NCLB account, at least in part, for a dramatic drop in student performance?

Answers to these questions are important as a school undergoes “corrective action.”  I don’t know if anybody is asking these questions.  I don’t know if answers are available.  But I’d like to know exactly what problem I’m correcting and we all deserve a clearer answer than ‘you didn’t meet adequate yearly progress again.’ 

By Rob

Great investments have been made to collect and use data.  The role of assessments and use of student data has shifted and it has changed the nature of education.

The standardized test, Washington’s Measurement of Student Progress, is analyzed extensively to meet the requirements of No Child Left Behind.  It is used to identify schools as “failing to meet adequate yearly progress.”  It is used to rank-order schools.  New metrics which control for the impact of poverty use this data to compare effectiveness among districts.  This assessment comes at a great cost- financial, time, lost instruction, grading, and tools for analyzing.  The information gained from it could be found with a smaller sample size and at a lower cost.

The Measurement of Academic Progress (MAP) tracks student growth across a school year.  This test is completed by students on a laptop in a separate classroom.  Our technology and curriculum coach devotes weeks to setting up the computers, scheduling, and proctoring each class.  The list of goals compiled for each student is exhausting and includes standards not covered for months or years or, depending on the curriculum, not taught at all.  I am pleased when the assessment result matchs my analysis of the student but often it doesn’t.

I get very little actionable intelligence from the results of my MSP or MAP scores.  But increasingly I have to answer for the results. 

The emphasis on testing extends far beyond MSP and MAP.  Over the course of the school year my students must complete 32 mandated “common assessments” with the score recorded into a database.  How the scores are used I have no idea.  Increasingly these assessments feel more like an audit of my teaching than a tool for improving student learning.

Students also complete regular math and spelling quizzes.  This is an additional 85 assessments.  While these tests tie closely to the content they contribute to the culture of ‘no child left untested.’  My students are expected to demonstrate their proficiency 117 times throughout a 180 day school year.  They are second graders.  In third grade the assessment load will increase.

This certainly wasn’t my experience in elementary school.  It wasn’t even the experience of my students ten years ago.  And this emphasis on testing isn’t preparing my students for adulthood:  The last assessment I took was four years ago.

One form of assessment has been overlooked by policy makers and more attention should be paid.  It is the teacher’s ongoing examination of student progress and understanding.  Teachers use this information to inform their practice and to adjust lesson pacing.  It gives teachers an indication of what to re-teach or where to extend.  It allows teachers to identify struggling students while there is time to arrange extra support.  It requires acute observation and meaningful interactions with students.  This process is at the heart of teaching; it’s where the magic happens.  It happens every day... except when we're testing.

 

School starts in one week for me and I am so excited. I have been teaching first grade for 20 years and each year is so very exciting and wonderful, I can hardly sleep at night in the anticipation. There are currently 26 students assigned to our room. It will be interesting to see what "new" accronym will be applied to our teaching. There has been some talk among administration that we should begin PBIS, RTI, and our district will be doing TPEP. Ahhh, why or why do we educators always look so hopefuly to some new inovative idea that will sovle all of our problems?? Have you ever had the luxury of strolling about a book store and paruse the shelves of books written by well meaning people that describe just how, if we would only use this method or intervention each child would learn, all your behavior/discipline problems would melt away and everything would be just fine? Whenever anyone decides what make a good teacher the conversation seems to never end, there is always one more dimension to consider. There are just too many layers, partly due to the fact that we have so many different types of learners that bring to the class a different culture for learing. There couldn't possibly be one solution, yet we continue to search. Some of our teachers went to a training for Read Naturally - well, what say we Teach Naturally. We have a set of clearly defined standards, many districts have taken the time to define what it looks like when a student has met the standard and we teachers are trained on how to teach the concepts and strategies so students can understand and apply the learning - Is it asking too much for policy makers and other legislation to stop complicating the issue of teaching and allow us to do our jobs? Knowing I will have 26, or possibly more, students that look to me for understanding in math, science, literacy, social studies, and social skills, I am aware that I will need to have many and various strategies to engage, challenge and teach them. Once we have met and I get a clear picture of what it is they currently know and can do, I will need to develop lessons that clearly outline the progression of learning that will allow the students to achieve the standards for first grade. They will need opportunity learn, time to practice, authentic, formative, summative assessments with feedback. In otherwords, they will need to know the learning target, and how to achieve the target.It is challenging, but so very worthwhile when they discover they know a new concept or have met a particularly difficult standard. One year I had a student that seemed to have all the pieces together(phonics, phonemic awareness, etc) that would allow him to begin to read, yet it just wasn't happening. After several different strageties and approaches, we found a book that was of a rebus style that he really liked and began to read the book - he was so excited that he took it home to show his family how he could now read. When he returned to school the next day, he read the entire book to me - then with a large smile he looked at me as said,"Isn't it cool how I taught myself how to read?" Yes, that is was very cool! Learning begins with the learner, the key is having the resources and time to know the student and help design a path of learning for that unique individual student, not trying to wrap some acronym that represents a "researched based" program around the student.

By Tom

Back in the mid-eighties, when I was fresh out of college and looking for a teaching job, I stopped by the Everett School District to apply for a position teaching fifth grade. When I checked in with the receptionist I was handed a piece of notebook paper and a pen and told to write an essay. I forgot what the topic was supposed to be, but I remember specifically being told to write in cursive. Unfortunately, I did not see that coming.

Needless to say, I didn't get that job. But I shook it off and went on to become a third grade teacher. That's the grade in which every American student learns how to write a paragraph, how to multiply and divide, how to subtract with borrowing and (ironically) how to write in cursive.

But that might be changing.

 

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by Tom

I’ve always believed that preparation is the best way to compensate for an inability to improvise. Improvising in the classroom scares me. Which is exactly why I tend to be somewhat extreme in regards to lesson preparation. I still engineer every lesson to the minute, even after twenty-four years on the job.

That includes our 30-minute silent reading time. I carefully teach my students how to select books from different genres at their independent reading level. I make sure they have time to share and tell about their books, I make sure to give them lessons on decoding and comprehension strategies. I do everything I’ve heard I’m supposed to do to make the most of this 30 minute time. And it works pretty well.

Well, almost...