It is difficult to use standardized test scores for immediate instruction because once the scores are reported you most likely no longer teach the same students. With a yearly increase in expectations, it seems like it is becoming harder and harder to meet proficient levels in all areas of the NJASK. One particular weakness our school has targeted is the writing component. This has prompted some changes in programs as well as assessment materials, like quarterly benchmarks. We have also focused in on more writing techniques in after school programs and have incorporated writing into our special subjects.
Monday, February 23, 2009
Tuesday, February 17, 2009
A Parent's Challenge on Testing
Often times when giving a "test", I do not set time limits. Quick assessments can lend its self to time restrictions because they are usually the type of thing that you either know or you don't. Having a child stare at the page for three hours will not get you anywhere. But, for detailed tests where a child will need to figure things out and apply problem solving techniques (ie. Math), I do not see the need to set a time limit. However, this is much easier for me because I am an elementary school teacher and my subjects are not disrupted by bells ringing and class changes. So, I will focus my blog on the amount of time given on state mandated tests.
Here is my scenario: It is a month before state testing and I have begun to time their writing assignments. A parent is not pleased with the 25 minute time allotted to complete a narrative fiction story.
My defense: Throughout the year we have been studying and practicing different techniques to push our thinking when writing. The children have been given rubrics to help understand what is expected of them in their writing. A strong focus on reading (independent, and modeled) has been a great example to the students of what good writing is.
Slowly throughout the year I have been weaning the children off of me as a dependent during their writing. We began the year by dissecting their stories over a week long period. During this time we focused on story development, prewriting activities, entertaining beginnings, varying sentence structure, sequencing a story to a finish, and editing techniques that can be applied. Each month the writing process has become more independent, and less teacher driven.
Many times the state mandated test is given in March, but luckily we are given until May this year. During one writing portion of the test, the children will only be given 25 minutes to complete a narrative fiction story. Although I agree that that is a very small amount of time to complete a final draft, I will explain to the parent what the test assessors are looking for. They are looking for the creativity needed to make a story interesting. A child can still score well with spelling mistakes and errors in their punctuation. They want a story that can be read in two minutes and addresses the key ideas that we have been focusing in on during the school year. They want to be entertained by the piece and not bored by run on ideas that never end and repetitive sentences.
Finally, I will explain to the parent that my job as a third grade teacher is to help their child to become more independent in their work. Although much of their lessons are assisted in the beginning of the year, high expectations are being set for them that must follow them through their education. The ability to perform with confidence and ease is necessary in order to complete the tasks given to them under the state testing time restrictions.
Here is my scenario: It is a month before state testing and I have begun to time their writing assignments. A parent is not pleased with the 25 minute time allotted to complete a narrative fiction story.
My defense: Throughout the year we have been studying and practicing different techniques to push our thinking when writing. The children have been given rubrics to help understand what is expected of them in their writing. A strong focus on reading (independent, and modeled) has been a great example to the students of what good writing is.
Slowly throughout the year I have been weaning the children off of me as a dependent during their writing. We began the year by dissecting their stories over a week long period. During this time we focused on story development, prewriting activities, entertaining beginnings, varying sentence structure, sequencing a story to a finish, and editing techniques that can be applied. Each month the writing process has become more independent, and less teacher driven.
Many times the state mandated test is given in March, but luckily we are given until May this year. During one writing portion of the test, the children will only be given 25 minutes to complete a narrative fiction story. Although I agree that that is a very small amount of time to complete a final draft, I will explain to the parent what the test assessors are looking for. They are looking for the creativity needed to make a story interesting. A child can still score well with spelling mistakes and errors in their punctuation. They want a story that can be read in two minutes and addresses the key ideas that we have been focusing in on during the school year. They want to be entertained by the piece and not bored by run on ideas that never end and repetitive sentences.
Finally, I will explain to the parent that my job as a third grade teacher is to help their child to become more independent in their work. Although much of their lessons are assisted in the beginning of the year, high expectations are being set for them that must follow them through their education. The ability to perform with confidence and ease is necessary in order to complete the tasks given to them under the state testing time restrictions.
Sunday, February 8, 2009
RAFT
Because I am an elementary school teacher, I have to admit that I am unclear on the requirements necessary to place a students into CP vs. Honors classes....but I will try my best. I also think it's funny that we are all starting our conversations with a reluctant parent that miraculously has a change of heart and agrees with the supervisor. I'd imagine it doesn't always happen in this way, but it's the easiest way to end the RAFT.
R-English Supervisor (Erin Vogler)
A-Parent angered by placement into CP rather than Honors (Mr. Smith)
F-Phone conversation
T-Supporting schools decision
Mr. S- Hello
EV- Hello, may I please speak to Mr. Smith.
Mr. S- Who may I ask is calling.
EV- This is Erin Vogler, I am the English supervisor in Michael's district, I received a message about some concerns in placement that I would like to discuss.
Mr. S.- Well, this is Mr. Smith.
EV- Oh wonderful, how are you doing today Mr. Smith.
Mr. S.- Well, to be frank, I would be doing much better if someone could explain to me why my son is not being accepted into the Honor English program in your district.
EV- First let me apologize for not returning your call sooner, but I did wanted to collect some information on your son's progress to help direct our conversation. I've reviewed his standardized test scores, his impressive list extra curricular activities, as well as interviewed his English teachers from the past few years. Are you familiar with his report card grades Mr. Smith?
Mr. S.- Well, I know that my son always did well in school and has not had a problem in the CP courses he's taken in the past. The past year he has earned nothing but straight "A's" in English and I think he could be challenged with harder work.
EV-Although I do agree that his last year's report card grade showed a remarkable effort on Michael's behalf, it his previous year that concerns me as well as his standardized testing. Are you aware that Michael had previously received average grades in his English studies? His final scores ranged from a C- to a C+.
Mr. S.- Yes, but don't you notice that his grades are straight A's this year? To me that means he is prepared for a more challenging work load.
EV- Well, Mr. Smith, after speaking with his teachers from the past, I have been hearing a consistent reports of Michael skipping class to go out to lunch, missing homework assignments, and falling asleep in class. I also understand that his most recent English teacher, who is a first year teacher with our school as well as our new basketball coach, has very high expectation for your son and has been helping him to get a scholarship in sports.
Mr. S.- Well, I know he had problems in the past, but I thought he was doing so much better. His progress showed me that he had buckled down and could do better. Basketball means a lot to Michael and he is really good at what he does.
EV-I would hope that to be true, Mr. Smith, and I agree that Michael is an exceptional basketball player ,but we need to look at Michael's education as a whole. Prior grades show that an Honors course would be much too challenging for Michael. His standardized scores show that, although he is proficient in English, he is not at the above level needed to maintain a high average in Honors; the high average that he would need in order to be accepted into a college scholarship program. Even his coach says that, even though Michael has made some solid efforts in his educational responsibilities, he would be concerned to see Michael pushed into a subject area that is just too challenging for him at this time.
Mr. S.- Are you saying that my son isn't smart enough to take Honors English?
EV- No Mr. Smith, I am saying that Michael has a lot on his plate right now. His focus should first be his education, and secondly his sports. Since he is going into his Junior year, I feel that it would be beneficial for him to have one more instructor that he is unfamiliar with that would teach him at a level that is successful for him. If he can buckle down and take his education seriously, maybe we could reevaluate his progress for his senior year. I think the most important thing here is to raise Michael's confidence by taking a CP English course because teaching a student at a successful level is the most beneficial thing we can do for your son.
Mr. S.- Won't this look poorly on his transcripts and effect his chances at a scholarship?
EV- No, Mr. Smith, a CP English course is completely acceptable for an athletic scholarship. They would rather see him receiving a high average which shows dedication to his education, with the ability to balance his sports endeavors. And, again, we could always review his transcripts at the end of his Junior year to see what is best for his Senior year.
Mr. S.- Well, I guess that makes sense. I just want him to be prepared.
EV- As do we, Mr. Smith. Is there anything else you'd like to discuss today?
Mr. S.- No, thank you...thanks for calling me back, and if I have any questions I'll contact you again.
EV- Very good, I hope Michael has a great year...and perhaps we'll talk again.
Mr. S.- Ok, thanks again, goodbye.
EV- Good Bye, Mr. Smith
R-English Supervisor (Erin Vogler)
A-Parent angered by placement into CP rather than Honors (Mr. Smith)
F-Phone conversation
T-Supporting schools decision
Mr. S- Hello
EV- Hello, may I please speak to Mr. Smith.
Mr. S- Who may I ask is calling.
EV- This is Erin Vogler, I am the English supervisor in Michael's district, I received a message about some concerns in placement that I would like to discuss.
Mr. S.- Well, this is Mr. Smith.
EV- Oh wonderful, how are you doing today Mr. Smith.
Mr. S.- Well, to be frank, I would be doing much better if someone could explain to me why my son is not being accepted into the Honor English program in your district.
EV- First let me apologize for not returning your call sooner, but I did wanted to collect some information on your son's progress to help direct our conversation. I've reviewed his standardized test scores, his impressive list extra curricular activities, as well as interviewed his English teachers from the past few years. Are you familiar with his report card grades Mr. Smith?
Mr. S.- Well, I know that my son always did well in school and has not had a problem in the CP courses he's taken in the past. The past year he has earned nothing but straight "A's" in English and I think he could be challenged with harder work.
EV-Although I do agree that his last year's report card grade showed a remarkable effort on Michael's behalf, it his previous year that concerns me as well as his standardized testing. Are you aware that Michael had previously received average grades in his English studies? His final scores ranged from a C- to a C+.
Mr. S.- Yes, but don't you notice that his grades are straight A's this year? To me that means he is prepared for a more challenging work load.
EV- Well, Mr. Smith, after speaking with his teachers from the past, I have been hearing a consistent reports of Michael skipping class to go out to lunch, missing homework assignments, and falling asleep in class. I also understand that his most recent English teacher, who is a first year teacher with our school as well as our new basketball coach, has very high expectation for your son and has been helping him to get a scholarship in sports.
Mr. S.- Well, I know he had problems in the past, but I thought he was doing so much better. His progress showed me that he had buckled down and could do better. Basketball means a lot to Michael and he is really good at what he does.
EV-I would hope that to be true, Mr. Smith, and I agree that Michael is an exceptional basketball player ,but we need to look at Michael's education as a whole. Prior grades show that an Honors course would be much too challenging for Michael. His standardized scores show that, although he is proficient in English, he is not at the above level needed to maintain a high average in Honors; the high average that he would need in order to be accepted into a college scholarship program. Even his coach says that, even though Michael has made some solid efforts in his educational responsibilities, he would be concerned to see Michael pushed into a subject area that is just too challenging for him at this time.
Mr. S.- Are you saying that my son isn't smart enough to take Honors English?
EV- No Mr. Smith, I am saying that Michael has a lot on his plate right now. His focus should first be his education, and secondly his sports. Since he is going into his Junior year, I feel that it would be beneficial for him to have one more instructor that he is unfamiliar with that would teach him at a level that is successful for him. If he can buckle down and take his education seriously, maybe we could reevaluate his progress for his senior year. I think the most important thing here is to raise Michael's confidence by taking a CP English course because teaching a student at a successful level is the most beneficial thing we can do for your son.
Mr. S.- Won't this look poorly on his transcripts and effect his chances at a scholarship?
EV- No, Mr. Smith, a CP English course is completely acceptable for an athletic scholarship. They would rather see him receiving a high average which shows dedication to his education, with the ability to balance his sports endeavors. And, again, we could always review his transcripts at the end of his Junior year to see what is best for his Senior year.
Mr. S.- Well, I guess that makes sense. I just want him to be prepared.
EV- As do we, Mr. Smith. Is there anything else you'd like to discuss today?
Mr. S.- No, thank you...thanks for calling me back, and if I have any questions I'll contact you again.
EV- Very good, I hope Michael has a great year...and perhaps we'll talk again.
Mr. S.- Ok, thanks again, goodbye.
EV- Good Bye, Mr. Smith
Sunday, February 1, 2009
What type of data do you use to make decisionsin your classroom?
As an elementary school teacher, this question makes me sweat. Although I use many different types of assessment strategies, the word "data" reminds me of a high-tech, computer analysis program of numbers. I do not use only data to assess my children. Having to teach 6 differentiated subjects a day, I find that one type of assessment (ie. data based) does not fit all situations.
Perhaps I could include rubrics as a type of data. I suppose tests and quizzes would also be type of data collection. We do have quarterly assessments in math, reading, and science where data is collected as well. But, these are not the only ways for me to drive instruction in my classroom. I also use teacher observations through oral assessments and classroom participation.
However, all too often it seems that once data is collected, the time to teach that particular skill has passed as there are many other skills to be taught. Pacing charts and differentiated classrooms do not allow for much extra time. I do not deal with a class of English college prep students and then our English honors class comes in for the next lesson. In reality, I deal with one third grade class that has an educational range from first to fifth grade. Data collection simply gives me an idea of who gets it and who doesn't.
Of course I will pick and choose those topics that are of most importance to review either in whole group or small group situations, but trying to collect multiple strategies over multiple subjects, and implement them into individualized lessons in order to stress a skill is nearly impossible for one teacher to accomplish.
I guess if I really think about it, the data I collect in the classroom helps to support me in decisions I make for the placement of a child. It's the "facts" that support me as a teacher when I say that a child is struggling a great deal and needs extra support from the school. It's the proof that shows a child is not understanding grade level appropriate material. This information helps me to make modifications to a curriculum for certain students, as well as challenge children that can handle a harder work load. Simply put, data helps me instruct a students by telling me what they can handle.
Perhaps I could include rubrics as a type of data. I suppose tests and quizzes would also be type of data collection. We do have quarterly assessments in math, reading, and science where data is collected as well. But, these are not the only ways for me to drive instruction in my classroom. I also use teacher observations through oral assessments and classroom participation.
However, all too often it seems that once data is collected, the time to teach that particular skill has passed as there are many other skills to be taught. Pacing charts and differentiated classrooms do not allow for much extra time. I do not deal with a class of English college prep students and then our English honors class comes in for the next lesson. In reality, I deal with one third grade class that has an educational range from first to fifth grade. Data collection simply gives me an idea of who gets it and who doesn't.
Of course I will pick and choose those topics that are of most importance to review either in whole group or small group situations, but trying to collect multiple strategies over multiple subjects, and implement them into individualized lessons in order to stress a skill is nearly impossible for one teacher to accomplish.
I guess if I really think about it, the data I collect in the classroom helps to support me in decisions I make for the placement of a child. It's the "facts" that support me as a teacher when I say that a child is struggling a great deal and needs extra support from the school. It's the proof that shows a child is not understanding grade level appropriate material. This information helps me to make modifications to a curriculum for certain students, as well as challenge children that can handle a harder work load. Simply put, data helps me instruct a students by telling me what they can handle.
Subscribe to:
Posts (Atom)