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Evaluating special ed teachers

May 16, 2013 by 11 Comments

Paul Hogan teaches severely handicapped children in New York City, yet he’s evaluated with a framework designed for teachers of mainstream students. This is “tantamount to punishing and penalizing teachers who go into this demanding, difficult and highly *specialized* type of teaching,” he writes. The union hasn’t helped.

A classroom teacher can earn a “highly effective” rating only if students are observed by the evaluator to formulate high-level questions and take  ”responsibility for the success of the discussion.”

Many students in District 75, which serves severely handicapped children, can’t speak.

In some cases  these non-verbal kids may be trained to push buttons on  electronic devices to communicate basic needs. “Bathroom,” for example, represented on the device by an icon or pictograph, is a basic need; as is “Hungry”. There are various picture/symbol communication  systems (TEACCH, PECS, etc.) that are used with some success with some students.  This is the kind of thing we do in special ed.. . . And let me tell you: if you are talking about a non-verbal child, classified by the DOE as “untestable,” who is incontinent and has struggled from birth with tripelgic or quadriplegic spastic cerebral palsy, you can take the Danielson Framework and burn it. It has no relevance to the  proper education of the child I just described.

Some students have IQs too low to measure. They don’t “initiate or adapt activities and projects to enhance their understanding.” They don’t exhibit “grade-level understanding.”

Exasperated Educator teaches and tests students with less-severe disabilities.

 

Filed Under: Disability, Education, Testing Tagged With: , , ,

Turnaround in Cincinnati

May 16, 2013 by 2 Comments

It’s possible to turn an urban school district around without cheating, writes Greg Anrig in The Atlantic. Cincinnati schools have improved thanks to a “data-driven collaborative strategy to promote good teaching and learning,” rejecting school reform fads, he writes.

In 2009, newly promoted Superintendent Mary Ronan launched an elementary initiative aimed at revitalizing the district’s 16 worst-performing elementary schools.

 . . . a wide variety of instructional approaches (Montessori, Success for All, Direct Instruction, etc.) were not being followed as designed in classrooms. (Auditors) also saw that many of the schools taught English for less than 45 minutes a day, that teachers were partial to whole-group instruction instead of breaking the class into smaller groups, and that testing data was not being used for any practical purpose.

Administrators and “lead teachers” adopted changes including “90-minute blocks of literature-rich units, small-group activities with teachers rotating among students, and reorienting teachers’ and administrators’ approach to test results, so that they could be used as diagnostic tools for identifying particular areas in which students need greater support.”

Data-driven instruction is not a reform idea?

In addition, principals and lead teachers from the targeted schools were trained in solving problems as a team with “minimal confrontation or defensiveness.”

Four years later, all 16 targeted schools have emerged from “academic emergency” with 12 rising to the mid-level  ”continuous improvement” ranking or higher.

“Deep collaboration between administrators and teachers” is the first step, writes Anrig. “Also required are effective approaches for developing coherent instructional systems with active teacher input; close attentiveness to testing data to identify problems students are having so they can be provided with extra support; and strong connections between the schools, parents, and community groups.” Tests are OK as a tool to improve instruction, but not to “punish or reward teachers,” he concludes.

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Ed Trust: Low-income kids hit ‘glass ceiling’

May 15, 2013 by 22 Comments

While low achievers are catching up, racial achievement gaps are widening at the advanced level, concludes Education Trust in a new report, Breaking the Glass Ceiling of Achievement for Low-Income Students and Students of Color.

Over time, the percent of students scoring at the “below basic” level of performance has declined markedly. . . . the declines are biggest for black, Hispanic, and low-income students. Yet, while the percent of white and higher income students scoring at the “advanced” level has increased significantly in recent years, there has been little progress among students of color and low-income students, so gaps at this level have widened. . . . In 2011, for example, roughly 1 in 10 white fourth-graders reached advanced in math, compared to only 1 in 50 Hispanic fourth-graders and 1 in 100 black fourth-graders.

Poverty is not the only issue, Ed Trust reports. In some grades and subjects, higher-income black students are no more likely than low-income whites to test as advanced. For example, 3 percent of each of these groups reached advanced in fourth-grade math in 2011.

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Uncommon curriculum

May 10, 2013 by 9 Comments

Closing the vocabulary gap would help close the opportunity gap, argues Fordham’s Mike Petrilli, a guest on the Bridging Differences blog. Children from low-income families start kindergarten with an enormous vocabulary deficit, he writes. Preschools and elementary schools can build children’s vocabulary by teaching them history, science, art, music, literature and geography.

Yes, to little kids. (You know, the ones who are curious about EVERYTHING. Who can learn a TON just by listening to a good read-aloud story.)

E.D. Hirsch has argued for 30 years that the key to building students’ vocabularies, and thus their ability to read and learn, is content knowledge. Once a child learns to decode, her “comprehension” ability mainly comes down to the store of knowledge she’s got in her head. If she can sound out words but can’t read a passage about dinosaurs, it’s not because she hasn’t been taught “comprehension skills”—it’s probably because she’s never been taught anything about dinosaurs.

Yet our preschools and elementary schools systematically reject this obvious approach because they deem it not “developmentally appropriate.” Furthermore, they say, why teach all those “facts” when kids can just Google them?

High-poverty schools make it worse if they delay teaching social studies and science — usually untested — until fourth or fifth grade to spend more time teaching reading in the early grades. This is “nuts,” writes Petrilli. “Teaching content is teaching reading.”

Building vocabulary doesn’t require a common curriculum, responds Deborah Meier. She’s all for teaching “stuff.” But there are many ways to do that, she writes.

As with our first language we need to rely on building vocabulary by: (1) having a more diverse student body (racial and class integration); (2) having a lot of adults around to interact with and smaller class sizes (like good private schools do); (3) engaging in studies that require collaboration between students and students, and students and adults—including adult-written texts; (4) encouraging reading in settings that are designed to naturally arouse interest—motivate—or that answer questions youngsters really want to know; and (5) remembering that vocabulary, grammar, syntax, and spelling are most efficiently learned the same way we learn everything else that matters.

We learn to drive by driving and to cook by cooking, which means allowing 6- to 12-year-olds to read (and listen to) repetitive and engaging books which do not present too much of a “cognitive” or empathy challenge.

Progressive preschools don’t think knowing facts is “developmentally inappropriate,” Meier writes. But they believe direct instruction isn’t needed to ”

kick in this love of reading, of hobbies, of facts, of curiosity, of indefatigable and repetitive practice in subjects and skills” kids are fascinated by. “Our job is to extend” kids’ curiosity, she concludes. Too often, schools kill it.

Filed Under: Education, Parenting, Poverty, Testing Tagged With: , , , , , , , , ,

Teachers hit computer-scored writing exams

May 9, 2013 by 1 Comment

New tests aligned to the new common standards will ask students to do more writing and provide quick feedback to teachers on their students’ skills. But that’s only cost effective, if students’ writing is scored by computers, writes Catherine Gewertz on Ed Week‘s Curriculum Matters. Not surprisingly, the National Council of Teachers of English think machines can’t evaluate writing.

In its statement, the NCTE says that artificial intelligence assesses student writing by only “a few limited surface features,” ignoring important elements such as logic, clarity, accuracy, quality of evidence, and humor or irony. Computers ability to judge student writing also gets worse as the length of the essays increases, the NCTE says. The organization argues for consideration of other ways of judging student writing, such as portfolio assessment, teacher-assessment teams, and more localized classroom- or district-based assessments.

If essays are scored by humans — usually teachers working over the summer — the costs will go way up, tempting states to require less writing.

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AFT poll: Teachers unprepared for new standards

May 8, 2013 by 12 Comments

Most public school teachers say they’re not prepared to teach math and reading to the new Common Core standards, according to a survey by the American Federation of Teachers. While 75 percent of teachers surveyed by the union support the Common Core, less than one-third said they’d received the training and resources needed to teach to the new standards.

Forty-five states and the District of Columbia have adopted the new standards and many have started implementation.

Two states — Kentucky and New York — have already tested students on the new standards. In New York, teachers, parents and students complained that the tests were poorly designed, covered material that had not been taught and frustrated children to the point of tears. Like many other states, New York intends to use the test results in decisions about student grade promotion, teacher job evaluations and school closings.

AFT President Randi Weingarten has called for a testing moratorium for at least one year. Among teachers surveyed, 83 percent supported the moratorium.

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Anti-testing rebellion grows

May 1, 2013 by

Resistance to testing is growing as schools introduce tougher tests linked to Common Core standards, writes Marc Tucker of the National Center on Education and the Economy on Ed Week‘s Top Performers blog. Parents — and sometimes teachers — are opting out of state exams.

Test resistance isn’t seen in high-performing countries, Tucker writes. All, except Finland, have tests that match their standards. But they’re not like U.S. tests.

First, they are designed to match the curriculum, to find out whether and to what degree students have mastered the curriculum the teacher has been teaching. American tests, for many years, have been designed to be curriculum neutral, meaning unrelated to the curriculum.  So American teachers have seen the basic skills tests they are familiar with as their enemy, testing things that they did not necessarily teach, and often don’t believe should be taught.

Common Core State Standards will fix this, if teachers can teach a standards-based curriculum aligned to the tests.

Second, American tests have been designed to be, first and foremost, cheap.  . . .  (Multiple-choice) tests are great at testing the rudiments of the basic skills and not very good at testing complex skills, deep understanding, critical thinking or creativity, the things teachers want most to teach, another reason for them to detest the typical test.  In the top-performing countries, there is very little use of multiple-choice, computer-based testing.  Most tests are essay-based.  They are scored by teachers trained to score them and teachers generally feel that these examinations are testing the things they think really matter.

Our top competitors give statewide or national exams two or three times in a student’s school career, often in 10th grade and the end of high school.  Testing to monitor school quality is done by sampling a few students in a few schools.  They can afford expensive, high-quality tests because they do less testing.

No top-performing country has an accountability system like No Child Left Behind, which mandates annual testing in grades three through eight.  No other country is using test scores to evaluate teachers.

American teachers “see cheap tests, unrelated to what they teach and incapable of measuring the things they really care about, being used to determine their fate and that of their students,” Tucker writes. If Common Core tests are cheap, low-quality tests, “millions of American teachers may rebel.”

Testing could be Common Core’s fatal flaw, writes Peg Tyre in the final part of her four-part series on what Common Core means for American education.

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Common Core backlash

May 1, 2013 by

Indiana will “pause” implementation of Common Core standards for more state review, if Gov. Mike Pence signs a bill on his desk. It’s not clear how state Superintendent Glenda Ritz will interpret the legislation, writes Scott Elliott in the Indianapolis Star.  The State Board of Education is “deeply committed to Common Core,” but the governor will be appointing new board members this summer.

The backlash against the new standards is a national phenomenon, reports the Washington Post. Some state legislators are worried about the costs, which could add up to $12 billion a year. Others say teachers don’t have the training and resources they need.

Conservatives say “Obamacore” amounts to a national curriculum. Using federal Race to the Top grants to pressure states to adopt Common Core has backfired.

New standards will mean lower test scores — and more testing for many students.

Randi Weingarten, the head of the American Federation of Teachers and a strong  Common Core supporter, called for  a “mid-course correction” this week. “The Common Core is in trouble,” she said. “There is a serious backlash in lots of different ways, on the right and on the left.”

AFT’s proposed testing moratorium is a triangulation strategy, writes Dropout Nation.

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Are U.S. teens OK in science?

April 30, 2013 by

U.S. teenagers aren’t doing as poorly on international science tests as adults think, according to a Pew Research Center survey.

U.S. students rank in the middle in science among developed countries on the PISA exam, Pew reports.

Education advocates have long warned that U.S. students need more science education if they are to keep pace with international peers. That perhaps has yielded the impression that the nation’s students don’t stack up to other nations on international tests.

U.S. students rank at the 28th percentile among developed countries on PISA, writes Dan Willingham. That’s not his definition of “in the middle.”

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A stupid way to pick ‘gifted’ students

April 29, 2013 by

Our system for identifying “gifted” students isn’t very smart, writes Andrew Rotherham in The Illusion of the ‘Gifted’ Child in Time.

New Yorkers were outraged to learn that “behemoth education company Pearson had bungled the scoring of standardized tests used for admissions to gifted education programs,” he writes. “Scoring errors would have denied admission to 2,700 students who qualified.”

But the incident also highlighted the arbitrary nature of how we decide which students are so superior academically that they are essentially funneled into an elite group of schools with a specialized, advanced curriculum.

New York City uses a test to determine who’s gifted. Some programs require a score at the 90th percentile; others require the 97th percentile.

. . . does anyone seriously think that a student at the 96th percentile (or the 89th for that matter) might not benefit from gifted education programs, as well? Of course not. It’s the scarcity of seats, rather than any rigorous definition of merit that is driving these distinctions.

Affluent, educated parents hire tutors and test prep services to help their kids qualify as gifted.

Rotherham offers three proposals:

1. Increase the options. In New York City and elsewhere, gifted programs often function as a school-choice strategy for making public schools more attractive. But demand clearly overwhelms supply. . .  .

2. Level the playing field. Providing extra support for students from diverse backgrounds is essential. . . .

3. Just make our schools better. Efforts to improve the quality of curriculum and instruction are good for everyone. So is expanding access to pre-K education. It’s no secret that too many American students aren’t challenged in school. While programs for truly exceptional students have a place, all kids would benefit from more enriching and rigorous educational experiences and more would be seen as “gifted” with a better educational experience at their back.

Numbers 1 and 3 seem like no-brainers. But expanding the definition of  ”gifted” has limits.  Many non-genius kids would do well in enriched, challenging classes. But once the reasonably smart kids are in with the exceptionally smart kids, what do you do with the average, slow and very slow students? What happens to unmotivated, poorly behaved students?

“Gifted” hadn’t been invented when I was in high school, but we had five tracks in English, three in most other subjects. I loved Level 1.

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