Category Archives: Education Policy

NCLB 2.012

Posted by Rob on October 30, 2011
Assessment, Current Affairs, Education, Education Policy, Elementary, Literacy, Mathematics

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?

Corrective Action

Posted by Rob on October 26, 2011
Assessment, Current Affairs, Education, Education Policy, Elementary, Life in the Classroom, Literacy, Teacher Leadership

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.’

It Starts with Paper

Posted by Travis Wittwer on October 4, 2011
Current Affairs, Education Policy, Parent Involvment | budget, education, policy, school, wittwer

By Travis

As a child, when I was sick, I would lay in bed watching old black and white shows on the family TV. This was before cable so I watched whatever was showing. Also of note, the family TV had four stations.

I watched a number of police stories as that is what seemed to be on TV in the early afternoon. I enjoyed the suspense and the angles. The drama. Most of the shows had a scene where an inmate would trade secrets, privileges, or wealth for cigarettes. The money system in jail is cigarettes. In my school, the money system is paper.

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Testing the Limit

Posted by Rob on September 23, 2011
Assessment, Current Affairs, Education, Education Policy, Elementary, Life in the Classroom, Literacy, Mathematics

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.

Imitation

Posted by Kristin Bailey-Fogarty on September 13, 2011
Education Policy

By Kristin

A few weeks ago I spent an evening in Issaquah providing feedback on parts of a document called "The People's Plan for Education in Washington State," something Excellent Schools Now has put together to increase student success. I wasn't alone – there were about forty teachers there, including Washington's 2010 Teacher of the Year Jay Maebori.

There were many things in the plan that I agreed with but one thing troubled me, and that was the recommendation to eliminate salary bumps based on earning a master's degree, something that would be put into place for new teachers. I disagreed with it in Issaquah because I feel strongly that if we're in the business of encouraging students to believe in education, then we need to encourage teachers to believe in it – that it means something, that it makes you better at what you want to do, and that it brings with it financial rewards.

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New Standards, Part 2

Posted by Mark Gardner on August 23, 2011
Assessment, Current Affairs, Education, Education Policy, Life in the Classroom, Literacy

By Mark

One of the wheels I reinvent each August is this chart wherein I build the scope and sequence for my courses, identify the timelines as well as major formative and summative assessments, then list which EALRs/GLEs those assessments address so that I can be sure I've fulfilled my obligation. Sounds fun, eh? Yeah, I'm a fun guy.

As I posted recently, the State of Washington is shifting from the old standards for Language Arts (farewell EALRs and GLEs) to the new Common Core standards. Ultimately, I like the wording of these "new" standards better (and for some reason, I can just understand many of them better). There are changes, to be sure, but even within those changes I can easily see ways that "what I already do" could be tweaked a bit to fit that instructional goal.

This post, however, is my attempt to help illuminate the complexity within teaching that these standards illustrate. (I cannot even begin to imagine what this same post from an elementary teacher might look like!)

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A Top-Down Reform I’d Support

Posted by Rob on August 21, 2011
Education, Education Policy, Teacher Leadership

By Rob

Teaching is a flat profession. A teacher with 20 years of experience performs the same job as a teacher with two years of experience. Aside from moving into administration there isn’t a career ladder for teachers to climb. School systems may be hesitant to remove the best teachers from classrooms. Consequently, cultivating leadership from the ground up is a difficult task.

Why not cultivate leadership from the top down? Two-thirds of superintendents are hired from outside the district. Nationwide the average tenure for superintendents is just over five years. In urban districts it is under four years. This constant turn-over negatively impacts the continuity of reforms.

When a new superintendent arrives the cabinet, departments, and programs are often restructured. This creates a lot of work for school personnel. It may be done in the name of improving student learning but it is not about student learning; it is about change and reorganization. Given the rate of superintendent turn-over it is a task that is likely to be repeated soon.

Changes in leadership impact teachers. With new superintendents come changes in curriculum, programs, models of instruction and evaluation. In my ten years of teaching I’ve had three superintendents. Where we once focused on expanding access to Advanced Placement classes and participation in Lesson Study we now focus on Guided Language Acquisition Design and Professional Learning Communities. We’ve shifted from broadening all curricula to narrowing some and expanding math and literacy. We’ve replaced teacher designed tests with norm-referenced tests.

Whether these shifts in focus have been positive or negative depends on your perspective. Professional Learning Communities can be a powerful transformative tool. So too can Lesson Study. Japan’s practice of Lesson Study has been well established since the 1960’s. My district tried it for only six years. The constant shifting of focus, energy, and funding that comes with new “outside” leadership means many programs never reach their full potential.

When a new leader takes the helm I question if they were good a teacher. Do they have an appreciation for the complexities of managing classrooms? Will they take these complexities into consideration as they make decisions? If new superintendents are from outside the district these questions may not be answered. I’m less likely to have these concerns if I’ve had the chance to work beside them.

Suppose schools hire two-thirds of their superintendents from inside the district. There would be more opportunity to build a culture around a common vision. Wholesale changes to programs would be less likely. Shifts in focus may be more gradual and more targeted. Their initiatives may realize greater potentials.

I’m not a fan of many top-down reforms but I’d be happy to see schools cultivate leadership from the top.

The Skills Gap…again

Posted by Mark Gardner on August 19, 2011
Assessment, Current Affairs, Education, Education Policy, Mathematics, Social Issues

By Mark

NBC News ran a story last night about Siemens and their 3400 un-fillable jobs despite an abundance of job-seekers out there right now. The segment (embedded below) also featured small businesses who also have an abundance of openings–one owner noting something to the effect of "we can buy all the equipment we want, but it's no good if there is no one skilled to use it."

The piece discussed the "skills gap" between what the jobs require and what the prospective employees were trained for or capable of doing… and thankfully stopped just short of blaming American public school teachers for causing this, the failing economy, or current debt crisis in Europe.

The solution to the skills gap, according to the report, was more training (not testing) in math and science. Okay, that's fine. But how about training in skills?

Several of us here at SfS have beaten the drum about the need for more investment in vocational and career and technical education at the high school level. This got me thinking: what if we took every penny currently dedicated to statewide testing and test prep at all levels and instead invested it in vocational and CTE programming starting even well before high school? What about devoting funding toward funneling kids toward voc/tech speciality schools after high school instead of always talking about "college readiness" as if enrollment in a four-year is the only indicator of a school's success?

Alas, in a cursory search, I was unable to find clear numbers about the cost to taxpayers to adminster and assess all the state tests. Certainly, vocational and CTE programs can be quite expensive due to specialized equipment or facilities needs, but still, I feel like when we look at the problems facing the country, we're mismanaging our investment.

One of the first and most important lessons I learned as a pre-service teacher was to examine the needs of my students and adjust my response, rather than just dish them a canned curriculum regardless of their needs. When I consider what our economy and country apparently need from public schools, it isn't kids who can pass tests. We need kids with skills… and report after report highlights that skills gap. Our schools apparently are not arming the emerging workforce with the tools they need to be successful.

Instead of using tests to punish schools for what we're supposedly not doing, why not fund programming to help schools do what we ought to be doing?

(Sorry about the ads in the video below. I usually open another window and check my email, but you can multitask however you choose.)

Visit msnbc.com for breaking news, world news, and news about the economy

New Standards

Posted by Mark Gardner on August 18, 2011
Assessment, Education Policy, Life in the Classroom, Literacy, Professional Development, Social Issues

By Mark

At the end of July, Randy Dorn announced that the state of Washington has adopted and will begin transitioning to application of the Common Core standards for English Language Arts. I head back to my classroom next week to start unpacking and really getting down to work preparing for the school year, but I'm having a problem seeing how this shift in standards should affect my planning and implementation.

And, based on the emails that have filled my spam folder for my school email address, there are an awful lot of businesses looking to cash in on this standards changeover… so many emails in fact, that the persistent cynic in me wonders whether this change to CCSSO Common Core standards isn't more about supporting textbook and software manufacturers than it is about promoting learning. When I see on the changeover explanation that the "system will include…

optional formative, or benchmark, exams; and

a variety of tools, processes and practices that teachers may use in planning and implementing informal, ongoing assessment. This will assist teachers in understanding what students are and are not learning on a daily basis so they can adjust instruction accordingly.

…I hear the cha-ching of cash registers and start thinking about all those emails trying to sell me matierals "perfectly aligned with Common Core Standards to guarantee student success on major assessments."

It probably isn't all about lining the pockets of curriculum mills, but when I look at the standards and the timeline that OSPI posted (more on that below), I do wonder really what is going to change… and I don't mean that in a futile, cynical way. I mean it like this: don't these standards just communicate what we should have been doing anyway under the old standards?

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Stories From School

Practice Meets Policy

Category Archives: Education Policy

NCLB 2.012

Corrective Action

It Starts with Paper

Testing the Limit

Imitation

New Standards, Part 2

A Top-Down Reform I’d Support