I am a public school teacher in California and I am opting my 5th grader out of the Smarter Balanced Assessment Consortium (SBAC) Tests this year.
Here is a link to the Opt Out form for San Francisco Unified.
Here is why:
The tests will not help my child’s teacher know my child’s academic strengths and weaknesses. Test scores will not be out until the summer. My child’s current teacher will not be able to use the information to improve instruction in any way for my child this year.
My child will lose many hours of instruction in order to prepare for and take the SBAC tests. This time could be used for more meaningful instruction, such as doing an interesting reading project, a social studies, math, art, music or science research project or doing an end of the school year play.
This post is long overdue and it is a call to action.
Tell Congress to roll back standardized testing
In 2002 when I became a teacher, No Child Left Behind (NCLB) became the new name of public education in the United States. This law had a huge effect on how teachers and students would teach and learn together, and how the federal government would recognize, reward and punish individual states, school districts, individual schools, teachers and students for achieving and failing to achieve state assessment standards.
NCLB was a powerful reauthorization of an older federal educational act called the Elementary and Secondary Education Act, or ESEA, signed into law under Lyndon B. Johnson’s administration. The underlying goal of both ESEA and NCLB was to ensure a quality education for all children regardless of zip code and demographics.
Unfortunately, after 2002, it soon became clear to most teachers working in the public school system, particularly to those who worked with poor kids in poor neighborhoods that NCLB was set up to fail all children rather than to set them up for success.
I am so blissed out to be done with final exam grading – and off to Spanish language environmental science/inquiry/play/non-standardized test summer camp with five kids out on the beach tomorrow and a brilliant Colombian teacher! Okay, I’m only partially excited about that – in reality, I am really looking forward to my massage at Kabuki Hot Springs on Wednesday. I love the children. I am sick of the children. And teacher mama needs a massage.
So on with my message (not massage)! This past semester I met some people with a Bay Area organization called Evolve, who are trying to build support to repeal aspects of Prop 13 and get corporations to pay more taxes to support public education.
It’s March Fourth.
March Forth for Education. Four years ago I participated in a March Fourth Walk with children and parents from Max’s public school to the Civic Center in San Francisco, where students, parents and teachers gathered to demand (ask?) the state to give money back to the public schools. It felt brilliant to be part of such a large group of public school participants and advocates making noise to stop the cuts to public education. We brought signs, noisemakers, water bottles and strollers. We got off work early, we yelled, walked, and chanted. We took pictures and we marched.
Every year that I have been a public school parent in California, I have worked my butt off raising money, trying to figure out what my son’s school needs, what the teachers need, what books need to be purchased, and figuring out how we parents can best put in our time, skills and resources to help schools.
Okay, a “misunderstood teacher” story, and then a great article in defense of the Common Core in California, and why our state is implementing it better than New York and other states have (and are).
Today, my fabulous student teacher and I (and yes, she must be called fabulous), wore our pjs on top of our clothes, brought in toothbrushes, shampoo, mirrors, hair dryers, towels, pantuflas (slippers), bathrobes, soap, nail polish, brushes, combs, an alarm clock, and other accoutrement to act out the morning routine (with reflexive verbs) for our 2nd year Spanish students. And, yes, yours truly brought a blow up mattress with blanket and pillows and pretended to be sleeping as the sleepy high school children entered the classroom when her rude alarm clock awoke her to 2014 – a totally perfect set-up for the kids’ first day back from winter break.
My fabulous student teacher performed it (and got videotaped) at 9:00 am; and I performed it again later in the afternoon.
Cut to an email received at 5:30 pm sent by the principal, after I walked to my car after my 11 hour day of teaching and an after school district curriculum meeting: “It was brought to my attention that you brought in a queen sized inflatable mattress and have set it up in the front of your classroom. What educational purpose does it serve?”
Happy New Year to all –
I am finally over this wretched cold, and sort of ready to go back to work tomorrow.
I had a brilliant time over the past few days grading final essays written by my advanced Spanish students, and, as usual, I have been dismayed by the incredible academic gaps that exist between students. Students with educated parents can write a cohesive and logical argument; students without such parents usually produce confusing and disorganized sentences that spin around disconnected ideas.
It took me years to learn how to write; and I am still trying.
Even with tons of my own work to prepare my students for such a writing assignment, the results show clearly the haves and have-nots.
A couple of items of note for our kids!
Our kids won’t waste time on two completely different end of the year assessments that take up hours of class time! As you probably know, the old assessments took 10-30 hours of classroom time, depending on the year of instruction and whether your child is an English language learner. The old tests are primarily multiple choice, and teachers and parents have no way of seeing what their kids actually got wrong. I have lots of issues with multiple choice state tests, but that’s another post for another day.
The Governor is defying the bizarre mandates of No Child Left Behind that dictate that all kids have to be tested every year, with the cost being passed down to states and local districts for testing materials and the companies that score them.
“Those that make test scores and grades the heart of education hit their targets while entirely missing the point.” – Joe Bower
More on the Common Core!
This last week the California legislature voted to suspend standardized testing for all public school students for the 2013-14 year. (Here’s who voted for and against). This was based on the idea that we are transitioning from the California state standards to the Common Core standards. In this transitional year, many districts are spending their money on updating their technology, professional development and practice tests for the Common Core. Teachers, administrators and districts do not want to test students on the old standards while they are preparing students using the new standards. Testing kids on both would be a monumental task, stress students, teachers and schools, pull everyone in two directions at once, and stretch districts’ resources – all the while taking time away from actual teaching and learning.
As you know me, you know I read a lot about education. I love it. It’s what I often do instead of lesson planning and grading late at night. Sometimes I forward articles to my friends and colleagues. Lately, I’ve been reading lots and lots of articles both for and against the Common Core State Standards, now adopted by almost all the states.