Let's Be Honest

This is the month for state testing in Ohio. My fifth graders just completed 3 days of testing-math, reading, and science.  I live in a state in which 50% of my evaluation will be based on this year's reading and math scores.  My students this year will determine my evaluation for next school year 2013-2014. Does it make sense?  Can I explain it even to my husband, parents or neighbors not really.  When they ask me questions that I can't answer as an educator of 24 years it makes me extremely disheartened.  

But let's be honest.

I chose to integrate test taking strategies all year.  My school has implemented a K-5 procedure for helping students with their extended responses. We worked on our RACE strategies all year, and my students know how to break a question apart (TTQA) and answer with evidence and support.  But let's be honest.

When my door is closed, and we are having rich conversations about our read aloud this year. Sharing Wonder and How to Steal a Dog. Allowing students time to work on their weekly reading goals which for several students includes reading a poetry book or a non fiction book for the first time. That is true celebration!  These success stories will not be a part of my evaluation because there is not any way to "measure" the value of these experiences. I would argue there is a way-

I would argue the value is 100%- all of my students have read a new genre this year-one they never would have considered in the past and several are now hooked on that genre.

I would argue that the value is 90%-almost all of my students wrote and published their first poem ever. By publishing, they read it front of their peers on Poetry Friday.  

I would argue that the value is 85%-most of my students have a private vocabulary notebook that they carry around from school to home and collect their words on the weekend, watching ESPN, reading the paper, or at a soccer tournament. 

I would argue that the value of 100% is ALL my students are readers because they want to be-they do not record minutes, they don't have to read a genre every month assigned to them. They are all readers because they choose what they read, when they read and set their own goals.  My students are all READERS!

Let's be honest-isn't that what we want for all students from K-12?  Not individually assigned a color of red, yellow, and green?  Let's be honest.

Warning...True Thoughts about Value Added

Most of the time as I write posts I am excited to share a new technology idea or literacy idea,  or I have have learned something new professionally.  Not often have I written a post that I would consider negative or questioning education?  However, I am posting about value added and what does it mean to me, so feel free to switch to another blog or not continue to read.

I had an experience this past week that really disturbed me and after I came home and cried my eyes out, I wondered if I am too old to keep teaching? Have we lost the value of each individual child as a learner and accepting where they are in their learning curve?  Several years ago when education started shifting toward state tests to judge students in the areas of reading, math, and science,  I wasn't sure about state testing like most teachers.  But I am realistic, and I know that I am not going to be able to change politics and/or state tests.  I wasn't happy, but I have to admit I played the game of testing and until two years ago that worked for me professionally.

However, now that state testing is attached to value added, and I am being judged on the basis of a 2 1/2 hour test in reading, math and science.  Testing has become more personal, and I am here to admit I do take it personally.  I believe I have to because the scores are attached to my name and possibly 50% of my salary if the laws continue to stay true in our state.

I am sitting on the side of the fence where my students made value added this past year;  however the reason I came home and cried was because my students this year are becoming an NCE number from their 4th grade testing. Someone at the state department has calculated what a year's growth should be for my students in this year's class. This is another blog post within itself, but my biggest question is when did a calculation of numbers become more important that the child themselves? These scores are suppose to tell me how well they will do this year on their 5th grade OAA tests.  These numbers are suppose to tell me who I should "push" because they can do it and which ones need remediation.  In my past 23 years of teaching. I thought that was one aspect of being a professional educator.  I never needed an NCE number to tell me who needed help and who needed enriched. 

My students are 10 and11, and they are readers, writers, word smiths, mathematicians, scientists and historians,  They are soccer players, ballet dancers, piano players, only children and the youngest of 6.  One student has only lived in the United States for 8 months, and another their grandpa died last week.  For another student their mom travels all week because she has to support their family and another student is in our latch key program from 7AM to 7 PM.  These are the children in my class this year, and I am their teacher who wants to know them for these qualities and not by a predetermined NCE score.

On a side note, I sat on this blog post for 24 hours.  My mom always told me to stop and think before I speak or in this case push the publish button. 

Going to the "Other Side"

My friend, Bill @ Literate Lives posted about how busy September was for him and how he just didn't have much inspiration to blog.  I also felt this way and was extremely busy but now that the calendar says it is October which happens to be one my favorite months I am feeling a shift of energy.

But first I want to reflect on September because I sure learned important lessons about my life as a teacher.  First of all I learned that experience doesn't always make things easier in fact I learned it could hold you back.  For two years, I have been hearing about the D word-for those of you who read my blog who are not in education the D word is data.  The key to my last sentence is the verb (which itself is a little joke if you live at my school) the verb is: hearing.  My thinking shifted last week when I spent the whole day with my team members, principal, Mr. Mark and our instructional support teacher (IST). We spent the morning looking at 4th grade data since now they are my students, looking at OAA diagnostics that my students this year have completed as well as observations.  I was not thrilled walking into this  meeting however when I walked out--- I finally got it.

Here is what I got for those of you like me who just are not quite there yet.  OAA testing is here to stay, and I have to be accountable to it because I want my students to do well and have the skills they need to be successful on a 2 pt or 4 pt extended response question in addition to the multiple choice.  However most of our conversation was based on extended responses.  I want my students to have the opportunity to be successful on future high stake tests by building a strong positive environment about the state tests etc. Even this week, we discussed the ACT and SAT because in word study we were discussing the importance of building strong vocabulary. More about this in a future blog.

I have come over the the "other side" I continue to think about how to integrate test taking strategies and OAA text within our school day not everyday but more than I used to.  I am not willing to admit that there is a testing genre, but I am willing to admit I need to hold myself accountable to the tests by allowing my students the best opportunity in May to pass the Reading, Math and Science OAA with at least a year's growth which is another really long story.  Let me know where you are with your thinking-