Teacher support Group
Replies
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I don't wanna totally hijack the thread, but can you guys tell me why you have mentioned state testing in such a negative light so often in this thread?
My perspective is this: my students take a great deal of pride in their test scores. They want to improve and we work very hard all year to be prepared for STAR (California's Standardized Test) We had our first day of testing today, and my kids are pumped! They can't wait to kick this test's *kitten*! Our API is 967, and we are shooting for 1000(which would signify all students performing at highly proficient level). We probably won't hit it, but we will improve, as we have been doing for 7 years in a row.
I teach 7th grade in East Oakland with ALL minority kids. I teach in an old church building without A/C. And we are getting the job done. One of our seniors just got accepted to MIT, another to Stanford, and in order to graduate from our high school you must get a letter of acceptance from a 4 year school. We make sure our kids are prepared to compete in this educational setting. We don't have a lot of extras, just lots of textbooks and hard work.
I really just don't get it- why would you be opposed to measuring your results?
Anybody who can give another perspective, I am interested to know- on the thread or PM....
anyone? anyone? Buehler?0 -
I don't wanna totally hijack the thread, but can you guys tell me why you have mentioned state testing in such a negative light so often in this thread?
My perspective is this: my students take a great deal of pride in their test scores. They want to improve and we work very hard all year to be prepared for STAR (California's Standardized Test) We had our first day of testing today, and my kids are pumped! They can't wait to kick this test's *kitten*! Our API is 967, and we are shooting for 1000(which would signify all students performing at highly proficient level). We probably won't hit it, but we will improve, as we have been doing for 7 years in a row.
I teach 7th grade in East Oakland with ALL minority kids. I teach in an old church building without A/C. And we are getting the job done. One of our seniors just got accepted to MIT, another to Stanford, and in order to graduate from our high school you must get a letter of acceptance from a 4 year school. We make sure our kids are prepared to compete in this educational setting. We don't have a lot of extras, just lots of textbooks and hard work.
I really just don't get it- why would you be opposed to measuring your results?
Anybody who can give another perspective, I am interested to know- on the thread or PM....
Some of us are working really hard & not seeing such positive results. In theory I think the testing provides a way to measure growth, but it is so stressful when there's so much pressure. That's all.
Our school had a 30 point dip last year & we can't put our finger on what changed, so this year is extremely important.
And stressful.
Nervewracking.
Did I mention stressful?
:grumble:
:grumble: :grumble: 0 -
I don't wanna totally hijack the thread, but can you guys tell me why you have mentioned state testing in such a negative light so often in this thread?
My perspective is this: my students take a great deal of pride in their test scores. They want to improve and we work very hard all year to be prepared for STAR (California's Standardized Test) We had our first day of testing today, and my kids are pumped! They can't wait to kick this test's *kitten*! Our API is 967, and we are shooting for 1000(which would signify all students performing at highly proficient level). We probably won't hit it, but we will improve, as we have been doing for 7 years in a row.
I teach 7th grade in East Oakland with ALL minority kids. I teach in an old church building without A/C. And we are getting the job done. One of our seniors just got accepted to MIT, another to Stanford, and in order to graduate from our high school you must get a letter of acceptance from a 4 year school. We make sure our kids are prepared to compete in this educational setting. We don't have a lot of extras, just lots of textbooks and hard work.
I really just don't get it- why would you be opposed to measuring your results?
Anybody who can give another perspective, I am interested to know- on the thread or PM....
anyone? anyone? Buehler?0 -
I don't think that anyone is opposed to assessment. I believe that the problem has to do more with excessive assessment and excessive documentation of that assessment. In addition, not all academic growth can be measured on paper because some children don't do well when it comes to testing. Some children have other issues...emotional for example...or other things going on that may affect their performance. How do you accurately assess them in those situations? That's a whole other issue by itself. I don't know. I have taught the honors second grade class for about six years now, so I'm really not affected by the assessments like others might be. I just see what goes on in my school with my colleagues who teach the upper grades, and I listen to what they say bothers them. I use to bring an awful lot of paperwork home, stay up late at night with paperwork, vacations, weekends...paperwork, etc. to the point where it was ridiculous. I had to learn to adapt my thinking when it came to this. Now, I do what works for me. My main complaint is with the constant amount of paperwork that is redundant and sometimes unnecessary.0
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I'll be happy to explain why I HATE testing. In Florida, our jobs and a whole bunch of other things are tied to school grades, which is tied to . . . you guessed it! FCAT! For an entire month I was told to do NOTHING else except testing strategies that we were given by the county because my schools scores went WAY down on our winter diagnostic.
I don't know about other schools, or other states, but when I cannot teach ANYTHING without it being tied to the test, then I am just teaching the test, not what the kids really need to learn, and not what I enjoy teaching, which is English or Language Arts, whatever you prefer to call it.
We also have schools that are in danger of being closed because their testing scores are not going up. Teachers are being punished, because we can only do so much with what we are given, and no discipline in the school or at home either.
That is the problem I have with standardized testing. When I have a 6th grader reading on the first grade level, it doesn't matter if I bring him up to the third grade level, it only matters that he did not pass the test, so I must not be a good teacher.
Anybody else with similar problems, or is my county (state) just really screwed up?0 -
I'll be happy to explain why I HATE testing. In Florida, our jobs and a whole bunch of other things are tied to school grades, which is tied to . . . you guessed it! FCAT! For an entire month I was told to do NOTHING else except testing strategies that we were given by the county because my schools scores went WAY down on our winter diagnostic.
I don't know about other schools, or other states, but when I cannot teach ANYTHING without it being tied to the test, then I am just teaching the test, not what the kids really need to learn, and not what I enjoy teaching, which is English or Language Arts, whatever you prefer to call it.
We also have schools that are in danger of being closed because their testing scores are not going up. Teachers are being punished, because we can only do so much with what we are given, and no discipline in the school or at home either.
That is the problem I have with standardized testing. When I have a 6th grader reading on the first grade level, it doesn't matter if I bring him up to the third grade level, it only matters that he did not pass the test, so I must not be a good teacher.
Anybody else with similar problems, or is my county (state) just really screwed up?
I just took a Master's class over the weekend and we were talking about how the kids taking these tests show nothing more than they know how to take a standardized test! There are a lot of very smart kids who don't do well on these students because of pressure and what not. They definitely need to come up with a better way to assess student than these high-risk tests!!0 -
thank you for your interesting replies.
I am always curious about the phrase "teaching to the test"
Isn't that what we always do, whether it's a state test with bubbles or a final exam, or any kind of test? We first teach the information that is expected, then we test to see if they got it. Right? I just have never understood why that phrase is used like there is something bad about that.
I spent not just a month, but all year teaching my kids all the state standards. We finished our textbooks before STAR testing in order to make sure that they had been exposed to all the information that they would be tested on. And we spent a good deal of time practicing things like bubbling, test taking strategies, etc.
We have seen growth and improvement seven years in a row. Our jobs depend on our students achievement, as in any other field, if we aren't performing, why should they keep paying us? If I were an architect, and I didn't do my work, I wouldn't keep my job. Why should a teacher who is not doing the job well get to keep theirs?
As before, I am interested, not trying to attack anyone, just curious what you guys think...0 -
I spent not just a month, but all year teaching my kids all the state standards. We finished our textbooks before STAR testing in order to make sure that they had been exposed to all the information that they would be tested on. And we spent a good deal of time practicing things like bubbling, test taking strategies, etc.
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Sorry, I don't know how to do the cool quote box thing.
UHH, hello!
I have spent a whole year teaching my students the state standards as well . I was TOLD to teach nothing but testing strategies for a whole month. In fact, the entire school did nothing but cover specific testing strategies only to get the scores up. Any real teaching we had planned was cancelled out, and if we were not doing exactly what we were told to do when we were told to do it, we were called into the principal's office to explain why.
We even had people from the state dept. of education coming to our school to "see what was going on" It's been absolutely insane.
No wonder I 've gained every pound back that I had managed to lose so far.0 -
I spent not just a month, but all year teaching my kids all the state standards. We finished our textbooks before STAR testing in order to make sure that they had been exposed to all the information that they would be tested on. And we spent a good deal of time practicing things like bubbling, test taking strategies, etc.
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Sorry, I don't know how to do the cool quote box thing.
UHH, hello!
I have spent a whole year teaching my students the state standards as well . I was TOLD to teach nothing but testing strategies for a whole month. In fact, the entire school did nothing but cover specific testing strategies only to get the scores up. Any real teaching we had planned was cancelled out, and if we were not doing exactly what we were told to do when we were told to do it, we were called into the principal's office to explain why.
We even had people from the state dept. of education coming to our school to "see what was going on" It's been absolutely insane.
No wonder I 've gained every pound back that I had managed to lose so far.
Again, I appreciate and am interested in your perspective- I don't have the experience of teaching in a Unified District, (my school is a charter) so I am truly just curious about your viewpoint. I didn't mean to imply you aren't teaching the state standards. I'm sorry if I offended you unintentionally.:flowerforyou:
I guess what I don't understand is when you say "Any real teaching we had planned was cancelled out..."
I don't understand why test taking strategies aren't considered "real teaching". They are going to use it, not just this year, but every year, and SATs can have a BIG impact on their educational path, so I don't know why it would be considered not "real teaching"? They'll use it far more often that say...the Pythagorean Theorem.
We integrated it into our entire school year, every Friday we did test prep. (I know that's an administrator's call, and not up to the teachers.) Our kids were comfortable with bubbling, with double checking to see that they are bubbling the correct answer for the matching question, etc. We worked a lot on these skills so that when our kids sit down to take STAR, it feels familiar, instead of super stressful and new. We didn't take away from the curriculum to do this, we used it like a teacher may use a scantron, or any other kind of format. We got the released test questions from the internet and practiced on them. We used supplemental materials like Buckle Down,and Sharpen Up to test our kids' understanding of what we were teaching. It was wrapped arpound and through all of our teaching, so nothing was sacrificed.
We were expected to create a calendar of what chapter we'd be on during what week, so that we knew we were on track to finish the textbooks before testing, allowing time for reviewing. I had finished our History text by Christmas break.
These aren't any different kids than you'd find in any school in Oakland, we accepted every application we received for this school year, so it is all the kids coming out of the elementary schools around our area. So our performance is directly related to the method, not the kids. (What I mean is, these are regular kids, it's not like we pick out the geniuses)
I do understand it can be stressful to feel like you're under scrutiny, especially if the students aren't performing well. Wouldn't that be motivation to go the extra mile to improve their performance?
We have a big dangling carrot in the form of a bonus ($$$) if our students improve their API. Every kid in our school knows our API score, and they all feel an urge to improve it. We have instilled in them the desire to be #1, and they are not satisfied with our current ranking (#5 in California).
I look forward to your perspective- and any other teacher who is interested in contributing as well:flowerforyou: :flowerforyou: :flowerforyou:0 -
HELP!!!
I was wondering if any of youknow of a good kid-appropriate site that would log exercise and food intake, analyze it, etc.? We're gettting ready to start studying health...and this site sent a POWERFUL message to one of my teen-age sons when I made him log his diet for one week. HOLY COW!!!! Kids consume way too much sodium & cholesterol!!! YIKES!!!
Anyway, I'd like them to do the same thing for a week, but I don't want them in a site where they really are too young to be.
Please let me know, thanks everyone!!!!
Mickie
Anything on this site help?
http://mypyramid.gov/kids/0 -
The only thing I am going to say about the testing subject is this....
Although some form of assessment is needed to gauge student learning and educator performance, I am not sure those two should be tied.
I have witnessed teachers develop horrible attitudes about kids completely based off their inability to pass their ISAT (Idaho's test). I have heard teachers bad mouth kids, call them horrible names... Only a fool would assume that a teachers attitude doesn't rub off on the kids. I have kids that come to my office because one of the teachers made them "feel dumb/stupid" because they struggle passing their tests. OR they've flat out told the kid they were "dumb/stupid"Grown adults, bashing children. It's actually made me consider leaving education.
My kids are over-tested by the time I get them, they've been tested most of their lives. If not taking it this year, they are preparing to take it next year, etc. The "spark" to learn for fun is mostly gone by the time they enter my classroom, they are on survival mode ("get it done and get out")....
I actually still remember when school was.... fun... and how some of the best learning experiences didn't come from a book.... or have a test to prove it.
I personally don't belive in testing. Currently, I am lucky that it is not yet required in my field. If it comes down to it, I will stand by what I believe. I want ALL my kids to find something they enjoy about school... not just the 5 kids "that get it."0 -
I guess I look at testing strategies as something extra. If the kids truly know what they are doing, then theoretically they should do well. Testing strategies are not in the bench marks, so "real" teaching is getting them reading at a higher grade level or on their grade level. Not how to bubble in answers, or read a test.
I work hard to come up with plans that will interest my students, because I do teach at an inner city school, with a high failure rate, and VERY low test scores. I don't appreciate people from somewhere else, putting my hard work on hold because they say so.
I think a performance type assesment or portfolios would work much better for my student population.
I had the pleasure of working with the same type of students at a charter school as well. The county closed it down because they said we were not getting results due to the testing scores.
Almost every single one of the students we had at that school is now in college.
So much for the accuracy of standardized tests.
Take my advice and stay at your school, you're lucky to be there.0 -
What are you getting your master's in?0
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to Brile: I am sad to hear of the teacher's unprofessional behavior you described. Of course that will harm the students (how could it NOT?), and I feel someone who would behave thay way doesn't belong in a classroom. But, IDK how that is related to testing. Sounds like it is the wrong person for the job. Lots of folks are teachers who probably shouldn't be. (IMHO)
Andersonkar: Thanks, I do feel very fortunate to work at my school. I will be here until they get sick of me
In your opinion, what is it that is creating a high failure rate and low test scores? What could/should be done to improve the student's achievements?
I understand the feeling of not wanting someone from the outside to be dictating what should go on...we have one administrator, our principal, and all decisions come from her, but she is intimately involved with us on planning, she knows what chapter and page we are all on, knows every kid by name, it doesn't feel like we are being controlled from above, and I know I am lucky to have such a good administrator.
I'll be pursuing my Masters in Education Administration. My principal has discussed the possibility of us opening another campus, and has asked me if I would be interested in being principal there. I definitely want to, so that's the direction I am heading. It's an uphill battle though, even with our school's achievements, there are many who oppose us opening another campus. The Oakland Unified District is one group who fights against us, the teacher's union is another. It's hard for me to understand why they would want to prevent us from serving more kids, when our scores, and our students' achievements are so outstanding. We have seniors who are headed to Stanford, MIT, Berkeley. These are kids who come from the harshest most difficult sections of East Oakland, and they're headed for world class schools. Every year we have more applicants who want to attend, and now we have a waiting list. The only thing I can come up with is this- they're embarrassed that the same kids who are failing in their schools, are thriving in ours. It makes them crazy that our teachers are not a part of their union. (We have the choice to join or not, we just prefer not) They actually rallied against a tiny property tax increase ($120/property/year) because a portion of the money generated would go to the charter schools in Oakland as well as the Unified schools. (Talk about cutting off your nose to spite your face)
It's a big complex issue, and I feel very fortunate to be involved with this school.
Thanks for talking to me:bigsmile: :flowerforyou:0 -
to Brile: I am sad to hear of the teacher's unprofessional behavior you described. Of course that will harm the students (how could it NOT?), and I feel someone who would behave thay way doesn't belong in a classroom. But, IDK how that is related to testing. Sounds like it is the wrong person for the job. Lots of folks are teachers who probably shouldn't be. (IMHO)
Uhhh, it relates to testing because if our kids don't get certain scores our school is put on probation by the state. In our school, the teachers are ALL given the kids ISAT scores, I get the scores.... and I don't even teach a subject that is tested.... BUT I KNOW who is not passing them. That knowledge alone promotes hostility between the kids and the students, because no school WANTS the state to step in and scrutinize everyone under a microscope. Therefore, the kids who aren't passing are nailed.
Now, whether the teacher(s) belong in the classroom or not is practically a mute point... I don't know many Principals/ Super Intedents/ school boards that would be willing to replace at least 10+ teachers for a new year...
However, that's how it relates to testing in my pudlic school in my state.0 -
The first thing is your principal is involved and backs the teacher, mine doesn't AT ALL. Second you probably have good parent involvement, we don't. Last of all, the kids don't care and you can't make them. We have had several incidents of teachers being threatened and pushed around by students, and not much happens. If there is no discipline, there is no learning.
We are getting a new principal during the summer, and in the mean time the one we have is a major Lame Duck and things are really getting bad quick.
The same thing happened to my school, that's why they found a reason to shut us down (truth had nothing to do with it). Don't make the public schools look bad, they WILL get even.0 -
You are correct, my principal is a very strong component of our success. We also have a very (VERY) strict discipline policy, I wholeheartedly agree with you, without the discipline, all is lost. It would be terrifying to be in a situation with kids threatening the teachers. I wouldn't be able to teach in an environment like that. :noway:
We actually have almost no parent involvement, though. We prefer it that way. Our founder says "get out of our way and let us teach your kids." We never have parents volunteering in the classroom or chaperoning anything.
Our kids care because we have convinced them that this education we are offering is their ticket to wonderful things in life. They have internalized it and truly care about their educational success. During this week of STAR testing, we laid off the homework, to allow the kids to rest. I had more than one of them come to me and ask for homework, because they are bored and they can't wait to start in on our 8th grade textbooks. I know that this isn't typical, and it has taken the whole school getting on board to make it happen. Our credo, which we recite every morning, says "We are a family at AIPCS. We are always working for academic and social excellence. We will prosper by focusing and working toward our goals. We will go forward, continue working, and remember we will always be a part of the AIPCS family." Our kids really and truly believe it. The "coolest" kids are the honor roll kids. The whole culture of our school has centered around academic achievement.
I think you are 100% correct about making the Unified schools look bad, it definitely makes them want to take us out. While we have such a high API, they are powerless to close us down. It is why we emphasize the scores so much, because the good scores are our insurance policy: when we have the Governator visiting our school and a ranking of #5, they can't say it isn't working. If our test scores plummeted, I'm sure they would use that to try and shut it down.
I'm sorry to hear about the principal...that must suck royally. Hopefully the new one can turn things around-
Wishing you the best-:flowerforyou:0 -
These are all interesting points from a variety of places.
In my rural district less than 10% of our parents have been to college at all. I can count the bachelor degrees on 2 hands.
For many families, the thought of college is so remote that it translates to "why worry about school? You don't need to graduate to work with daddy or raise kids."
That's a prevailing attitude that we constantly fight. It's all about educating the whole family.0 -
How is all the testing going???? Haven't heard from anyone in a few days.0
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Ugh! My students are doing them right now...so I finally have a moment to log in my food diary. I will be so glad when these tests are over!!! Just in time to start district testing. Whoopee.
Anyone have exciting plans for the Mother's Day weekend?0 -
We're done! Yay:bigsmile:
we have 21 days left until our first summer break: 2 1/2 weeks off. then all students return for mandatory summer school, for a 3-week session, and then a second break for us teachers for a month. The kids go on to a summer algebra program put on by Stanford, so they don't get another break. Then we will all be big old eighth graders!0 -
OOOOOOOooooooo!!!!!!!
LL!
Tell us about mandatory Summer School! How does that work? What happens if they don't come?0 -
Ha! well the parents all understand that it is mandatory, and of you don't come, you cannot be a student here. It is called summer school mostly because of when it is in session, but it is really the beginning of their next school year. So I will be starting 8th grade with these guys, and we will get 3 weeks into the curriculum, then I turn them over to the SAIL (Stanford Academic something something) Algebra program, and they attend it for 4 weeks, while the teachers get their long summer break. Then we all return to pick up eighth grade where I left off with them.
The students usually are on break after summer session as well, for 4 weeks (just like the teachers), but every student must attend SAIL in the summer between 7th and 8th grade (again, if you don't, you may not attend AIPCS). So this is my kids' short summer. Back to usual next year.0 -
Anyone have some happy news lately? Goals they've made, studens doing well, etc? Even through we are in the midst of State Testing, we are also doing Teacher Appreciation Week this week. It's kinda nice to feel loved, even if it's only for a week, or a day or a second!!! :laugh:0
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I've been asked if I want to be the Langauge Arts Department head next year! I'm not sure if that's good or not the way things have gone this year:huh:0
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That's an interesting idea. I'm sure it's successful. We're not running SS at all this year due to budget troubles.
I'm feeling pretty good about Open House, which is Thursday. I put a lot of extra effort into displaying my kids' work. We even created Solar System research reports this year.
I have to say that since I'm almost 40# lighter than last fall, I'm having no trouble at all hopping up & down the step ladder to hang stuff from the ceiling! :bigsmile:0 -
Isn't it funny how the little things like that are really noticeable? Somedays, I just feel "lighter," Like I'm almost floating!!!! :happy:
I have to say that since I'm almost 40# lighter than last fall, I'm having no trouble at all hopping up & down the step ladder to hang stuff from the ceiling! :bigsmile:0 -
I just found out the school I am leaving ISN'T going to hire an FCS teacher. The Health Professions teacher came in to "check out" my room, since she'll be using it. What the hell is gonna happen to my kids!!! Ya know, the ones nobody else wants! I am feeling like a freakin failure! If I'd known I wouldn't be replaced then I wouldn't of left....
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I just found out the school I am leaving ISN'T going to hire an FCS teacher. The Health Professions teacher came in to "check out" my room, since she'll be using it. What the hell is gonna happen to my kids!!! Ya know, the ones nobody else wants! I am feeling like a freakin failure! If I'd known I wouldn't be replaced then I wouldn't of left....
what is FCS? what grade/subject do you teach?0 -
I just found out the school I am leaving ISN'T going to hire an FCS teacher. The Health Professions teacher came in to "check out" my room, since she'll be using it. What the hell is gonna happen to my kids!!! Ya know, the ones nobody else wants! I am feeling like a freakin failure! If I'd known I wouldn't be replaced then I wouldn't of left....
what is FCS? what grade/subject do you teach?
Family Consumer Sciences, formerly known as home ec, traditionally viewed as a high school elective course; Therefore, expendable. When funding or test scores dip too low.0
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