APPR- Annual Professional Performance Review or A Pathetic Plan for a Race

As our academic year comes to a close, teachers all across New York State are wondering whether or not HEDI will be preempting their end of year celebratory send off. In years past most of us looked forward to started anew in September. We looked forward to summers when we had the time to develop new units of study, get some reading done, maybe earn a couple of professional development credits, and possibly work in a summer program. Some of us also use our summers to recharge our batteries, get our bladders back to a normal schedule, and perhaps reconnect with our own families. In all cases we also looked forward to greeting those new faces and new challenges every September.

Unfortunately, for some of us HEDI will force us to wonder what happened, why has the ‘game changed’ and will we be forced to switch channels. Will our lives be turned asunder, will we be labeled ineffective?

New York State’s new teacher evaluation plan is based on APPR, an annual professional performance review. This review will either rate teachers as highly effective, effective, developing, or ineffective. This rating is based on several indicators- 20%-25% will be based on the New York State tests in Language Arts and Math, 15%-20% will be based on a local district selected assessment, and 60% will be based on 2 observations and the presentation of ‘evidence’ of a teacher’s professionalism. Today I find myself gathering ‘evidence’ that will serve as proof of my professionalism. Our district, much like many across the country have decided to use the Danielson Framework for Teaching as the tool to measure teachers. Even though I have heard rumors that Danielson, frowns on using her framework as a measuring tool, she has entered into deals with other companies and publishers that have developed computerized programs so that administrators can merely use their I pads to walk around and check off whether or not you have meet the rubric’s ambiguous criteria.

Take a look at Domain 1 and Domain 4..
Domain 1Planning and Preparation

1a Demonstrates knowledge of content and pedagogy
1b Demonstrates knowledge of students
1c Setting Instructional outcomes
1d Demonstrates knowledge of resources
1e Designing coherent instruction
1f Designing student assessments

Domain 4 Professional Responsibilities

4a Reflection on teaching
4b Maintaining accurate records
4c Communicating with families
4d Participating in a professional community
4e Growing and developing professionally
4f Demonstrating professionalism

Pretty open ended requirements you might say. But take a look at what that evidence could be for one sub category…

1d. Demonstrating knowledge of resources

Students and the classroom teachers are highly respectful reflecting genuine warmth, caring and sensitivity to students’ cultures and levels of development. Students themselves ensure high levels of respect.

Brings additional resources to curriculum/lessons …, SMARTBoard, newspaper and magazine articles, trade books, film, video streaming, etc.

Brings people from the community into the classroom to enhance instruction

Utilizes instructional websites to enrich curriculum/lessons

Ordering resources such as books, magazines and audiovisual materials

Evidence is district subscription to online encyclopedia (World Book) Book talking, book sharing and book displaying

Now here’s the rub. We are required to provide tangible evidence for each and every category. We are expected to put together a portfolio that proved we are effective to some degree… Hence HEDI.

Why do I have to prove my worth now. Administrators have march in my room so much this year, I even considered putting in a work order for a revolving door. Haven’t they witnessed my craft? Parents have met with me, and have seen the outstanding growth of their children, yet I still must gather evidence. I’ve been observed, I’ve attended meetings, I’ve been to workshops, I’ve shared articles, I’ve mentored other teachers and I still must gather evidence to fulfill the HEDI requirements. My question is why? Why must I now provide this? Haven’t my administrators seen the evidence already?

I refuse to gather my own evidence. I’ve offered to hand truck my filing cabinets down to the office, where any administrator can look for evidence. I’ve asked my principal to meet with me and I can show her anything she needs to prove my worth. Thank goodness she agreed to that.

That’s why I believe APPR is nothing more than A Pathetic Plan for a Race. Race to the Top is a failure.

Still setting it straight!

The response  to my post I need to Set the Record Straight has been overwhelming.  The level of support and words of encouragement shown by my readers and colleagues throughout the nation demonstrates the importance of communicating in this new digital world we find our selves in. I have refrained from updating on my predicament in hopes that everything would be resolved, and the proper apologies and record straightening would  happen.  Unfortunately I am starting to believe that these apologies may never happen, and once again adults will have failed to set a proper example for the children whose lives we touch every day.

That said, it’s time for an update;

Just to recap, I was accused of posting a Pearson test question on Twitter. I was placed on administrative leave, escorted out of my room by my superintendent of schools, ultimately escorted out of the building and ordered not to return until New York State ruled on my guilt or innocence . Twenty four hours later, NYS ruled I did no wrong and I was informed that I was no longer a threat and could return to my classroom.   I have been demanding a public apology from the Superintendent, as well as my school board. To date that apology has not happened.

I have since learned that the very same math problem that I was accused of copying, was published in Long Island’s largest newspaper several months ago and in our high school paper two weeks before I posted it.The same problem is also given as an explicit example in the Common Core Standards as well. So much for the intensive investigation my superintendent allegedly performed!

Over the past two weeks I contacted each member of the school board personally and stated my case and requested a public apology. Each and everyone of them ignored my correspondence, until I received a very curt response from the Board President, who basically claimed the Superintendent did what he had to do. My student’s parents, in the meantime, have rallied to my cause and have embraced me in ways I can’t even express without getting emotional. They too have contacted the same Board demanding and apology on my behalf as well as my student’s behalf.   By the way several of these parents are now candidates for the school board.

Last night our school board had their regularly scheduled meeting. I sat in the front row patiently waiting for my turn to speak.  When the public comment session began a parent came up and told the board that teachers should be respected, and that the recent actions from the Superintendent should be addressed. He drove home the point that his community was one that embraces teachers and supports them anyway they can. Without naming names he drove home his message that I was treated poorly. He ended to a standing ovation from most of those in the room.

I then approached the podium, and explained how much I loved teaching. I was expecting to be shut down at any moment however, I reminded the board I even went to this very same school as a child, and that I consider myself a part of this community with a long history within it. I explained calmly  how I was removed from my class, escorted down the hall, given orders that forbade me from even returning to my room for any personal possessions without an escort. I explained how my students had to face the 6th day of extensive testing that lasted 540 minutes without the emotional support of their teacher. I explained how teachers should never be treated they way I was, how my Superintendent did a terrible job investigating the accusation and that my removal from the classroom was unwarranted.

I also expressed my own personal displeasure with the board that they failed to respond to my correspondence with even an acknowledgement of receipt. I explained employees should never be treated they way I was. As I spoke, I looked every board member in the eye, my Superintendent never looked up. I notice nods of approval and signs of their own uncomfortable standing.   I closed that the board should have said, we are sorry for what you went through and that the public should recognize that I did nothing wrong.

I then sat down.

There was an uneasy silence for a moment, then I noticed most of those in the room stood up and applauded my comments.

The meeting was called to a close, not one board member spoke up. Nothing! No acknowledgement! Nothing, meeting over!

I stood there in stunned silence then a board member approached me, apologizing for my predicament. I politely thanked him, but also told him that his  apology really wasn’t worth anything, unless he made it from the table during the meeting. He then informed me that its not over, the board has some serious work to do and to be patient. I accept his word on that for now.

Another board member then approached with a similar message. As I scanned the room, I noticed parents lecturing board members and demanding a wrong me righted.

I also promised those two board members, that I’m not done. I will continue argue for an apology that is due.  A board member explained to me that  we are all aware teachers seem to have targets on their back lately and that’s unfortunate. I politely agreed and explained how it’s even more important that our own superintendents shouldn’t take shots at that target as well.

 

The bottom line.. teachers have become our nation’s scapegoats. I refuse to accept that, I refuse to be treated like I am an indentured servant.  We are professionals, we are highly qualified, we are well educated, we have our nation’s future in our hands. Stay tuned…

Solidarity!

 

 

 

 

Teaching has nothing to do with the Common Core

This is not a story about the Common Core, this is a story that demonstrates what teaching really is. Teaching is not about tests and teaching is not about teacher rubrics. Teaching is not about college and career ready nonsense for third grade students. Teaching is  this…..

Janine Bonura is one of the best teachers I know. Despite having 28 students in her third grade class,  she somehow achieves success in each one of her students in remarkable ways. She shared with me this wonderful narrative.

The following is  a reader response from one of my third grade students who came to me in September as a non-reader and non-writer.  This student was adopted from another country at the age of 3 years old.  At the age of 5 years old it was discovered that she was deaf.  She had never heard a sound!  Interventions began right away but the gap in all areas was significant.

Reader Response from a third grade student after reading Fly Eagle Fly

During the story I realized that I used to be someone who couldn’t read or write or count.  So when I was 5 years old my mom and my dad teach me so, so hard, but I didn’t get it.  One summer my mom got me a tutor and then another tutor.  So my two tutors worked on me so, so hard and I worked so, so hard, but I couldn’t get it.

One day I was practicing so, so hard and then I got it!  My parents were so proud of me.  When my tutor heard she was happy.  When it was my first day of school I felt like it was too hard.  So I tried and I tried to use my brain but it was so, so hard.  My teacher said I should never ever give up.  So I kept trying and I knew I couldn’t ever give up.  Then I got it!  My teacher was so, so happy that I never gave up.  I got it!

Over this school year I have watched as this little girl began to grow in her speaking, reading and writing skills. The growth she has made across all areas has exceeded all expectations!  She has truly begun flying this year!  It has been a joy watching this happen and knowing that I along with so many others had a part is helping her take flight!

Happy Teacher Appreciation Week!

I need to set the record straight

I teach my students that their reputation is the most important asset they own. Your reputation is determined by your actions, your deeds, and also how you are viewed by others. Therefore, it is vital that  you understand that your reputation ultimately defines you. Success is not judged by how much you make, but rather, real success is judged by your character and how others view your actions and deeds.  I believe this with my heart and soul.

Unfortunately, my character was questioned by an unproven allegation. Ultimately it was determined I did no wrong and the allegation was unfounded. I write this posting today as a record of what has transpired over the last two days. I also owe my students and their parents an accurate representation as to what occurred so that they may be fully informed.

My views on the Common Core and high stakes testing,  are well documented on this blog as well as on other web sites including Facebook and Twitter. I  assumed that one day, I would be challenged for my beliefs, and I have even commented that teachers live in fear of retribution for their beliefs. Well this week it was my turn to be challenged. Not only was my professional judgement challenged, my First Amendment Rights were challenged.

It all  began Wednesday evening with the following “tweets”;

My initial tweet was an editorial comment based on a Common Core standard (which includes a similar example in the standard), and included a generic example that can be found in many practice workbooks. As you can see Allison Sitts, aka, IthacaGorges took exception to my message and accused me of posting an actual test question.  I followed up with a response stating that it was not an actual test question. At this point I thought little of Allison, I didn’t remember conversing with her before and just assumed the conversation was over.  Well it wasn’t!

The next morning ( Thursday) I administered part 2 of the New York State Math  Common Core Math assessments to my class. Immediately following this exam, ( It was literally minutes after collecting the test books.) My principal was standing at my classroom doorway , with a very distraught and serious look on her face, and says, “I need you to come outside now.”

I say, “OK, I’ll be right there.”

She then says, ” I need you right now. “

My first thoughts are about the well being of my elderly parents, my wife or my children.. so I leave the room and find my Superintendent there, who immediately hands me a letter, and says. “you must come with me now.” Without having time to read the letter, I grab a pen, and a notebook and then he, and my principal escorted me downstairs, into the administrative wing and ultimately into his office. On the way down he informs me that my union representative and union president are on the way and that they will join us. Once in the office, as we waited for my representative to arrive, I read the letter and it said that I was going to be interviewed regarding concerns about my workplace conduct. So there I sat.. wondering what is this about?

Once my representatives arrived, I was initially questioned whether or not I posted test questions on the internet, on my blog , or on Twitter. I replied I did not and then I was shown the tweets that are at the center of this controversy. I explained that it was a generic example with an editorial comment, and that I am entitled to post  my opinion. He then informed me that Alllison Sitts , who I just then found out is a math specialist for Tompkins-Seneca-Tioga- Boces, sent an e-mail to my principal accusing me of posting test questions and suggested my district conduct an investigation. ( Now to be fair, as of today I have not read that e-mail because it has not been provided to me yet.)

Based on this,  my superintendent informed me that he would be contacting the Nassau County BOCES Superintendent and the New York State Education Department, regarding my ” posting of a state test question.” He then informed me that I would be placed on administrative leave and would not be allowed back into my classroom. As you can well imagine, a heated discussion followed which I will not disclose at this time. Throughout the entire discussion I maintained my position that under the First Amendment I am entitled to post my opinions, and that I did not post any test questions.

I immediately expressed a concern for my students. I told him my students saw me removed from my classroom, and I know that they will be upset.I was basically told,  they don’t know why you left and they’ll get over it. I also expressed a concern that my students are facing a 6th day of extensive testing the next day and that it was unfair that they will be forced to face it without their teacher ‘s encouraging words. As you can imagine, that appeal fell on deaf ears.

I asked why didn’t they wait until my prep period to summon me thereby not having the children observe me being escorted out. I also questioned, why I was being removed from the classroom, and why couldn’t the investigation continue while I was teaching. Was I a threat to the school or my students???

 I was told that upon the advice of the district’s counsel I was being placed on administrative leave.

I was offered the choice of remaining in an office to work on lesson plans or I can work from home. At this point, after consulting with my representatives, and a NYSUT ( our union) attorney I decided to work from home. I then had to wait until my students lunch period, so that I may be escorted by my principal to my room, to gather my personal belongings.

I then left the building and went home.

On Friday, I received a hand delivered letter at home, with a directive to pick one of three thematic units to develop. As I sat home wondering when I would be allowed to return to my class ( I never had any doubt  that I wouldn’t) I set to work on my project.. Upon the advise of my counsel. I ‘laid low’ , I didn’t tweet, post on my blog, or answer parent’s emails that were questioning what happened because they heard I was escorted out. I put my energies into the task at hand, developing a Social Studies- LA unit. As you may have guessed I decided to develop a unit based on the Bill of Rights, specifically the First Amendment.I knew I would be vindicated so I did  what I was instructed to do.

As I was completing my task, just before 3 PM I received a phone call from the District Superintendent. He informed me that he filed a report with the New York State Education Department and that they have cleared me. I was now welcome to go back to my school on Monday.

Last night as I was answering parent e-mails that I put aside during this ordeal, I discovered that parents thought I was arrested! You see my students went home upset, and one thing led to another.

Hopefully my student’s parents will find their way to this blog, the rumors will end, and my reputation will be made whole. I look forward to teaching my students the importance of the First Amendment and how you should never allow anyone to take your rights away.

Hell Week and the Terror Continues

Hell week continues..

Last week NYS students were subjected to 270 minutes of abusive high stakes tests courtesy of  the New York State Regents, New York Governor Cuomo, New York State Commissioner of Education John King, The New York State Legislature, The Federal Department of Education Secretary Arnie Duncan,  President Obama, and Pearson. They all love to take the credit for their ‘ education reform’ agenda, so they rightfully also deserve the blame for the outrageous abuse that occurred this week.

These so called assessments were  not assessments. They were instruments of terror. They caused anxiety, fear, mass confusion, self doubt, turmoil, and threats on our most innocent. After all isn’t that what terror is? In addition this terror was caused by those with an agenda that is radicalized by false information, and a deep seeded belief that only those who claim to know the answer must be right. 

Our children were forced to complete 3 days worth of tests which lasted 90 minutes each day. They were forced to listen to 20 minutes of warnings, instructions and admonitions before even being allowed to begin their arduous ordeal.  Many were threatened with suspension, the lost of privileges  and activities if they did not succumb and take these tests. Parents were admonished for being poor parents for demanding their rights as parents. Teachers were ordered to stay mum about what they thought and saw. Teachers were  told that their right to share their objections were stripped away and ordered to remain silent.

Children, cowered in fear in bathrooms, nurses offices and at home in fear of these tests. Administrators walked the halls in search of any teacher that may suspiciously be hovering over a child without asking if that teacher was offering words of comfort.

Those children who took on these tests worked  like they were in sweatshops plowing through question after question while watching the clock. Many of those who did not reach their quota of answered questions by the set time, will face severe penalties that will be on their academic records forever.

As a teacher, I can’t talk about the individual questions which were more akin to a paragraph scavenger hunt. Questions that asked which paragraph changed the focus or which paragraph best said this or that. I can’t talk about the embedded advertisements that were seen by captive children, or misspelled words, or even reading passages that were beyond  grade level. I can’t talk about recycled reading passages that some children had the privileged to see prior to the test, or even how our children were forced to endure field questions that added to their anxiety.

Yes, all those I mentioned above are responsible for the terror in the eyes of the children as they sit on the edge of their seats next week as I hand out the Math tests. Yes I’ll see their legs twitching, I’ll see them upset as they try to race through another 270 minutes of abuse. I’ll dry their tears as they explain that they tried hard. I’ll watch them place their heads on their tests like I saw this week, when facing exhaustion andas  they are digging down for the reason to go on.

All of those responsible, sit in their offices, stand at their podiums, and spout their BS. yet, none of them  sat with a room of children and really looked into their souls and reflected on the damage they have done. 

Part 2 of Hell week continues..

 

It’s All About to Hit the Fan

It’s all about to hit the fan. 

New York State’s own version of  ’Hell Weeks‘  begins this week. Beginning on Tuesday, most of New York’s children will be undergoing a grueling 540 minutes of high stakes testing.

This past weekend NY Education Commissioner John King said, ”… that these assessments are an opportunity, not a judgment of failure,” King said, “It’s an opportunity to see how we do against something that is challenging … after all, we want students to become adults who are courageous about taking challenges.” King,whose own children go to a Montessori school and will not be subjected to this testing, doesn’t have a clue about transforming children into courageous, and independent  lifetime learners. His actions speak much louder than his nonsensical words. Shielding his own children from these tests, and his own regulations, while subjecting other children to them, is gross misconduct. Every parent in this state should be demanding his immediate resignation. He obviously does not believe in public schools.

I wish Governor Cuomo and Commissioner King would answer the tough questions on courage.

• Will these test measure how an extremely courageous child in my class is handling a devastating family situation?
• Will these test take into consideration, a child dealing with a breakup of his family? A child dealing with a parent’s illness? Their own illness??
• Will these tests measure the awesome curiosity and courage developed over the course of the year?
• Will these tests measure the emotional growth of a child who entered my class shy and withdrawn and now is willing to take a chance?
• Will these tests take into consideration, the child who is entering puberty and his /her confidence is on shaky ground as they struggle with their identity?
• Will these tests measure how a child has developed into a creative writing, willing to share their personal thoughts as they write from the hearts?
• Will these tests measure how a child has become confident enough to recognize that they need to reach out for the extra help they need?
• Will these tests take into consideration the fear and anxiety brought on by the excessive pressure of high stakes testing?
• Will these tests measure how children who go to sleep hungry at night, manage somehow to show up to school and do their very best?
• Will these tests measure how those with physical challenges courageously do the best they can every day?

Commissioner King, you have no clue what courage is. You are about to learn a lesson of courage from thousands of parents all across the state.

The Power of Courageous Parents

All across the state thousands of parents are gearing up for battle this week. Arming themselves with letters they are informing their local districts that they are their child’s best advocate and they are responsible for their child’s education, future ,and most importantly, their emotional well being. They are informing their teachers, principals, superintendents, and school boards, that their children will not be taking these tests. They are refusing to have their children sit though 540 minutes of abusive testing, and that they don’t see these tests as a challenge. They see these tests, as an example of corporate reform, hell bent on destroying public education and being  let through the hallowed gates of our communities most precious assets, by a Education Commissioner and Governor, who don’t believe in local control and the ‘public’ in public education.

These parents have the courage to say, “No! You will not be doing this to my child!  This is not an opportunity this is abuse and we won’t let you do it!

Why?

Why is our public education system being labeled as failing when graduations rates are at historical highs and achievement gaps are rapidly closing?

Why are teacher’s being categorized as either effective or ineffective based on any test?

Why do we allow communities’ most important asset, its schools, to be chopped up, divided, leased out, closed, neglected, and given away for political gain?

Why are we abusing our children with test prep, test booklets, test coaching, pretests, benchmark tests, posttests, and multi-hour multi day state tests?

Why do very small powerful committees in  46 states think it’s alright to adopt the un- piloted, un-tested Common Core Standards as a prerequisite to a Race to the Top award promise?

Why do these same people turn a blind eye to the very dangerous national social experiment that shuns the very diversity that has made our nation the economic powerhouse and model of the world?

Why would we accept the premise that no one gives a shit what you think?

Why do we allow the decimation of local community schools and think it’s alright to have 5 year old children commute to any school?

Why do we allow the ‘application’ to any local community school?

Why are we closing schools that need improvement instead of improving them?

Why do we continue the segregation of education?

Why do allow any governor to prevent local communities from fully funding their schools via a democratic process?

Why are labor unions suddenly being labeled as the problem, when historically they have prevented and solved many problems?

Why have we abandoned the notion that teachers should be respected?

Why do we ignore poverty and pretend it’s the poor’s fault?

Why do allow companies like Pearson to make billions while many teachers can barely afford to live on their meager salaries in most of this country?

Why have we turned a blind eye to the extensive research on education and instead believe people like Gates, Rhee, Coleman, Stein, and other so called reformers?

Why is it that a country that once was able to build the Empire State Building in one year, built the Interstate system, developed the TVA, and put men on the moon, cannot ensure that our neighborhood schools are in good physical shape?

Why are our children not safe in schools or in their neighborhoods, due to the lack of gun control?

Why are children still coming to school hungry?

Why is it viewed as a terrible thing to ensure all of our nation’s children have adequate health care?

Why are so many of our nation’s teachers being laid off at the same time the stock market is at historical highs?

Why have we lost our way as a nation?

The Common Core is un-American

Are the Common Core Learning Standards (CCSS), adopted by 46 states, un-American? I think so.

To accuse anything of being un-American is a serious accusation.  I’ve been mulling this disturbing conclusion around for several months now.  Please keep in mind, I don’t do this lightly. I know there will be feedback, some positive and some negative. But there are times that one must just call it as they see it.

As a lacrosse referee (my second job), I make the calls based on what I see. I make calls, not merely to assess penalties but to ensure the game is played fairly. Often I am criticized because others don’t see what I saw. Most of the times, it is because positioning is critical for making a good call. A good referee hustles to be in position.  Fans and coaches are not in the  right spot to see the action most of the time.  You can’t ref from the sidelines; you have to be in the game .

I’ve been in position to make this call. Being a 5^th grade teacher, I’m in the middle of this “game” called CCSS. I’m observing the hits, the slashes, and the injuries due to standards that are based on the force ideals of those who claim they know what’s best for our nation. These same people, who really haven’t played the game, who haven’t been on the field are standing on the sidelines, making calls that will affect the outcome of this game. Our nation will ultimately lose this game if we continue with this game plan.

The Common Core reveals its un-American aspects in the introduction of every standard.  It states, “Students advancing through the grades are expected to meet each year’s grade-specific standards and retain or further develop skills and understandings mastered in preceding grades.” Really?  Those of us in the game often expect a goal to be scored, and when we see a player slip in the mud and miss the net do we label him as a failure? Is the coach to blame?  This national social experiment (CCSS) expects all children to master skills at the same time. It expects us to lock step our students from grade to grade, mastering preceding grade level material, always advancing, never retreating. Those who slip in the mud (poor test performance) will be labeled as under-performing  their coaches will be labeled as ineffective. It’s un-American to label our teachers and our students. Ignoring the challenges our students face very day; poverty, sickness, family issues, adequate resources, etc., is turning a blind eye to the mud that our children must maneuver though during the play of the their game of life.

Those “sideline coaches” shout that this grand social experiment (CCSS) will guarantee all children will be college and career ready. Yet they ignore the diversity that is America. The Common Core mandates specific skills, algorithms, percentage of fiction vs. non- fiction read, how essays should be worded, how arguments should be presented, and it even demands the stifling of personal opinions. David Coleman, architect of the Common Core has even said, no one gives a ‘sheet’ what you think.When diversity is seen as the problem, we  erode the fabric of our national identity. Unfortunately that’s the path Coleman and the other proponents of this social experiment are taking us.

The United States Constitution ( our rule book) tells us the responsibility of education remains with the states. Our Founding Fathers knew that regional differences, regional needs and regional values should be honored. They understood that local control of education was important to the well being of our nation. The CCSS shatters those ideals. Having all students learn the same thing at the same time, from coast to coast does not take into consideration the individual needs of local communities and regions. Imagine what our lacrosse game would look like if all coaches used the same play book. Imagine if all players had the same skill set. Should they all wear the same uniforms too?  Is this what we really want for our students?

As a nation we should be providing opportunities for our students to develop skill sets that will allow them to try “a new shot” without the fear of failing.  We should be encouraging our teachers to try out new game plans to meet the academic, social, and emotional needs of the diverse students they coach. We should proudly demonstrate that all of our students are not the same, that we allow them to develop at different rates. As a nation we should not allow those who shout from the sidelines to affect the game. Our referees (our tests) should be used to ensure the game is fair and not be used to only assess penalties.

The Common Core is un-American. I would call any national standards un-American. There is no such thing as a “standard child” or a “standard America”.  Some say, standards ensures fairness for all. They say it ensures that the child in Mobile, Alabama, get the same education as the child from Nassau County, New York.  Those of us in this game know that fairness does not mean everyone gets the same thing. Fairness means everyone gets what they need to succeed. The needs are as diverse as our nation.  Common Core ignores that.

Lacrosse originated in the Iroquois nation. It is the oldest organized sport in America .A true American tradition.  It was used to settle disputes and it was instrumental in keeping the Iroquois Confederation together. The amazing thing is, the rules were changed for every game, and there were no boundaries or “out of bounds”. It can be called a true American game that evolved with every game played. The Common Core has set strict boundaries, it prevents free thought, it requires that we all have the same game plan, and it is dividing our nation. It is un-American.

Ask any teacher, that is in the game and is in the right position to make the call, listen to the coaches, and  talk to the players about the Common Core. They’ll tell you that the game is being taken over by those in the stands, those on the sidelines, those who have no idea about the game. They’ll tell you that those who want to take over this game are more interested in hedging their bets as they try to manipulate us all.

That’s not the America I want.

Hostage Taking

Another wonderful article by Diane Ravitch that clearly lays out today’s real threat to public education.

Under today’s deformed standards, Socrates would be label ineffective because he believed that in order to learn one must be allowed to explore and fail.

Today’s new standards mandate that failure is not an option, ever. Every student and teacher must lockstep in unison through a common set of arbitrary deadlines and any deviations are deemed ineffective.

Race to the Top is not a race, it’s a death march for public education. Evaluating teachers via high stakes testing, is akin to executing those who can not keep up on this march, towards our new prison.

Teacher’s are barely hanging on to their most effective defensive weapon, collective bargaining. Let’s not kid ourselves, Cuomo, Bloomberg, and King are attempting to seize it. Once they do, we’ll be on that march and there will be no returning.

Diving into the Bowels of Junk Science

Let’s take a dive into the bowels of the portion of the junk science used to evaluate teachers in New York State. 

Fifteen to twenty percent of a NYS  teacher’s evaluation will be on a mutually agreed upon local assessment chosen form  a list of ‘non-local assessment tools that were pre- approved by the state.  My district chose the STAR Reading and Math assessments by Renaissance Learning. The teachers in my district had 24 hours to decide on this plan and voted overwhelmingly on the blind faith that this was the best we could get.  Now that we are at the mid-year point and our students are taking their mid year tests, used to evaluate us, many teachers still have no clue as to how these STAR assessments will be used to determine their fate.

I was able to obtain a copy of the STAR  user manual and after reading it, I’ve determined that it should be thrown into the pile of other teacher evaluation tools that have been based on junk science. Let me present the evidence.

My first clue that something is amiss was when my class took their opening assessments in September. The results were all over the place. My weakest readers ranked near the top of the class and some readers reading levels were way too high, or too low. The data just didn’t match what I saw in my classroom.  Observing the students taking the test I noticed that the multiple choice questions only had 3 choices! Thereby increasing the odds of guessing and getting a correct answer.

I questioned the results and my district administrators really had no answers at that time.  I also questioned whether of not a 5th grade student who scored at a 10th grade reading   level would show growth if I didn’t teach 10 grade reading strategies. We all took a wait and see approach, let’s see when they take the mid year tests.

So that’s what we did, and that’s where we are today. My class took the mid year tests and most showed growth and a few didn’t . My weakest kid ( he receives intervention services) is now  even higher than he was in September (ranked 3rd) and according to STARS is reading 3 grades above his original level. Amazing huh?

Still concerned I now questioned, how much growth will prove I’m effective as a teacher? Where is that finish line in the race to nowhere. We need to go to my districts APPR plan for that information.

 

Did you notice that a SGP score would be generated for each student and compared with those of their peers, whoever they may be. In order to be deemed effective, my students must on average beat 40% of their peers who are also showing growth. I guess that’s where the race aspect of education deform comes in.  

I couldn’t believe it so I went to the STARS manual and found this. paragraph under the description for SGP.

Again, more evidence, that it’s a race. Even though this student  grew more than 35% of his peers, it’s not enough in this race. Irregardless of his individual circumstances, no mention of a student with special needs, ELL, or any other special circumstances.  So what’s the magic number that shows a teacher is highly effective?

Stars sets, by default, 40% as the benchmark for growth. That means a student must score in the top 60% of his peers in order to show growth. Keep in mind that means the entire group has grown and only the top 60% of those who have grown have actually demonstrated growth!   Seems absurd doesn’t it.

Looking back at my district’s APPR plan, the average SGP of a teacher’s students must be over 60 for that teacher to be highly effective, That means a the teacher’s students must grow at a rate that beats the growth of 60% of their peers. More racing here!

Where’s the science here? Where is the evidence that 60% or 40% should be the benchmarks?  Are 5th grade teacher’s now expected to teach 11 grade literature to students who initially test high? 

Looking at my student’s I am baffled how a 5th grade student could have results that place her at the grade equivalent of 8.5 in September and than the same test has her dropping down to a grade equivalent of 7.0  a mere 3 months later. Did I cause her to lose ground? If so how does that explain a similar student in my class who went up the same amount, considering they received the same instruction? 

I’ve come to the conclusion that the more we look into the bowels of the junk science that is now being used to evaluate teachers under the guise of education reform we see nothing other than BS. 

After all isn’t this reform movement nothing  more than bull.