guinea pigs

With field tests approaching, parents are reprising protests

A group of parents and teachers are once again preparing to opt their children out of state tests, this time when their schools will administer “field” exams in over a thousand elementary and middle schools across the city next month.

Field testing allows test makers to gauge the value of future test questions. Pearson, the company that currently makes New York’s state tests, is preparing a slew of new questions that are aligned with new learning standards known as the Common Core. This spring’s field tests focus on science, math, or reading, depending on the grade level. Students in selected schools already took the science test in mid-May, which was for grades 4 and 8. The math and reading tests are scheduled for the first week of June.

The parents and teachers, who are part of the Change the Stakes coalition, are calling on parents to protest the testing, which will be administered on behalf of Pearson Education, the test publisher that famously drew criticism for the “pineapple” test questions on the state’s eighth-grade English exam in April.

“This is just research for the company,” said Tony Kelso, whose third-grader is supposed to take the reading field test at Amistad Dual Language School in Inwood.

Kelso added that he doubted Pearson would get useful information from the tests. “My understanding is that the tests aren’t even reliable. The students know they won’t count so they don’t take them seriously,” he said.

A small number of students opting out would be unlikely to affect the big picture that Pearson is seeking to draw from the field tests, according to Sean Corcoran, a New York University researcher who studies testing. “Since the test is given statewide, inferences about performances will largely be based on how students do relative to all test takers statewide. It would take a lot of students opting out to change this distribution.”

Unlike regular state tests, students will not find out how they’ve performed on the field tests. Instead, Pearson’s field tests are supposed to provide data to improve future tests, according a memo sent to superintendents and principals in March from Ken Slentz, the state’s Deputy Commissioner of P-12. Pearson landed a $32 million contract with the state in 2010 to produce elementary and middle school tests over five years.

But several parents want to know why their schools didn’t inform them about the stand-alone field tests.

“I found out about it through the grapevine,” said Kelso, who isn’t allowing his son to take the test. “I plan on calling every third grade parent to see if they will join me in writing a letter to the principal. I’m against these high stakes tests. It just results in teachers being forced to teach for the test.”

The protest is part of the grassroots organization’s campaign to reduce the culture of high stakes testing, which the organization said “distorts classroom curriculum” and emphasizes “mind-numbing” test preparation.

“I have seen my son go from being excited to being bored by school,” said Diana Zavala, who is involved with the Change the Stakes campaign. “This is all about making money for Pearson. They create the tests and study guides. This is a huge business for them.” Zavala was one of the parents who chose to opt of the state testing for their children this year but her son isn’t required to take the field test.

Other parents are questioning why a stand-alone field test is being administered when Pearson already embedded field questions in the state tests this year.

“I don’t think it’s fair,” said Jinnie Spiegler, whose daughter is in fourth grade and feels pressured to do well because the state tests influence which middle school she is admitted to. “They’re basically doing free pilot studies.” Her daughter class wasn’t selected to take the field test.

“The schools should inform parents and give us the option to opt out,” she said.

Children who opt out of the state tests are assessed on a portfolio of work instead. Unlike the state tests, there are no consequences for boycotting the field tests, according Matthew Mittenthal, the press secretary for the city’s Department of Education.

But there is no opt-out option for teachers like Lauren Cohen, who teaches the third grade at P.S. 63, a Lower East Side elementary school. Her students will take Pearson’s reading test during one class period.

“It’s hard because I feel like I’m caught between ethics in what I believe and my ethics that I need to be doing my job,” said Cohen.

Many of Cohen’s students receive special education services and struggled to sit through the 90-minute state tests in April, which were longer this year because of the embedded field questions.

“I definitely want to make it a stress-free situation for my kids,” added Cohen. “I’m not going to hide the fact that the field-test doesn’t count toward anything.”

 

Weekend Reads

Need classroom decor inspiration? These educators have got you covered.

This school year, students will spend about 1,000 hours in school —making their classrooms a huge part of their learning experience.

We’re recognizing educators who’ve poured on the pizazz to make students feel welcome. From a 9th-grade “forensics lab” decked out in caution tape to a classroom stage complete with lights to get first graders pumped about public speaking, these crafty teachers have gone above and beyond to create great spaces.

Got a classroom of your own to show off? Know someone that should be on this list? Let us know!

Jaclyn Flores, First Grade Dual Language, Rochester, New York
“Having a classroom that is bright, cheerful, organized and inviting allows my students to feel pride in their classroom as well as feel welcome. My students look forward to standing on the stage to share or sitting on special chairs to dive into their learning. This space is a safe place for my students and we take pride in what it has become.”

Jasmine, Pre-K, Las Vegas, Nevada
“My classroom environment helps my students because providing calming colors and a home-like space makes them feel more comfortable in the classroom and ready to learn as first-time students!”

 

Oneika Osborne, 10th Grade Reading, Miami Southridge Senior High School, Miami, Florida
“My classroom environment invites all of my students to constantly be in a state of celebration and self-empowerment at all points of the learning process. With inspirational quotes, culturally relevant images, and an explosion of color, my classroom sets the tone for the day every single day as soon as we walk in. It is one of optimism, power, and of course glitter.”

Kristen Poindexter, Kindergarten, Spring Mill Elementary School, Indianapolis, Indiana
“I try very hard to make my classroom a place where memorable experiences happen. I use songs, finger plays, movement, and interactive activities to help cement concepts in their minds. It makes my teacher heart so happy when past students walk by my classroom and start their sentence with, “Remember when we…?”. We recently transformed our classroom into a Mad Science Lab where we investigated more about our 5 Senses.”

 

Brittany, 9th Grade Biology, Dallas, Texas
“I love my classroom environment because I teach Biology, it’s easy to relate every topic back to Forensics and real-life investigations! Mystery always gets the students going!”

 

Ms. Heaton, First Grade, Westampton, New Jersey
“As an educator, it is my goal to create a classroom environment that is positive and welcoming for students. I wanted to create a learning environment where students feel comfortable and in return stimulates student learning. A classroom is a second home for students so I wanted to ensure that the space was bright, friendly, and organized for the students to be able to use each and every day.”

D’Essence Grant, 8th Grade ELA, KIPP Houston, Houston, Texas
“Intentionally decorating my classroom was my first act of showing my students I care about them. I pride myself on building relationships with my students and them knowing I care about them inside and outside of the classroom. Taking the time to make the classroom meaningful and creative as well building a safe place for our community helps establish an effective classroom setting.”

 

Jayme Wiertzema, Elementary Art, Worthington, Minnesota
“I’m looking forward to having a CLASSROOM this year. The past two years I have taught from a cart and this year my amazing school district allowed me to have a classroom in our school that is busting at the seams! I’m so excited to use my classroom environment to inspire creativity in my students, get to know them and learn from their amazing imaginations in art class!”

 

Melissa Vecchio, 4th Grade, Queens, New York
“Since so much of a student’s time is spent inside their classroom, the environment should be neat, organized, easy to move around in but most of all positive. I love to use a theme to reinforce great behavior. I always give the students a choice in helping to design bulletin boards and desk arrangements. When they are involved they take pride in the classroom, and enjoy being there.”

moving forward

After Confederate flag dispute at Colorado football game, schools pledge to bring students together

PHOTO: Marc Piscotty
Manual High students.

Acknowledging “we may never have a conclusive picture of what happened,” two Colorado school districts sought to move past a controversy over whether a Confederate flag was displayed at a football game and open a conversation between the two school communities.

The principal of Manual High, Nick Dawkins, wrote in a community letter over the weekend that the visiting Weld Central High School team “displayed a Confederate flag during the first quarter of the (Friday night) game, offending many members of the Manual community.”

Officials from Denver Public Schools and Weld County School District Re-3J released a joint letter Tuesday saying that based “on what we have learned to date, however, the Weld Central team did not display the Confederate flag.” At the same time, it said, multiple Manual eyewitnesses “reported seeing spectators who attempted to bring a Confederate flag into the game and clothing with flag images.”

Going forward, students from the two schools — one rural and one urban — will participate in a student leadership exchange that has student leaders visit each other’s schools and communities to “share ideas and perspectives,” the letter says.

“At a time in our country when so many are divided, we want our students instead to come together, share ideas and learn together,” says the letter, which is signed by the principals of both schools and the superintendents of both school districts.

The alleged incident took place at a time when issues of race, social injustice, politics and sports are colliding in the United States, making for tough conversations, including in classrooms.

Weld Central’s mascot is a Rebel. Manual, whose mascot is the Thunderbolts, is located in one of Denver’s historically African-American neighborhoods.

Dawkins in his initial community letter also said “the tension created by the flag led to conflict on and off the playing field,” and that three Manual players were injured, including one who went to the hospital with a leg injury. He also said some Manual players reported that Weld Central players “taunted them with racial slurs.”

Weld Central officials vehemently denied that their team displayed the flag. In addition, they said in their own community letter they had “no evidence at this point that any of our student athletes displayed racially motivated inappropriate behavior.”

They said district officials “do not condone any form of racism,” including the Confederate flag.

Weld Central fans told the Greeley Tribune that they didn’t see any Confederate flag.

Read the full text below.