testing testing

In Brooklyn, wary about state exams, but waiting to protest until after them

PHOTO: Geoff Decker
A protest in 2014 at P.S. 321 in Park Slope against the state English exams. The number of families who opted out of those tests increased dramatically this year.

As hundreds of parents, students, and teachers marched in front of P.S. 321 in Park Slope on Friday to protest the quality of this year’s state tests, a much smaller group waited for an opening. The women weren’t participating in the rally, but simply needed to drop their kids off.

“I understand their concerns, but that’s a teacher and school issue to work out, not to bring out anxiety for the children,” said one of the mothers, Misty March. “Testing is just a part of people’s lives.”

March’s perspective provided a sharp contrast to the backlash against testing that has swept portions of the city in recent weeks, as students and teachers faced a second year of harder state tests whose scores will, for the first time, influence teachers’ annual ratings. Anti-testing advocates estimate that at least four times as many families as last year are choosing to “opt out” of the tests, though the number still represents a tiny fraction of families citywide.

While a handful of P.S. 321 families skipped the tests, the school mostly waited until after the exams to protest. And in contrast to parent-led rallies against testing before the exams, the protest there today was spearheaded by teachers, who said seeing the English tests administered over the last three days left them sure that the tests would not provide a useful measure of students’ skills.

“The kind of things they’re testing would not correlate with somebody’s ability to read and understand what we want kids to be able to do,” said Liz Phillips, the school’s principal. “Day three, which was all short response and essays, was horrible. … It was the third day that pushed everybody over the edge.”

At P.S. 321’s urging, teachers at P.S. 29 in nearby Carroll Gardens — where Chancellor Carmen Fariña launched her teaching career — organized a protest outside their school this morning that drew a few dozen families. The teachers also distributed a letter that they had drafted before the test describing the negative influence of testing on the school.

Leah Brunski, one of three dozen teachers who signed on to the letter, said the teachers had struggled with when to publish the letter but decided to wait until after the English tests were over. “Now it’s not so much about opting out,” she said. “It’s a bigger conversation.”

P.S. 29 Principal Rebecca Fagin noted that families and educators at P.S. 29 hold diverse opinions about testing and said she sees her role as facilitating an ongoing dialogue about the issue. But she said her staff had been surprised by this week’s exams.

“The overwhelming feeling was that the tests really are not a true measure of what the Common Core asks of students,” Fagin said.

Just four families at P.S. 29 — which is located on the same street as Brooklyn New School, where more than 80 percent of families opted out of this year’s tests — chose to skip the exams. Some parents said they had even hired tutors to help their children prepare for the tests.

Lauren Young was one of them: Her son Leo is in fourth grade, and his score could influence where he attends middle school. Young said she had reserved judgment about the state tests because she knew that parents and educators had raised concerns with the state last year, the first to have the exams tied to the tougher Common Core standards.

“We were willing to give them another chance this year,” she said. “We wanted to be open-minded because we thought things would change, and they obviously haven’t.”

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PHOTO: Philissa Cramer
At P.S. 29, students and families shared their reactions to this year’s tests on posters outside the school this morning.

Fagin said that with Fariña at the helm, she expects the city Department of Education to improve the testing situation for families over time.

“I think the stakes for children are being lowered,” Fagin said. “I just absolutely know that there’s conversation and doing right by children is what’s at the forefront.”

But while Fariña has indicated that she wants to untie test scores and grade promotion standards, something that legislators have now mandated, she has not yet set a new promotion policy, leaving families unsure about the true stakes of this year’s tests.

At P.S. 321, Sonia de Beaufort said she considers tests a part of life, however unpleasant they might be. Her son Jonathan, a fifth-grader, said he found this year’s English test to be confusing.

“The questions were not really well-written,” he said. “You don’t really understand what they’re asking.”

But he said he was torn about whether they should not be administered at all, as some critics have demanded.

“The good side,” he said, “is that the test prepared you for the tests that will come in the future, like the SAT and in the eighth grade.”

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.