i Just Want to Teach

8/12/2019 i Just Want to Teach

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I Just Want to Teach..Not Give Useless Tests: The Current Plight of Alabamas Hoover City

School Teachers

Part One: Changes in the Elementary Program

by Deborah G. Camp, Ph.D

K-5 teachers at Hoover City Schools began the 2013-2014 with not only a classroom of newstudents but with new central office administrators espousing Draconian practices and attitudes,

especially with regard to the use of what they call formative assessments. Prior to this year,

an elementary assessment schedule had been in place for several years and had been

constantly tweaked to provide the most bang for the amount of time taken for classroom-based

assessments to avoid wasting precious instructional time that can never be replaced. . The

assessments consisted of interview-type instruments that were administered individually by

teachers since research indicates these type tests to be superior with regards to getting the

most valuable information from students especially the youngest ones. Some math

assessments consisted of a sample of paper-and-pencil computation problems so teachers

could study student errors to diagnose how children may be thinking. A quick-scoring oral

language assessment had been added at the lower grades since teachers reported that this

area of the language arts seemed to be a trouble spot with many students.

At kindergarten teachers requests two years ago, the amount of testing at the beginning of

the year had been significantly reduced so that teachers could better acclimate children to this

thing we call school rather than wasting those valuable first weeks of school individually

administering assessments. Only those students whose teachers judgments caused them to

suspect serious learning problems were assessed early in the school year. Otherwise,

classroom-based assessments began in the middle of the year, giving children time to adjust to

kindergarten and teachers time to observe the children as they went about their classroom

activities.

All decisions about classroom tests from grades K to 5 were made collaboratively with thedistrict curriculum director, principals, teacher leaders such as reading coaches and math

facilitators, and teachers at large. The assessment schedule was revisited every summer based

on teacher feedback. Sounds pretty fair, huh?

Well, elementary teachers and principals were told - not asked - that these teacher-

administered and scored instruments would be replaced with computer-based assessments at

each grade level: easyCBM for grades K-2 and Global Scholar for grades 3-5. Both tests would

measure reading and math. At the first reading coach meeting, one reading coach commented

that her teachers liked the results that the former interview assessments yielded. One of the

new district administrators commented, Well, those teachers can continue to give those tests in

addition to easyCBM, but if I hear any complaining from them about it taking too much time

away from instruction, they will incur my wrath. Wow! Great way to build relationships and

rapport.

Suddenly kindergarten children were herded into computer labs during the first few days and

weeks of school and expected to not only manipulate a computer (regardless of whether they

had any experience with technology or not) and push keys on an inanimate object that could not

look into their eyes to see if they understood the question, whether they were timid, or whether

they were too restless to perform such a task. Teachers were told the easyCBM for both


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reading and math would be administered mid-year and end-of-year as well with the strict

warning that Your students better benchmark on the mid-year administration or else. Again,

really? This is how district administrators are treating teachers?

On January 23, 2014, one first grade teacher expressed her frustration this way. This is

probably the most discouraged I have ever been as a teacher. Doing the easyCBM testing this

week on 6/7 year olds has absolutely killed me and more importantly my precious children. Theyhated every minute and it DOES NOT measure anything worth looking at in my opinion. Simply

getting them logged into it is not a DAP (developmentally appropriate practice) for K, 1, or 2nd

graders. How did we get here? I feel like this is a bad dream and even though they say they

won't put emphasis on our test scores, I know they will. I have already started to see signs of

that. I have never once been questioned about my teaching or any method of instruction.

However, if things appear a certain way to others, that is when noise will start being made. I am

just exhausted. I have a constant stomach ache right now and feel so much pressure it makes

me want to stop teaching.

Another kindergarten teacher commented that some of her students did not understand what

to do at all at the beginning of the year, so they just sat there the entire time and stared at the

monitor. She also commented that easyCBM is nothing more than DIBELS on the computer.

Research conducted by many educators suggests DIBELS is just a big ol waste of time. A 2nd

grade teacher made some general as well as specific comments, We have a lack of leadership

outside the schools, and no value is placed on teacher opinions as professionals. Central office

administrators are losing sight of the children and what is or is not developmentally appropriate

just for the sake of obtaining a score/number. Teachers are being asked to do more than is

humanly possible in the school day. EasyCBM and Global Scholar are being used as

performance indicators rather than as formative assessments intended to give us diagnostic

information. We teachers have been silenced and are unable to voice our thoughts, opinions,

and ideas. The people making the decisions are distant from the classroom and don't spend

time in them or talking with us teachers. There has been a massive shift in philosophy in thesystem, and no one at central office has any early childhood or elementary degrees or

experience.

Heres another kindergarten teachers take on easyCBM. The overwhelming opinion is that

it is horrible for young children, particularly kindergarten. The expectations are unrealistic, the

questions are deliberately confusing, and asking 5-year olds to take it in a computer is

ridiculous. For example, my class performed particularly low, so I re-administered the test using

paper and pencil, and the results were immediately and drastically higher - even on bad

questions. Taking the computer out of the mix made a big difference. One of my students

parents reported that her child came home and said, Im not smart. When the mother probed

further, the child said, I took a test on the computer today and I didn't know many of the

answers. In one hour time period this test managed to damage the child's self-esteem and taint

his view of school.

The 3rd - 5th grade teachers have expressed frustration with the Global Scholar computer-

based assessment and question the results it yields. The central office administrators have

provided little information about how the test works or item specifications of the assessment,

but yet again kids are herded into computer labs to take a test neither they nor their teachers


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know anything about. The teachers know the standards that are tested but have no idea how

the test questions are structured.

One 3rd grade teacher stated, I hate Global Scholar with every fiber of my being. The

questions are completely ridiculous and not grade level appropriate. For example, my 3rd

graders had questions about algebraic equations with variables. This is not even in our

curriculum. These questions basically stress these kids out because they have no clue whatthey are asking. How is that really assessing what they know? They don't even learn it at this

grade level! They say the reading passages adjust to their reading level based on their

answers. Well, I have a student who can barely read her name and she gets the same degree

of difficulty and length passages as my kiddo reading on a 6th grade level. She doesn't even

read it! She looks long enough to keep it from kicking her out and then guesses. These are not

appropriate for her to even be reading! And it frustrates her! The Fountas and Pinell

Assessment is MUCH more accurate for me to find their reading level. I just hate the whole

testing thing! Every bit of it. These poor babies are just trying to do the best they can every day

and we have to make them sit down and take hours long tests and tell them just do the best

you can. When in fact, some of their bests aren't good enough. I think it's another one of these

one-size-fits-all tests that does not reflect true student performance. And to be completely

honest, my kids do not take the computer assessments as seriously as paper and pencil ones.

They just start clicking!!

Another 3rd grade teacher said, When I gave the test in the fall I was appalled at the level of

the questions as reported by the students after the test. I knew the chances of my children

performing well was slim. Several of my students who struggle (based on what I know and how I

assess) scored in the high average range so I knew they guessed really well. Also, one of my

students who is in the enrichment program and scored the highest score in 2nd grade when

being screened for enrichment scored in the below average range. This is clearly an example of

her freezing up and the test not looking at her as a whole. The ONE thing that I can say about

Global Scholar that is somewhat positive is it does allow for some critical thinking and reasoningin the multiple choice answers. Many of the questions included two completely unrealistic

answers so if the kids were able think logically about the question they had a better chance of

succeeding. On the winter assessment my students performed a little more true to what I was

seeing. I would like to think that this was because they have been taught to think and spent

more time thinking about the questions! Or it could be because I told them before we went in

that many of the questions would have unrealistic answers and for the students to eliminate

them first! Having said all that, I obviously put very little stock in what those scores say. The

number attached to the child tells me nothing about what that child knows/doesn't know, and/or

what that child is capable of.

To add insult to injury, the central office administrators have been meeting with teachers and

administrators to share the growth students have made on the easyCBM and Global Scholar

since the beginning of the year. Any college measurement and evaluation course will teach you

to NEVER judge student performance on merely one test or indicator but consider multiple

measures, including, yes, teacher judgment. But obviously Hoover does not believe teachers

have enough sense to determine on their own how well students are performing.

On March 4th, the central office administrators met with the elementary teachers to publicly

share each schools grade level scores on either the easyCBM or Global Scholar. The scores


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were shared in a PowerPoint, so teachers knew which teams students across the district

scored well or not. You wont believe this..the teachers whose students had shown the most

progress from fall to spring were given candy. Cadbury Easter egg because those schools did

"EGGsactly what they were supposed to do, said the curriculum administrators. One teacher

reported, In 20 years of teaching I have never been made to feel so small!! I am just sick to my

stomach. I sent my husband a text and told him he had to find a way for me to leave because Icannot be a part of this!! Only the candy teachers were identified by school and grade level.

The rest of the scores were shown by grade level and if there was growth made and if it was

enough growth. 4th grade was just barely on the edge of staying in the "high average" category.

Another teacher commented, There were LOTS of people there, and I know many who felt

the same as I did. And I was already prepared to turn down the candy should I or my school had

been one of the most improved schools. Lots of people are upset and contacting each other

besides me. As I was looking around the room I kept thinking that I wasnt the minority in the

room. So many teachers in there that I have taught with and respect and feel and share the

same thoughts. It was just so belittling!

One teacher commented that the presentation was creepy. She (the curriculum

administrator) was like a preacher. She'd get really loud and then whisper. This was done to

make people laugh and people were encouraged to clap. She said she was very concerned

about 4th grade.I do love those darn Cadbury mini eggs though. I guess I should stop and grabsome candy for my class for when they do well on an assessment since we've time traveled

back to 1982.

Stay tuned for Part 2: Changes in the Secondary Program

Deborah Camp served in public education for 30 years in Alabama before recently retiring. She obtained

a bachelor's degree in special education from the University of Alabama, and a master's degree in

elementary education, an Educational Leadership certificate, and a doctorate in Early ChildhoodEducation from the University of Alabama at Birmingham. Her work experience includes 17 years of

teaching assignments in special education, elementary, middle school, and reading specialist in Jefferson

County Board of Education and Hoover City Schools. She served as the district director of curriculum and

instruction in Hoover for 13 years. She was selected as the Alabama Elementary State Teacher of the

Year in 1998 and inducted into the Jacksonville State University Teacher Hall of Fame, Middle School

Division, in 1999. In 1997 she obtained National Board Certification in English Language Arts/Early

Adolescence and was one of the first 25 teachers in the state to earn National Board certification and was

one of the first 900 teachers in the nation. She has conducted workshops on numerous topics in

education at the local, state, national, and international level. She has authored several professional

articles and books. Although retired, she continues to advocate for fair work conditions for teachers and

equitable education for all children.

Dr. Camp is also a proud Alabama BAT. Find out more about the BadAss Teachers at

www.badassteacher.org
http://www.badassteacher.org/http://www.badassteacher.org/http://www.badassteacher.org/

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i Just Want to Teach