Flexibility Allowed For Civics Teachers In Meeting New Requirements

This summer Governor Nixon signed into law legislation requiring all students who begin high school after July 2017 to pass a civics test to graduate. According to the legislation, the test should be similar to the tests immigrants must pass to gain citizenship.  While I definitely see the need for a renewed focus on citizenship in our country- for everyone, not just high school students- I wish the legislature recognized there other ways to demonstrate knowledge than a test. It is refreshing; however, that the state has allowed local educators to have flexibility in crafting the test. There will not be another "one size fits all" test required in the spring. Educators will be allowed choose when and how the test will be administered, as well as assign the cut scores.  I'm thankful the legislature trusted local educators enough to provide some flexibility in determining how this important knowledge is assessed.

Three Things I Want 3rd-8th Grade Teachers To Know About Testing In2015-16

Earlier this summer I posted notes from a meeting with a DESE official regarding state testing in Missouri. At the administrator's conference in July, I attended a session led by DESE's Michael Muenks and Shaun Bates. Below are three key points from both sessions. Overall, I believe teachers should have less anxiety regarding the administration of the tests this year.

1.) The technology used to deliver the tests this year will be similar to last year's. e Direct will be the portal, and tests will be administered by Insight. Teachers and students won't have to navigate a dramatically different system to take the test. We were successful in administering the tests last year, and I'm sure we will be able to do it again.

2.) The content and structure will be the same. This year's test is based on the same standards as last year. Although test items have been created by non-SBAC affiliated companies (in compliance with legislation), the tests will have a similar number of items and a similar ratio of constructed response to selected response.

3.) DESE worked to create tests that are less frustrating to administer. Resetting tests for students who are inadvertently logged out will be easier.  Classroom activities will not be a part of the tests this year.

In my opinion DESE has done as much as they can to provide stability, given the current political climate. I realize teachers, for good reason, worry about the interpretation of test results. I want the teachers with whom I work to know that, while I recognize the importance of test results, I find formal and informal observations, effective lesson and assessment design, and evidence of healthy relationships as more important marks of strong teaching than state test scores. When I see those in place, I am more than willing to support teachers when explaining test results to stakeholders.

Thoughts On SLO Implementation After RPDC Training

On November 24th I attended a workshop on Student Learning Objectives (SLO's). Here are a few reflections on the training. 

SLO's are DESE's response to the NCLB waiver, which requires student achievement data be part of teacher evaluation. Beginning in 2016 Missouri schools will be required to document, through core data, that achievement data is used in evaluation. Local districts have been given the responsibility for choosing what data will be used. This is certainly better than models which would mandate evaluations be based on state assessments. However any change to evaluation must be communicated clearly and followed by thoughtful support.  

A few bullet points on using SLO's for achievement data:

-SLO's should evaluate individual objectives/learning targets contained in the Missouri Learning Standards.

-SLO's should document achievement over two points in time.

-SLO's should incorporate "stretch." Formative and summative assessments should challenge students in appropriate ways.

-SLO's should be chosen by teachers.

-SLO's should allow teachers to communicate to administrators any unique learning challenges students have. 

-SLO's should allow teachers to set "growth targets" for individual students.

The formula for setting individual growth targets suggested by our trainers is illustrated below. Growth targets are set at half the distance between the student's baseline score and one hundred percent. This is a straightforward method, but it leaves me with a few questions. 

Thoughts, questions, and concerns:

-Using SLO's will come naturally to many teachers. Most elementary teachers already use assessment data in reading and mathematics. Secondary teachers in large departments have common assessments. Many teachers already submit results on locally created assessments to central offices. Data being tracked by assessments already in place is a perfect resource for meeting new evaluation requirements. However, for various reasons, not all teachers have had the same practice working collaboratively on data collection and evaluation. How will administrators support them? 

-What is the most efficient way to submit SLO data? Could a teacher's grade book be used to track SLO's. Administrators and teachers would need to have conversations along the way, but once the assessments have identified, could a teacher submit a printout of their grade book as part of the evaluation process?
-SLO's emphasize baseline data. How can administrators discourage teachers unfamiliar with best formative assessment practices from incorporating results of baseline assessments in a student's final grade?
-The "half the distance to the goal" strategy works on a points earned/points possible mindset, which runs counter to standards based grading. Wouldn't a rubric, with a high bar set for mastery, be a better model for incorporating both "stretch" and growth targets?

These are important questions that administrators and teachers should have sooner rather than later. I'd be interested in hearing from those who are further along in the conversation.

Questioning Growth Models

"Next month many administrators will spend valuable time explaining growth models to first year teachers. There will be a temptation to take a reductionist approach."

Growth model. I prefer the term to most conceivable alternatives: stagnation model, death model, plateau model. It is important; however, to pause and critically consider growth models, particularly in teacher evaluation.

Next month many administrators will spend valuable time explaining growth models to first year teachers. There will be a temptation to take a reductionist approach.

-Using this Kagan strategy will increase the probability of scoring above a five out of seven for this indicator.

-Read this excerpt from Teach Like a Champion, watch the accompanying video clip, and implement the strategy in your classroom for successful evaluations.

Administrators have a responsibility to clearly communicate expectations while consistently implementing policy. But there must be an appreciation for context and a few questions.

-Teaching, more importantly learning, is challenging. Sometimes very challenging, and rarely tidy.

-Whose growth is the priority?

-Can numerical systems stand without authentic reflection and conversation?

-Will authentic reflection and conversation take place without accountability systems?

-When we define growth narrowly how much do we restrict it?

Teacher evaluation is a necessary element in our schools. Students and teachers will be best served in environments where it exists with high levels of mentoring, coaching, and evaluation of student performance on tasks other than state assessment. 

Student Achievements Not Tracked By Student Achievement Data

Imagine measuring.......

As educators pour over data points, three areas of student achievement deserve consideration. 

Creativity: Imagine measuring the number of smiles produced when adults admire a painting, poem, musical performance, robot, or video game created by a student. We are all better when we give students the opportunity to imagine something that is not yet, but is better that what is. Though the creative process can be sloppy, the results are worth it.

Compassion: Imagine measuring the number of new students welcomed into a school by the existing student body. Our society is more mobile than ever. Every day schools have new students transfer into their family. More often than not these students have this difficult transition eased by compassionate students.

Persistence: Imagine measuring the number of assignments turned in after, or during, substantial setbacks in the life of a student. All teachers have students on their rosters who are experiencing trials. When these students fight through and continue to turn in work and study for tests, they demonstrate a persistence that serves them well.