Highlights from Testing Q and A’s with Anna Allanbrook, BNS Principal * January, 2014
How Do The State Tests Affect Children and Teachers? Anna:
The children are very aware (of the tests). Even the younger kids are aware as their schedules are changed. Kids know they have to be quiet in the halls. It impacts and affects everyone in the entire school, and (last year) things got crazy. Children broke down crying. We saw stomachaches, poor behavior at lunch, children who were upset. This was true for children who did fine on the test, and those that had trouble. It affected all children. There is a tremendous pressure on children to do well, and get every question right. We were very upset with the way children were feeling.
Diane/3rd grade teacher: Part of this was that children were forced to behave in a different way. This is hard for them. Teachers cannot help children with questions. Children are treated differently during a test than any other day of the year. It is very frustrating for the children. I work with children with special needs, many with IEPs, and a lot of the frustration is that the children are not ready nor able to handle what they are being asked to do. That feeling inside them builds. They go to lunch/recess and the conflicts are really intense. Our 5th grade mediators (who have also taken the tests) are trying to resolve conflicts and they are fried too.
Anna:
The state did respond to our concerns about the IEP children. For a child who has a reading disability -‐ let’s say you are in 3rd grade and are reading at the 1st grade level. If you are in 3rd grade, you are given the 3rd grade test (regardless of ability level). That child is not going to be even able to read the first question on the test. The state has put out a statement that they will change that, but it will not be changed for this year. This is also a concern for English Language Learners (ELL). Only 5% of ELL passed the test. What does that tell us? It tells us nothing. They need to rethink the test. For this year, these children are still being subjected to these tests. It impacts how they feel about themselves. It can make them feel stupid. It is a big message they are being told, and it is wrong.
Anna:
A part of the teacher’s grade will be about how the test scores change from one grade to the next. (IE: from 3rd to 4th, from 4th to 5th.) This is the first year of this. We’ll see how this will work. These scores will also impact the grade for the art teacher, the gym teacher, the kindergarten teacher -‐ everyone’s evaluation will be based on how the scores changed between grade 3 to grade 5. All of the teachers in our school are evaluated on the tests the kids are taking in the higher grades. This is not right. The children who opt out will not have a negative impact on this process.
Anna:
Yes, that does happen here. We spend a lot of time getting ready for administering the tests. During testing days, the art room isn’t used for art, the music room isn’t used for music, thus there is no music or art at all on those days. School as we know it stops on the days of the testing. After the tests, I lose 3 teachers in total for 3 weeks for grading the tests. Therefore, we lose 3 weeks of teaching (in addition to the 6 days of testing, plus additional days for make up tests). The money for this comes out of our budget.
The next Testing Q and A Highlights will focus on questions about opting out of the state tests. To read the full notes of these meetings go to: http://www.bns146.org/content/parent-‐action-‐committee-‐pac
crying. We saw stomachaches, poor behavior at lunch, children who were upset. This was. true for children who did fine on the test, and those that had trouble.
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