Telling NYSED Commissioner Elia to Trash the NYSESLAT: My Testimony from the Brooklyn ESSA Hearing

Last night a large crowd gathered at Brooklyn’s Prospect Heights Educational Campus to hear feedback on the New York State Education Department’s (NYSED) proposed plan to comply with the federal Every Student Succeeds Act (ESSA). Speakers were each given three minutes to testify.  I ran out of time and Luis O. Reyes, a member of the NYS Board of Regents, summoned me to the front table to ask for a copy of my speech.  NYSED Commissioner MaryEllen Elia was sitting next to him so I used the opportunity to share with her this message: “Get rid of the NYSESLAT. It’s horrible!”  Here is my June 6, 2017 testimony.  

The current Common Core package of high-stakes testing, developmentally inappropriate standards and dull curricula is unsustainable.  Unfortunately, the state’s proposed plan to comply with the Every Student Succeeds Act (ESSA) does not improve the learning and teaching conditions of our schools.  In fact, it further penalizes schools, particularly those located in areas of concentrated poverty. With regards to high-stakes testing, which is the focus of my testimony, we have not been fooled by the state’s so-called revisions; the state continues to insult our intelligence. Thus the most effective way for us to fight back is to boycott state tests.  There has been much (justified) denunciation of the state ELA (English-language Arts) and math tests, but few people speak out publicly against the Common Core-aligned NYSESLAT, the annual state English as a Second Language (ESL) test that all English-language learners (ELLs) in New York State must take.  In fact, many parents are in the dark about this grueling assessment that is given right after the state ELA and math tests.  Tonight I wish to highlight this lesser known test because it is yet another example of a wrongheaded state test, and its administration shows just how over-tested our children are, particularly our ELLs. 

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The NYSESLAT is tedious, dense, long, boring, developmentally inappropriate, poorly constructed and confusing, and it is comprised of four testing sessions, which means four days of testing.  The kindergarten NYSESLAT has 57 questions and the assessments taken in grades 1-12 each contain 66 questions, which are a combination of multiple choice and constructed written responses. The passages are largely non-fiction, containing social studies and science content, and some of the topics are obscure, outside of the students’ everyday life experiences.  The NYSESLAT is more of a content assessment rather than a true language test.  It’s also excessive in its use of close reading.  The listening section, for example, requires students to listen to passage excerpts over and over again ad nauseam.  Many teachers bemoan the NYSESLAT, claiming that native English speakers would struggle to test at the proficiency level, which is the primary way an ELL can exit the ESL program.   I have students, already overburdened by state testing, that will remain at the advanced (expanding) level on the NYSESLAT because they don’t score well on standardized tests.  To subject them to this poor quality assessment year after year is abusive.

New York State administers the NYSESLAT to comply with federal law, but it’s the state that creates this developmentally inappropriate and highly flawed test.  I often wonder if any of the decision-makers at the state level have actually looked at the test.  Anyone who signs off on the NYSESLAT should be required to sit down and take this arduous four-part assessment (as well as the math and ELA tests).  At the local level, why aren’t more district leaders publicly condemning the state testing program?  We are past the point of using fear as an excuse to remain quiet.  We can no longer shrug our shoulders and say yes this is a horrible test but we have to give it. What can we do? We can refuse, is what we can do, in spite of the state’s increasingly threatening tone.  How can the state penalize schools for refusing tests that are toxic?  I’m not talking about a fringe group of educators that feels this way.  The tests are widely derided by working educators: teachers and school leaders alike.  If ESSA gives states more leeway in designing their own accountability systems, why not honor assessments that are truly holistic, meaningful and developmentally appropriate? U.S. labor leader Emma Tenayuca once said, “I was arrested a number of times.  I never thought in terms of fear.  I thought in terms of justice.” The opt-out movement seeks justice for all students.  Every child in this state is deserving of a rich and well-rounded education.  The state’s accountability system – centered on high-stakes testing – robs our children of this.

You can send your own comments on the proposed plan through June 16 by emailing ESSAComments@nysed.gov

Here are some additional resources that look critically at the state’s proposed plan:

Leonie Haimson’s (Class Size Matters) Testimony on the state’s proposed accountability system under ESSA

Rally held to express concerns over ‘Every Student Succeeds Act’ plan – News 12 Brooklyn

Another Squandered Opportunity: Parents, Students and Educators Slam NYSED’s Flawed ESSA Proposal on NYC Public School Parents

Nicholas Tampio’s LoHud OpEd  

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NYS Parents: REFUSE Pearson’s Field Tests

Beginning tomorrow, May 23, elementary and middle schools across the state of New York will begin to administer Pearson’s stand-alone field tests in English-language arts (ELA) and math.  Science field tests in grades 4 and 8 are also being given.  Today, the New York Post published this article about the upcoming field tests.  According to its author, Susan Edelman, the NYC Department of Education said it would inform NYC parents of the administration of stand-alone field tests.  So far this hasn’t happened and the vast majority of NYC parents are unaware that this extra testing is going on in our public schools.  Teachers, too, are in the dark. 

Edelman quoted Fred Smith, a fellow Change the Stakes member, who pointed out that these stand-alone field tests are given in addition to the trial items embedded in the April 2016 ELA and math tests that were just administered to students in grades 3-8.

“Children are being used and classroom time given to a private vendor so it can make marketable tests,” said Fred Smith, a former DOE test analyst. He said the official math and English exams given in April and May had 328 hidden trial items. Kids had no idea which items counted or not.”

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As I’ve done in past years, I compel you to find out if your school was one of 2,300 chosen by the New York State Education Department (NYSED) to administer stand-alone field tests in the coming weeks.

Go to http://www.p12.nysed.gov/assessment/fieldtest/2016fteirev2.xls for a list of all NYS elementary and middle schools signed up to field test.  Click here for a list of NYC schools by district. If so, urge your principal to refuse to give these tests and/or submit an opt-out letter to spare your child from being used as a guinea pig by for-profit testing companies and the NYSED.

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For more information, please read the following.

from Change the Stakes and NYS Allies for Public Education (NYSAPE):

What are field tests?

Testing companies often pay subjects to get feedback on experimental test questions. The information they get is used to produce and sell future exams. Since 2012, NYSED has allowed the testing company Pearson to use NYS children FREE OF CHARGE to try out test questions for the following April’s statewide exams.

In fact, your taxpayer money covers the cost of administering these tests. Field tests for grades 3-8 will take up to 50 minutes to administer. For your information, field test questions were also embedded in the April grade 3-8 ELA, math and science state assessments. This, of course, increased the length of the ELA, math and science exams.

Are parents informed about field tests – what they are and when they are administered?

In most cases, no. Many districts administer field tests to students without informing parents. You can call or email your school to find out when the tests are being administered this year.

Are field tests graded?

Field test results have no bearing on your child’s report card grades, teacher evaluations, or school rankings. The testing company and NYSED provide no feedback or information of any educational value to districts. Refusing these tests is a must.

Can we refuse field tests? How?

Of course. If you did not already check off field tests in your state test refusal letter simply send in a letter stating you do not want your child taking ANY field tests. Instruct your child not to take the test if anyone in their schools attempts to administer them.

How are schools selected for field tests?

Each year NYSED generates a list of districts, schools and specific grades within them that are assigned to administer field tests. Field tests are then shipped to them. This year, districts were asked to participate in computer-based field testing. If your school is on the computer-based field test list, it is because your child’s services have been volunteered for this latest giveaway.

Are districts mandated to administer field tests?

No. Every year dozens of districts send back field tests unopened to protect their students from the excessive and unnecessary additional testing. Last year the Board of Regents sought a regulation that would make field testing MANDATORY. The proposed regulation never came to a vote because sharp public resistance rose against it. It has not come up again.

Please send in your refusal letter for this year’s field tests TODAY and request that your district join the growing list of districts refusing to administer these meaningless assessments.

Thank you for your continued advocacy to save public schools and ensure all children receive a quality public education.

 

The Terrible, Horrible, No Good, Very Bad Pearson Tests

Over the course of three consecutive days last week, students in grades 3-8 took Pearson’s New York State (NYS) Common Core English-language arts (ELA) tests.  As was the case in 2013, 2014 and 2015, the 2016 ELA tests were developmentally inappropriate, confusing and tricky.  Despite the New York State Education Department (NYSED)’s “adjustments” to the 2016 assessments, there was no improvement to the quality of the tests.

While I am barred from disclosing the reading passages and questions that appeared on the tests, in no way will I refrain from broadcasting to the world how outraged I continue to be – year after year – over New York’s oppressive testing regime.  Since 2013, when Pearson’s Common Core tests were first administered in New York state, I’ve been documenting this nightmare on my blog.

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On 4/3/16, Lauren Cohen and I demonstrated at NYC councilman Danny Dromm’s rally in Jackson Heights, Queens. Dromm was informing parents of their right to opt-out of the NYS Common Core tests. As a member of the MORE caucus of the UFT, Lauren is running for VP of Elementary Schools in the upcoming UFT election. She truly puts children first.

Here are my thoughts on the 2016 ELA test.  I have focused on third grade because these students – aged eight and nine – are our youngest NYS Common Core test-takers.

1.) The 2016 Common Core ELA test was as absurdly long as it was in 2013, 2014 and 2015 despite the fact that it was shortened by just one reading passage and by a handful of multiple choice questions.

2016 Grade 3 Common Core English Language Arts Test

  • Day One: 4 reading passages, 24 multiple-choice questions (Students darken the circles on Answer Sheet 1).
  • Day Two: 3 reading passages (same as 2015), 7 multiple-choice questions (Students darken the circles on Answer Sheet 2), 2 short-response questions (Students write answers directly in Book 2.) 1 extended-response question (Students write answer directly in Book 2).
  • Day Three: 3 reading passages (same as 2015), 5 short-response questions (Students write answers directly in Book 3) and 1 extended-response question (Students write answer directly in Book 3).

TOTALS: 10 reading passages, 31 multiple-choice questions, 7 short-response questions and 2 extended-response questions.

For the short-response questions, students typically write a paragraph-long response that must include at least two details from the passage. The extended-response question requires an essay-like written response: introduction, supporting evidence/details, conclusion. Where is the NYSED’s research that shows that this is an educationally sound testing program for a third grader? Seriously. Does anyone know how the NYSED justifies this? The length alone of these tests warrants our banging of pots and pans in city streets.

2.) Now let’s move on to content.  The reading passages were excerpts and articles from authentic texts (magazines and books).  Pearson, the NYSED or Questar did a poor job of selecting and contextualizing the excerpts in the student test booklets.  How many students actually read the one-to-two sentence summaries that appeared at the beginning of the stories? One excerpt in particular contained numerous characters and settings and no clear story focus.  The vocabulary in the non-fiction passages was very technical and specific to topics largely unfamiliar to the average third grader.  In other words, the passages were not meaningful. Many students could not connect the text-to-self nor could they tap into prior knowledge to facilitate comprehension.

3.) The questions were confusing.  They were so sophisticated that it appeared incongruous to me to watch a third grader wiggle her tooth while simultaneously struggle to answer high school-level questions. How does one paragraph relate to another?, for example. Unfortunately, I can’t disclose more.  The multiple-choice answer choices were tricky, too. Students had to figure out the best answer among four answer choices, one of which was perfectly reasonable but not the best answer.  Here’s what P.S. 321’s principal, Elizabeth Phillips, wrote about the 2014 Common Core tests.  Her op-ed We Need to Talk About the Test appeared in The New York Times on April 9, 2014.  These same issues were evident on the third grade 2016 ELA test.

“In general terms, the tests were confusing, developmentally inappropriate and not well aligned with the Common Core standards. The questions were focused on small details in the passages, rather than on overall comprehension, and many were ambiguous. Children as young as 8 were asked several questions that required rereading four different paragraphs and then deciding which one of those paragraphs best connected to a fifth paragraph. There was a strong emphasis on questions addressing the structure rather than the meaning of the texts. There was also a striking lack of passages with an urban setting. And the tests were too long; none of us can figure out why we need to test for three days to determine how well a child reads and writes.”

4.) The reading levels of the passages were above “grade” level, whatever “grade” level means these days.  One passage was an article recommended for students in grades 6-8. Has the NYSED done any research on early childhood education? Defending the Early Years cites a Gesell Institute of Child Development report that says,

“…the average age at which children learn to read independently is 6.5 years. Some begin as early as four years and some not until age seven or later – and all of this falls within the normal range.”

Yet for the NYS Common Core ELA test, the NYSED expects all third graders to be able to decode and comprehend texts that are typically used with fourth, fifth and sixth graders?

5.) While in theory I prefer untimed tests to timed tests, the lack of a time limit is of little comfort to students who are subjected to developmentally inappropriate tests.  Read this heartbreaking account by a New York City teacher who blogs at pedagogyofthereformed.wordpress.com. Of a former student, this teacher writes,

“After 18 hours of testing over 3 days, she emerged from the classroom in a daze. I asked her if she was ok, and offered her a hug. She actually fell into my arms and burst into tears. I tried to cheer her up but my heart was breaking. She asked if she could read for a while in my room to calm down and then cried into her book for the next 15 minutes.”

Leonie Haimson, Executive Director of Class Size Matters, noted in a post on her blog NYC Public School Parents that this “…appears to violate the NY law passed in 2014 that limits state testing time to one percent of total instructional time.” Additionally, fellow Change the Stakes member, Rosalie Friend, pointed out that “without a set time limit, the tests no longer are standardized.  Therefore, one cannot draw ANY conclusions from the scores.” So this alone seems to invalidate these $44 million tests.

Collectively, we must stop this insanity.  I’ve been sounding the alarm on these tests since 2013, and the vast majority of educators I know agree with me.  I’m beyond fed-up that I have to continue to administer these assessments to my students.  It is unconscionable to me that Chancellor Fariña, in her 3/15/16 letter to NYC parents, wrote that these tests are “incredibly important” and a “valuable experience for our students.” It’s been nearly a month since I read those words and my jaw is still on the floor.

Parents – if you haven’t already refused the tests, you still have time to opt-out of the Common Core math tests, which will be administered on April 13, 14 and 15 of this week.

Teachers and administrators – the Common Core testing climate in New York state is too dire for you to remain quiet.  Speak up and encourage parents to opt-out.  Boycotting these tests is the only way to change course.

May this video of these principled MORE teachers inspire you.

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From left to right: NYC teachers Lauren Cohen, Kristin Taylor and Jia Lee spoke critically of the NYS Common Core tests to NBC 4 New York. Screenshot courtesy of NYC teacher and UFT chapter leader Arthur Goldstein who blogs at nyceducator.com.

 

For more information, please visit:

NYC Opt Out

NYS Allies for Public Education

Defending the Early Years

Network for Public Education 

pedagogyofthereformed

 

 

 

NYC Parents: Here’s the TRUTH about the 2016 NYS Tests

New York City parents may be hearing that the New York State (NYS) Common Core math and ELA (English-language arts) tests will be better this year and are of value to educators and students.

This does not tell the whole story.  Here’s the truth about the 2016 NYS tests. 

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  • Pearson created the 2016 tests.  Questar Assessment Inc., which, in 2015, was awarded a $44 million, five-year contract by the New York State Education Department (NYSED), is in the process of developing test questions for future tests.  However, their tests won’t be used until 2018. According to a January 2016 NYSED memo,”Questar Assessment, Inc. has replaced Pearson and is responsible for the construction of this year’s test forms and guidance materials.” Questar did not create the actual 2016 tests and test questions. 
  • The shortening of the 2016 NYS Common Core tests is insignificant. Students will still spend a total of six days taking the math and ELA tests (three days each).  The tests are untimed this year so students could potentially sit for an even longer period of time to complete the assessments.  The below comparison charts show how minimal the changes to the tests are.  Also, shaving off a few questions does nothing to improve the quality of the test questions.  The tests are still bad.
  • Using NYSED’s online test archive, Kemala Karmen, a NYC parent and co-founder of NYCpublic.org, “calculated how many more test items a NYS student in 2016 will be required to answer than a NYS student in the same grade had to answer in 2010” (Karmen, 2016).  In an email, Karmen wrote, “A 5th grader this April will be faced with 117 questions (combined math and ELA).  2010’s 5th grader? 61.  That’s 56 more questions, or an increase of 92%.”
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In addition to illustrating the sharp increase of test questions since 2010, this graph, created by NYC parent Amy Gropp Forbes, shows how insignificant the shortening of the 2016 is. 

  • The NYS Common Core ELA and math tests are not the only assessments administered this spring.  NYSED recently released the 2016 field test assignments for NYS schools.  Please click on this NYSED link to see if your school has been signed up to field test future math, science or ELA test questions.  The June 2016 administration of the field tests is of no value to teachers or students, the latter of which are being used as guinea pigs.
  • Similarly, many NYC parents are unaware of the excessive and developmentally inappropriate testing our English-language learners (ELLs) are subjected to. After only 12 months in the system, all ELLs in NYS must take the ELA test (ELLs are not exempt from the math test in their first year because translated versions of the assessment are available).  During the recent parent-teacher conferences, it pained me to share with parents my goal for second graders who were at the expanding (advanced) English-proficiency level: to test proficient on this year’s NYSESLAT (New York State English as a Second Language Achievement Test). Administered each spring, the NYSESLAT is a grueling four-part test, now aligned to the Common Core, which assesses ELLs’ speaking, listening, reading and writing proficiency levels in English. It is a content-based assessment, not a true language test, and, in my professional opinion, it is wholly inappropriate to administer to ELLs at any grade level. Sentence writing, for example, is expected of ELLs in kindergarten. Spending my precious minutes discussing this highly flawed standardized test was bad enough, but my rationale for getting students to test out (test proficient or pass) tightened the knot in my stomach. If my expanding (advanced) ELLs do not pass the NYSESLAT this school year, in third grade they will have to take it again right after the widely discredited NYS Common Core ELA and math tests.  I signed up to be a teacher, not a tester.  
  • I can’t think of a single working NYC teacher who finds the NYS Common Core tests to be a “valuable experience for our students” (as per New York City Department of Education (NYCDOE) chancellor Carmen Fariña’s 3/15/16 letter to parents). Pearson’s NYS Common Core tests are not teacher-created, nor do they accurately reflect the contextualized skills and knowledge that students gain in the classroom. The tests are developmentally inappropriate, poorly constructed and contain ambiguous questions. In 2014, 557 New York State principals signed this letter denouncing the tests. Despite the so-called changes to the 2016 tests, the content and the skills that are tested remain the same.

In painting a broader picture of the impact of NYS’s Common Core testing program on public education, it’s important to highlight that everything revolves around the highly flawed NYS Common Core tests.  Despite the NYCDOE’s argument that multiple measures are used to determine a child’s promotion to the next grade, the testing program is the sun around which all other aspects of public education orbit.  Schools with low test scores – due to poverty, high numbers of English-language learners and/or students with disabilities – are particularly vulnerable to scrutiny, micromanagement and excessive testing.  These schools face state reviews and pressure to adopt Common Core test prep curricula (ReadyGEN, GO Math! and Expeditionary Learning, for example), all at the expense of offering students an authentic and inspiring education that truly meets their social, emotional and academic needs.

I have spent the past 10 years in Title I elementary schools in New York City.  Our students go on fewer field trips, are exposed to a narrower range of books, and participate less in the arts.   In Title I schools, beginning in kindergarten, there exists such a strong sense of urgency to prepare students for the skills they will need in order to do well on the state tests that not a moment is to be “wasted.” Cutting and pasting in first grade is wrongly viewed as lacking rigor.  As a result, it’s not uncommon to find a second grader struggling to use glue and scissors.  Folding paper, I’m discovering, is an undeveloped skill nowadays.

In schools with low test scores, there is no free play and, for the most part, recess only happens at lunchtime (weather permitting).  Any classroom “play” must reinforce academic skills.  School days can be suffocating for students and teachers alike.  Curriculum pacing guides must be followed faithfully, which has killed spontaneity and deprives students of opportunities to learn about topics outside of the curriculum. I’ve even had to sneak in Martin Luther King, Jr. and Chinese New Year.  My rich author study units highlighting the important works of Ezra Jack Keats and Leo Lionni, among others, are collecting dust.  I mourn this loss of freedom every day I go to work.  Forget about using students’ interests to shape instruction.  “Choice” is only offered to students within the confines of the Common Core-aligned curricula.

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Andy Yung, a talented pre-K teacher in Queens, presented this slide at last weekend’s Jackson Heights People for Public Schools event. 

What is of chief importance to “struggling” schools is the raising of scores on poor quality tests that do not reflect how each student has grown in his or her own way.  As part of their test preparation program this year, a Bronx elementary school has already administered two NYS ELA and math test simulations: one in December 2015 and the other in March 2016.  Each simulation lasted six days (3 periods each day) and was harder than the real tests, according to a teacher.  While this is an extreme case – and arguably abusive – test prep is still occurring citywide even at schools with high test scores.

The organized opt-out movement here in NYC is led by local parents and educators who spend an inordinate amount of time researching the NYS Common Core testing program and educating themselves on developmentally appropriate pedagogy.  Change the Stakes and NYC Opt Out, among others, report the truth through social media and through testing meetings that are being held all over NYC.  While some NYC parents may have initially gravitated to this movement in order to protect their own children from educational malpractice, a growing number of opponents of the state testing program are opting-out for justice.  Boycotting the tests and depriving the state of data is seen as the only way to effect change in our schools, and to curb the further privatization of public education (see what’s happening right now in the United Kingdom).

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These parents and educators envision a different educational experience for all children of New York State.  Bronx principal Jamaal Bowman  speaks out against the current NYS Common Core testing program.  As reported in this November 2015 Huffington Post article, “Jamaal Bowman knows his kids and with the research to back up his approach, he makes it clear that by empowering teachers and inspiring children toward their passions, in an atmosphere that embraces our diversity, we have the capacity to realize the goals that the current reforms are failing to produce.”  I also appreciate Brooklyn New School principal Anna Allanbrook’s weekly letters to parents , which showcase her school’s whole child approach and contrast sharply with NYS’s test-based education reform initiatives.  In Allanbrook’s March 7 letter, she links to a speech delivered by principal Bowman and writes, “Jamaal suggests that all parents exercise their right to opt out of high stakes testing, advising parents to demand more holistic assessment of their children. Jamaal’s words remind us of the words of Dr. Martin Luther King, Jr. who said, “Injustice anywhere is a threat to justice everywhere. We are caught in an inescapable network of mutuality, tied in a single garment of destiny. Whatever affects one directly, affects all indirectly.” These are brave, ethical NYC school leaders whom I greatly admire.

What about all the thoughtful and experienced NYC classroom teachers who find fault with these tests and don’t view them as a valuable teaching tool?  The teachers of the MORE caucus of the UFT (United Federation of Teachers) support opt-out and oppose Common Core, Danielson teacher evaluations and high-stakes testing. MORE candidates, such as Jia Lee, who testified against high-stakes testing in a U.S. senate hearing last year, are running in this year’s UFT election. Teachers of Conscience refuse to administer both state and local standardized assessments.  Teachers’ legitimate concerns, based on years of experience and knowledge of developmentally appropriate pedagogy, are absent from the official story that’s being told to NYC parents. In fact, NYC educators are being silenced and, as a result, are afraid to speak out.  This is an attack on our democracy and goes against the so-called critical thinking that the NYCDOE purports to be promoting through Common Core.

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This is just a glimpse of what’s really going on in NYC public schools.  There is, of course, more to the story.   Here is a link to view the March 2016 NYCDOE’s Student Participation in Grades 3-8 New York State Tests Parent Guide.  Regardless of your child’s performance level, it is a parent’s right to opt out.

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The NYCDOE 2016 guide states, if, after consulting with the principal, the parents still want to opt their child out of the exams, the principal should respect the parents’ decision and let them know that the school will work to the best of their ability to provide the child with an alternate educational activity (e.g., reading) during testing times.”  

For more information about opting out, please visit these sites:

Ten Reasons Why NO Child Should Take the NYS Common Core Tests

www.optoutnyc.com

changethestakes.wordpress.com

morecaucusnyc.org

NYS Allies for Public Education 

Long Island Opt-Out Info

unitedoptout.com

Defending the Early Years – deyproject.org

networkforpubliceducation.org

badassteacher.org

 

 

 

 

 

 

 

 

 

Testifying Before Cuomo’s Common Core Task Force in Queens, NYC

Last night I testified at one of NYS Governor Cuomo’s Common Core Task Force (aka Farce) sessions. The New York City event took place at LaGuardia Community College in a hard-to-reach section of Long Island City, Queens. Incongruously, it was held in the cramped Poolside Café, located deep inside the college building. Afforded to us, while signing in, were glimpses of swim team practice. It was as if Cuomo’s team deliberately chose an inconvenient time and location for the event in order to deter people from attending. To the best of my knowledge, there was no media presence at LaGuardia Community College. Unlike the Long Island session, which was covered in today’s news, I saw nothing reported about the NYC session.  Therefore, I will try to be as comprehensive as possible, but my six-year-old was with me so, unfortunately, I was unable to give all the speakers my full attention.

About 25 people testified; a balance, more or less, of Common Core opponents and supporters. I was speaker 18. MORE-UFT and Change the Stakes members shared the front row with pro-Common Core Educators4Excellence (EFE) teachers, including its founder Evan Stone. High Achievement NY, a coalition of businesses and education deform organizations such as E4E, was represented by its executive director, Stephen Sigmund. The main message of the Common Core supporters was that the standards are good but the tests need to be tweaked. They repeatedly used the term “opt-in” and recommended computer adaptive testing for students with special needs.

As a critic of the Common Core package, I was happy to see so many MORE-UFT and Change the Stakes allies (and friends!) who had shown up despite the challenges of getting there on time: David Dobosz, Fred Smith, Jane Maisel, Alliance for Quality Education‘s Zakiyah Ansari, blogger Peter Goodman, a Class Size Matters representative who read a statement by Leonie Haimson, and sociologist/public school parent/blogger Nancy Cauthen all testified. My apologies if I inadvertently omitted someone.

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Assemblywoman Catherine Nolan, Chair of the Assembly Education Committee, and Kishayna Hazlewood, 3rd grade teacher at P.S. 156 in Brooklyn, chaired the event. Hazlewood was mostly stoic while Nolan shared with us – from time to time – her personal views, citing a recent conversation she had with Carol Burris, Executive Director of the Network for Public Education Fund. Nolan seems to get it. NYC City Council member Danny Dromm opened the event with a statement that was critical of Common Core.

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Dromm in foreground listens to David Dobosz’s testimony; seated at the table are Nolan (on left) and Hazlewood (on right). Photo by me. 

As was the case when John King came to NYC in 2013 on his “listening” tour, StudentsFirstNY bussed in a large group of charter school parents who sat in the back as audience members – not speakers. This time, it seemed StudentsFirstNY wanted Educators4Excellence teachers, not parents, to do the testifying. Interestingly, after corporate education deform critics Dromm, Smith and Dobosz spoke, the StudentsFirstNY parents all rose and left the poolside café en masse. I asked four parents why they were leaving, but not one had any idea what was going on. Finally, a woman told me, “This isn’t for us. We support Common Core.”

FullSizeRender-28The quick and confusing departure of StudentsFirstNY parents. Photo by me. 

Once it became clear that well-informed, dissenting voices were being heard, StudentsFirstNY organizers instructed the parents to leave immediately. Presumably they didn’t want their brainwashed parents to be contaminated by the opposition. The exodus puzzled the young Cuomo staffers so I told them what was going on. One of them, David Contreras Turley, director of Constituency Affairs, gave me his card and told me that the governor’s office was neutral on Common Core. I challenged him by pointing out Cuomo’s support for education deform and charters. David did not respond. I was grateful to Cuomo’s representatives, though, because they were very accommodating of my restless daughter and the dozens of math manipulatives strewn all over the floor.
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After the departure of the charter school parents, a Queens mother passionately testified that the Common Core had brought anguish and frustration to her home and that her son had gone from a level 3 to a level 1 student in math. Immediately after her testimony, Assemblywoman Nolan reminded the audience to be respectful. Apparently, an Educators4Excellence teacher had laughed at and/or made faces at the mother while she was delivering her moving testimony. Nolan even got out of her seat and confronted the teacher who denied out loud that she was misbehaving. Nolan also gave High Achievement NY’s Stephen Sigmund a look that said “watch it, Buster.” I did not witness their alleged crimes.

Here is my testimony, which I also intend to submit online. If you were unable to attend one of these task force sessions, consider sending your statement to the task force via their website. Let’s inundate them with our message.

November 6, 2015

I’m a NYC parent but today I’m speaking to you as a NYC teacher. I stood before John King in 2013 and got no reaction from him. I am more hopeful today and feel compelled – once again – to speak up on behalf of NYC educators and students who are suffering under corporate education deform.

We detest what the Common Core package has done to instruction. This July 21, 2009 quote from Bill Gates will clarify what I mean by package:

Bill Gates said, “We’ll know we’ve succeeded when the curriculum and the tests are aligned to these standards. Arne Duncan recently announced that $350 million of the stimulus package will be used to create just these kinds of tests–next generation assessments aligned to the common core. When the tests are aligned to common standards, the curriculum will line up as well–and that will unleash powerful market forces in the service of better teaching. For the first time, there will be a large base of customers eager to buy products that can help every kid learn and every teacher get better…”

We are given poor quality, scripted curriculum that is not developmentally appropriate. Education deformers have turned critical thinking and rigor into an extreme sport, frustrating and boring teachers and students to the point where – for example – a large number of us dread teaching math. Close reading has become tedious and is killing the joy of reading. The chief purpose of schooling nowadays is to teach skills that kids will need to know for the Common Core tests. Independent reading, through which students experience joy in having the freedom to discover a wide range of books regardless of level, is now viewed chiefly as a tactic to build students’ stamina for the absurdly long Common Core tests.

Our freedom to teach and to facilitate the development of whole child is curtailed. Due to the high-stakes nature of testing, those of us who work in a Title I school face immense pressure to raise test scores. Virtually every decision made at the school level is done with testing in mind.

No educator I know finds any value in the Common Core ELA and math tests. They are poorly constructed, developmentally inappropriate, decontextualized, confusing and deliberately tricky. Equally flawed is the new Common Core-aligned NYSESLAT, which is an ELA & content assessment, not a language test. Not only does the NYSESLAT fail to consider cognitive development stages but it also disregards what we know about second language learning. Our English-language learners, in particular, are being subjected to excessive testing that does not accurately measure what they can do. These bad tests are an insult to our intelligence.

Parents – please know that teachers – like myself (and there are many of us) – support your right to opt-out. We would opt-out of administering these tests if we could. In fact, a few bold teachers have. We hope that in 2016, opt-out numbers will reach 500,000.

Nothing short of a revolution is needed if we want true education reform. The Common Core package – all of it – has got to go. Revisit the lost standards, have teachers create diagnostic standardized assessments, stop using test scores to evaluate teachers and to punish schools, invest more in social services for our school communities.

Be brave and stand up to corporate education deformers. Let’s all stop being complicit in this costly, wrong-headed experiment that’s designed – in large part – to weed out so-called “bad teachers” and so-called “failing” schools. There are more effective and humane ways to improve our schools and to support the diverse needs of the children of New York State. Start by asking a teacher.

-Katie Lapham, NYC public school teacher 

NYC Parents – Refuse the MOSL Assessments!

Dear NYC parents,

Did you know that test refusal is not limited to the NYS Common Core ELA (English-language Arts) and math assessments that are administered to students in grades 3-8?  My daughter will be entering first grade this year and I refuse to allow her to take the NYC local assessments, which are used solely for teacher evaluation purposes.

In NYC, these tests – administered to students in K-12 – are referred to as MOSLs (Measures of Student Learning). You can read more about them here and here. Ask your child’s teacher for more information about the MOSLs, specifically which assessment is being used at his/her school (there are various NYCDOE-approved assessments). Below is a copy of my refusal letter in case you wish to use it. I borrowed some of the language from NYS Allies for Public Education’s (NYSAPE) 2015-2016 Refusal Letter, which you can access here. Please also visit Change the Stake’s website for sample opt-out letters that are specific to NYC public schools.

Thanks,
Katie

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Dear ____________,

I am writing to inform you that I refuse to allow my daughter, _______________, to participate in any local/benchmark assessment used in the New York State teacher evaluation system administered in the fall, winter, and spring of the 2015-2016 school year. Specific to New York City is the MOSL testing program, which includes the NYC Performance Tasks for math and ELA (English-language Arts).

My refusal should in no way reflect on the hard work and talents of the teachers and staff at P.S. ______. As both a parent and an educator, I see these tests as harmful, expensive, and a waste of time and valuable resources. The Grade 1 NYC Performance Tasks, in particular, are poorly constructed and developmentally inappropriate. I object to the fact that my daughter’s teachers had no input in creating the tests and rubrics. Assessments should be teacher-created, not written by a testing company or central education department office.

I also refuse to allow any data to be used for purposes other than the individual teacher’s own formative or cumulative assessment. I am opposed to assessments whose data is used to determine school ranking and teacher effectiveness, or is used for any other purpose other than for the individual classroom teacher’s own use to inform his or her instruction.

My family and I are very fond of the P.S. ______community.  I appreciate the school’s commitment to educating the whole child, particularly through the arts, and feel that the city and state’s insidious testing programs take away from this.

Please let me know if you have any questions or concerns.  I understand the demands of your job and am grateful for your dedication to the students of P.S. ______.

Kind regards,

Katie Lapham

No Longer Silent: NYC Teachers of Conscience Speak Out Against High-Stakes Testing and Corporate Education Reform

On the afternoon of Tuesday, May 5, 2015, a group of concerned NYC public school teachers and parents – representing the Movement of Rank and File Educators (the MORE Caucus of the UFT), Teachers of Conscience and Change the Stakes – convened in Manhattan’s Washington Square Park to demonstrate against corporate education reform and its destructive and secretive high-stakes testing program.  We displayed posters and spoke from the heart about our individual experiences.  For the first time in months (years?), I felt truly appreciated for the work I do in the trenches.

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Rosalie Friend, a member of Save our Schools and Change the Stakes as well as an educational psychologist, declared that she was standing up for us and our professional standards. Film editor Michael Elliot has been an unsung hero as a public school parent activist.  From Chicago to New Jersey to the boroughs of New York City, Michael has been documenting our work, which includes the burgeoning grassroots opt-out movement. Please watch Michael’s other videos on shoot4education.  They include the May 5 speeches given by NYC Teachers of Conscience Jia Lee, Marcus McArthur, Eunice Eun and Chen Lin, Alexandra Alves, Megan Moskop, Lauren Cohen, Holly Spinelli and Colin Schumacher (in absentia). A group of teachers also sang a clever song If Cuomo Had A Heart – that highlighted Governor Cuomo’s wrong-headed educational plan for our state.

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Michael Elliot and Rosalie Friend 

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Prior to speaking, Teachers of Conscience wore tape over their mouths to convey to the public the lack of transparency with regards to these tests. We are not allowed to divulge any test content.  

Here is the transcript of my speech.  You can also view it here on YouTube.

This week, our youngest learners – students in kindergarten, first and second grades – are taking NYC Performance Assessments in English-language arts (ELA) as measures of student learning (MOSLs).  They are for teacher evaluation purposes only. Scores from these tests count towards 20% of our overall rating.

What our students are being asked to do is developmentally inappropriate.  The task fails to consider early childhood studies, which show that “the average age at which children learn to read independently is 6.5 years.” Some don’t read independently until age seven and THIS is normal. (Please see Defending the Early Years for more information).

What is NOT normal is bombarding first graders with information from two different science texts and expecting them to judiciously select relevant facts to answer two written response questions.  What is NOT normal is expecting first grade students to independently read and to gather facts/evidence from a non-fiction text that is two grade levels above their reading level. My first grade students are being asked to independently read a 3rd grade text – level M – without my support.  And they are to use facts from that book to answer questions independently.  In addition, this text contains errors.  The wrong photograph is used to describe a key fact, but I cannot go into more detail about this, unfortunately.  Now my struggling readers can’t use the photographs to help them answer the questions.

What is WRONG is that my students are losing valuable instructional time to take these flawed tests.  What is WRONG is that my “professional development” time is being used to score these tests.  What is WRONG is that working first grade teachers played no part in creating these tests that are being used to rate us.  What is WRONG is that the New York City Department of Education did NOT correct the errors that were pointed out the them.

As a Teacher of Conscience, I have a moral imperative to know my students well and to understand their learning.  I am discerning when considering the reliability and validity of assessment methods.  I speak out to correct the wrongs.