Excessive Standardized Testing in New York City is No Fairy Tale – Living in Dialogue

On 2/21/15, Anthony Cody published my latest post on his new blog, Living in Dialogue. In it, I detailed the mid-term GO Math! and ReadyGEN ELA benchmark assessments that I reluctantly and heavy-heartedly had to administer to my first grade students the week of February 9, 2015.  Not only are our youngest learners being subjected to excessive standardized testing, but they are also missing out on meaningful learning experiences.

Please read the piece here:

http://www.livingindialogue.com/excessive-standardized-testing-first-grade-fairy-tale/

Thank you,

Katie

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Danielson 4a: A Moral Inventory of my Compliance Work

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In June, my Teachers’ Letters to Bill Gates partner, Susan, and I created a 12-step recovery program for corporate education reform. For this reflection, I wish to elicit our Step 4, which reads:
We made a searching and fearless moral inventory of ourselves. We determined that we had allowed corporate reformers to undermine our ethics and integrity. We searched and found we had participated in unethical scripted instruction, standardization, and high stakes testing out of fear and oppression that in turn caused fear and oppression in our students.
Excessive accountability should also be added to this list. One of my responsibilities as an ESL teacher/compliance officer (what an unsavory term, no?) is to write the LAP for my school’s CEP. The LAP is a 26-page  Language Allocation Policy that is incorporated into the school’s larger Comprehensive Education Plan.  In addition to providing data on the number of ELLs (English-language learners) in our building – their years of service, ELL programs, home languages, test scores and so on- we must also analyze the data by answering 41 questions in narrative format.  It’s worth emphasizing that this document is just one component of the comprehensive education plan.
Here’s my response to the question that has left me feeling like a fraud.
Part V: ELL Programming
B. Programming and Scheduling Information – Continued
Question 12: What programs/services for ELLs will be discontinued and why?

Answer: We are discontinuing the Journeys reading program and enVisionMATH because they do not match the level of rigor called for by the Common Core State Standards (CCSS).  The new ReadyGEN and GOMath! Core Curriculum programs are recommended by the NYCDOE and better reflect the demands of the CCSS.

This is what I believed was expected of me to write.  The reality, however, is far different. Teachers were largely satisfied with the Journeys program, which was purchased for two years only in grades K-2. Teachers in grades 3-5 collaborated to create CCSS (Common Core State Standards) curriculum maps and performance tasks.  ELA was mostly taught through the content areas, such as science and social studies.  They also had the freedom to select their own materials.

Compared to GO Math!, Pearson’s enVisionMATH program, which was used in grades K-5 for one year only, was the gold standard of math curricula.  The teachers in my building would happily return to using enVisionMATH and Journeys if given the choice.

In reality, we discontinued Journeys and enVisionMATH due to budget cuts and high-stakes CCSS testing.  NYC Title I public schools in particular feel they have no choice but to adopt the subsidized NYCDOE Core Curriculum programs and “free” NYSED engageny.org lessons.  Doing this spares them from having to use their limited funds to create and/or to justify the use of alternative programs. Also, in this era of school closings due to poor performance on standardized exams, there is relief in knowing that the state and city-approved materials, like ReadyGEN and GOMath!, are designed to prepare kids for the new high-stakes Common Core tests.  They are – in essence – test prep programs from kindergarten onwards.

I have yet to encounter a teacher who is satisfied with the ReadyGEN and GOMath! Core Curriculum programs.  I haven’t worked with GOMath!, but I can tell you that ReadyGEN is cumbersome, confusing and uninspiring. Due to the demands of the program, we are having to devote more periods to teaching it, at the expense of other subjects such as social studies.  I am devastated that I must use this program with my fifth graders instead of the engaging and challenging social justice curriculum that my fifth grade co-teacher and I created, and have refined, over the course of three years of teaching together.

Because I cannot write this in the LAP, I share it with you here, a place where educators can speak the truth, a place where I can make amends.