Seeking Assessments That Matter

Eduflack accountability, assessment, CCSS, high-stakes testing, Students, teachers
To paraphrase from the classic movie Major League, “in case you haven’t noticed, and judging by the chatter and recent urban legends you haven’t, student assessments have managed to have positive impact here and there, and are threatening to be seen as a positive part of the teaching and learning process.”
Sure, student tests aren’t the Cleveland Indians finally making it to the playoffs, but we have long seen the same negative feelings and concerns attached to testing as we did for the Indians before “Wild Thing” Vaughn pitched them out of the cellar.
The improving public perceptions of testing is best seen in a new research survey conducted by Grunwald Associates on behalf of the Northwest Evaluation Association. In Make Assessment Matter: Students and Educators Want Tests That Support Learning, NWEA surveyed more than 2,000 students and educators on their perceptions of assessment. Interestingly, this seems to be the first significant study that actually asked students what they think about the tests they are taking.
There are some great write-ups of the full survey, including this piece at Education Week by Catherine Gewertz and this article at Huffington Post by Rebecca Klein.
Some of the results may surprise you. Among the highlights:
  • 81 percent of students think student test scores reflect how well teachers teach
  • 95 percent of students agree that tests are “very” or “somewhat” important for helping them and their teachers know if they are making progress in their learning during the year
  • 80 percent of students say they have not heard of new state accountability tests, despite all of the CCSS hype we hear about
  • 81 percent of students think student test scores reflect how well teachers teach
  • 64 percent of African-American students, 65 percent of Asian-American students, and 61 percent of Hispanic students believe state accountability tests are very important to their futures, compared to just 47 percent of white students
  • 78 percent of students think taking tests on computers has a positive impact on their engagement during tests, with 95 percent of district administrators and 76 percent of teachers agreeing that adaptive technology-based tests are “extremely” or “very” valuable for engaging students in learning
  • 55 percent of teachers report they never took a course in assessment literacy in their teacher prep programs
  • 96 percent of teachers who say they use assessment results do so to improve teaching and learning in the classroom
So what does it all mean? We see that students and teachers both value testing, as long as it is the right type of test. We see that, while they might not be able to define it, educators find real value in interim assessments and see them very differently than the “high-stakes” summative tests that seem to dominate the headlines. And we clearly see that much work needs to be done to build better understanding of the types of tests, why they are used, and how the data is applied. Or more simply put, we like tests if they are relevant and student learning focused.
Based on its research, NWEA offered up five recommendations for policymakers, administrators, educators, and all those involved in the learning process to consider, including:
  1. Engage with students in policy development process, especially when making testing mandates at the state, district, and classroom levels
  2. Realign assessment priorities in support of teaching and learning
  3. Establish formal learning opportunities on assessment for every teacher, principal, and building administrator
  4. Improve student learning by making educator collaboration a priority in every school district
  5. Prioritize technology readiness in every district, focusing on infrastructure and addressing glitches
It is important to note that most of these reccs do not cost us big bucks, unlike the typical policy reccs we see in education. All are focused on ensuring we spend our resources wisely and are focusing our assessment efforts on student learning, not solely on accountability.
Specifically, we should all be doing the stadium wave for number four. As testing isn’t going anywhere, it is of value to all those in the teaching and learning process to be more assessment literate, to better understand the portfolio of tests available to them, to distinguish the good from the mediocre from the useless, and to ensure that results are put to use and put to use quickly.
As we know in today’s education space, perception is the new truth. Whether we agree or not with these findings, these are the perceptions of students, teachers, and district administrators from across the nation. The scientifically valid sample gives us a clear understanding of how folks are thinking about testing. And it provides us an important building block as we shift to ensure tests have meaning and utility.
Sure, testing is not going to win the triple crown every school year. But this data makes clear that good tests are positioned to have real impact come the end of the school season. 
(Full disclosure: Eduflack has worked with the folks at both Northwest Evaluation Association and Grunwald Associates.)

Common Core Radio: Cast your Bammy Vote!

Eduflack BAM, CCSS

As many Eduflack readers know, for the past few months I have been a part of the BAM Radio Network, co-hosting its Common Core Radio show with educator Darren Burris. On these segments, we’ve been able to explore important issues related to effective CCSS implementation. Everything from textbook alignment to educator supports, PISA and parochial schools, early childhood education to the delay of high-stakes consequences.

I got involved in the show because I personally believe we need to do more to highlight the importance of CCSS and how to ensure it is implemented effectively. It is far too easy to demonize the standards. It is much harder to talk about what is going right and what we can learn from the process. BAM Radio has provided that platform with Common Core Radio.
With each episode, I learn something new. And I’m fortunate to work with a terrific co-host and a great producer. So it is particularly heartening to learn that Darren and I have been nominated for a Bammy Award in Education in the Talk Show Host(s) category.
The Bammies noted:
Much of the conversation around common core standards involves supporters and detractors talking at each other, past each other or exchanging dueling Twitter posts and blog posts. #Common Core Radio is where you hear Uncommonly, thoughtful, informed and civil discussions about implementing Common Core Standards. Each episode features discussion on new developments, emerging issues, trends and interviews with Common Core news makers. Both Darren and Patrick highlight interesting perspectives as well as gathering from the incredible guests on their program, from Randi Weingarten to Cheryl Scott Williams, to Governor Bob Wise.
Now the voting begins. Yeah, yeah, I know, it is an honor to just be nominated. But let’s get out there and cast some votes and show some love for Common Core Radio. Cast your votes here. As they say in Chicago, vote early, vote often!
 

Ensuring the Time for CCSS Implementation

Eduflack accountability, BAM, CCSS

Each day, we seem to be reading a new headline about states experiencing testing challenges. These concerns, coupled with the conspiracy theories from both the far left and far right on the “true” intents of Common Core State Standards have some looking to pull the plug on CCSS, their implementation, and the tests that go along with it.

There is no question that implementing the CCSS is a complicated endeavor, one that requires significant time and attention. Collectively, we have one chance to get this right. There are no do-overs or second chances. 
So why not ensure that we provide states and districts and schools and educators the time to actually do it right the first time? Why not make sure we take the standards, implement them, align the curriculum and materials, and provide the needed professional development BEFORE we start using test results in high-stakes ways?
That’s the topic of the latest installment of BAM Radio’s Common Core Radio show, found here.  In this episode, we speak with Cheryl Scott Williams, the executive director of the Learning First Alliance and Kathleen Porter Magee, the Bernard Lee Schwartz Fellow at the Fordham Institute.
Give it a listen!  It is a great conversation, reinforcing the importance of identifying those states and districts where CCSS implementation is going well.

“Common Sense on the Common Core”

Eduflack 21CS, CCSS, Collaborative, national standards, Social media

With states, districts and educators working to ensure that
all students graduate from high school “college and career ready,” we are
hearing more and more about Common Core State Standards and their impact on the
classroom, particularly with regard to testing. What seems to be lacking from
that discussion, though, it a meaningful chronicling of what successful
implementation of the standards means. Until now.

This week, the Learning First Alliance rolled out a new
podcast series—Get It
Right: Common Sense on the Common Core. In LFA’s own words, “to help those
committed to the standards ensure the proper implementation, the Learning First
Alliance is spotlighting those communities that are working hard to get Common
Core implementation right. These podcasts tell their stories.

The Get It Right series launches with three interesting
discussions, all of which the importance of proper planning and collaboration
in the implementation process. These podcasts include:

In addition to the podcasts themselves, LFA has also provided
resources from each of the states profiled, as well as from its
member organizations.

If we are serious about ensuring every learner is college
and career ready, it is essential that we get CCSS implementation right. LFA’s
new effort helps all those involved in the process better understand what “getting
it right” really looks like in our states, district and schools.

This post originally appeared on the Collaborative
Communications blog.

Full disclosure: Eduflack has worked with the Learning First Alliance and many of its member organizations over the years.


Problem solving and PISA

Eduflack 21CS, Collaborative, international benchmarking

OECD is out with the latest PISA results. This time, the focus is on the problem-solving skills of the world’s schoolchildren. As we typically see, the U.S. students tested score above average, but definitely aren’t leading the class.

Check out my look at the topic here on a new blog launched by Collaborative Communications Group. And watch for interesting posts from a collection of smart, forward-thinking individuals there.

The Imposing CCSS “Alignment”

Eduflack BAM, CCSS

Are today’s classroom materials aligned with the Common Core State Standards?  That is the question that professors from University of Southern California and Michigan State University discussed at a recent Education Writers Association seminar. After analyzing “40-50 textbooks covering first through ninth grades — books that are used by roughly 60 percent of U.S. school children,” there answer to this important question was a strong “no.”

On the latest edition of Common Core Radio on BAM Radio Network, we talk with Grant Wiggins and Student Achievement Partners’ Sandra Alberti about this latest analysis and what educators should expect when it comes to instructional materials and CCSS alignment.
Check out the full show here.  It is a great forward-looking discussion.

Anti-CCSS “Tin Foil Hats”

Eduflack accountability, AYP, CCSS, NEA

There is little question that yesterday’s announcement from the National Education Association has issues with the Common Core State Standards and are calling for a “course correction“will be dissected and debated with enough electronic ink to drown a thousand digital ships.

How do the NEA and AFT pullbacks affect the notion that CCSS advocates are part of a big tent?  What does this mean for union-friendly states that are already having concerns about CCSS and their related assessments?  Are we again at that stage where we are asking if this is the beginning of the end for the Common Core?
The talk on delays or slowdowns of implementation on Common Core are not likely to go away.  But through all of the concern and consternation, no one seems to be offering a viable alternative.  Are we to return to the Old West days of the 1990s, when it was virtually every SEA or LEA for itself?  Are we suggesting that we shouldn’t have standards and accountability at all?
Yes, the CCSS standards movement should be focused on constant improvement.  We should be looking at ways to improve implementation, improve learning materials, improve related PD, and, yes, improve the testing that goes with it.  But at some point, we just need to accept that CCSS is a positive step forward for our public schools and focus on how to make sure all of our students are meeting expectations and learning to those standards.
But if we are going to continue to believe in the urban legends and grand conspiracy theories and of things that bump in the Common Core night, then maybe we need to consider what a committee chairman in the Missouri State House finally did.  According to the Associated Press (and courtesy of Politico’s Morning Education), in response to all of the “sky is falling” chatter about CCSS, Mike Lair, a Republican and retired teacher offered an $8 appropriation for “tin foil hats.”
Or more specifically, according to the AP, “two rolls of high density aluminum to create headgear designed to deflect drone and/or black helicopter mind reading and control technology.”
I’m all in.  I’ll even splurge on the first two rolls for all of the CCSS deniers and haters here in Eduflack’s home state.

“We Have Met the Enemy, and …”

Eduflack Media, reform

In education, we seem to deal in absolutes far too frequently.  Positions are black or white.  You are either with us or against us.  Friend or foe.  Right or wrong.  There is far too little gray.  And we are far too dismissive of those with different opinions or a different take on the same perspective.

When I was on the front lines of education reform in Connecticut, I used to often say I actually agreed on far more with “enemy” than I disagreed.  And I meant it every time.  Most of those who commit their days to education and education reform are in it for the same reason — we all want to improve opportunity, learning, and the odds of success for all students.  We may disagree on how to measure those improvements or what it means for a particular student or community, but are motives for engagement are quite similar.
Yet we continue to see education as a battle of absolutes.  For good or bad, we think more is gained by fraternizing only with those of like mind and by engaging only with those who are drinking from the same pitcher of Kool-Aid.
But it doesn’t have to be that way.  Some of the most meaningful conversations I have regarding education are with those who hold an “opposite” viewpoint than I do.  I always learn a great deal when I speak with AFT President Randi Weingarten.  I am always forced to think about urban education in new ways after a discussion or email exchange with Oklahoma City teacher and blogger John Thompson.  And I am constantly amazed with what I learn about what really happens in the classroom when talking with my mother, a (now retired) terrific high school English teacher and passionate NEA member. 
So I was absolutely thrilled when I read of a new education challenge from Becca Bracy Knight, the executive director of the Broad Center.  It seems Becca and I are of similar mind in understanding the value (and the potential power) of engaging with all corners of the discussion and looking for those areas of commonality or those opportunities to construct a new bridge.
As Bracy Knight recently wrote:

I need your help with a maybe dumb idea that could also maybe make a difference.

Earlier this week I met up with someone for coffee and we talked about the latest happenings in Newark, education policy, and the slippery slope of putting heavy cream into hot beverages. It was fun – I like connecting with other people in education and talking about big and small issues. What might surprise you is that the person I was talking and laughing with has been publicly critical of The Broad Foundation and “ed reformers” and was involved in a process that resulted in a confidential memo I wrote to board members ending up on the internet. So, yeah, Ken Libby was an unlikely edu-BFF for me. But I was following him on twitter, saw that he made a lot of really good points, had a sense of humor, and lived in my city. I emailed him and asked if he wanted to meet for coffee. I admit I was a little worried this might not go well, but I figured it was worth a shot. I was getting sick of the increasing cyber-snarkiness and general lack of dialogue among people in education and wanted to have some human interaction and perhaps even find some common ground. Turns out we agree about a lot more than we disagree about. And we have confirmed that neither of us is or works for the devil. Phew.


We both agreed that the simple act of more people actually talking in person one-on-one with someone they see as being on an opposing side or someone they assume they disagree about everything with or someone critical of their work would do a lot of good in an increasingly toxic environment in education. Personal attacks, dragging people’s families into the debate, refusing to open your mind even a little to an alternative viewpoint, refusing to acknowledge that you or your organization ever makes mistakes – all of that is inhumane and ineffective.


We want to start an informal campaign to encourage anyone working in education to meet up with 3 people they do not normally talk with, see as allies, or even agree with. Just go out for coffee with 3 different people. Talk with them. See what happens. If you feel like it, share how it goes. It might not change the world, but then again…it might.


I’m writing to you since you are someone I know and respect — and someone who other people in education respect and listen to. If you and everyone else who is getting this email does this and writes/posts/tweets about it, we can get a lot more people on board! While this is not a formal thing, we do have two things that might help it spread – a hashtag and a tumblr account: #justhavecoffee and justhavecoffee.tumblr.com (which I’ll put some other thoughts on as soon as I figure out how to use tumblr).


What do you think – good idea? dumb idea? Will you try it? #justhavecoffee


If you’re in, please share the idea with folks in your network and maybe 2014 can be a better year for everyone.


Becca


P.S. As Ken pointed out, some people may be so isolated in their respective “camps” that they don’t actually know people to just have coffee with. We’re playing around with the idea of using the tumblr site or some other way to actually help match people up who want to broaden their circles. In the meantime, if you’re fired up for coffee but don’t know anyone to ask, email us and we’ll try to help from our networks.

 

Whadda ya think?  Will you join with Bracy Knight and Libby and Eduflack and others who are committed to #justhavecoffee?  Can we make this more than just an informal thing, and actually look for ways to build some of those bridges and encourage meaningful discussion and collaboration in the pursuit of improve student performance and learning?  


In the immortal words of Miracle of 34th Street’s Susan Walker, “I believe.  I believe.  It’s silly, but I believe.”


Common Core Outside the Classroom

Eduflack BAM, CCSS

We are hearing a great deal these days about the Common Core State Standards and what educators, students, parents, and just about everyone else needs to do to successfully implement (or intentionally block) their implementation in the classroom.

But what can be done to support the learning of the Common Core beyond traditional school hours and outside of the traditional classroom?  That question is the subject of a new report out from the National Center for Time and Learning, Redesigning and Expanding School Time to Support Common Core Implementation.  And it is the topic of our latest Common Core Radio segment.
On BAM Radio, my cohost and I explore the new NCTL report and how outside-of-school-time activities can help better implement the learning expectations of the Common Core.  For this edition of Common Core Radio, we speak with NCTL’s Jennifer Davis and Jennifer Reinhart of the Afterschool Alliance.
You can hear the full segment here, as well as visit some of the previous Common Core Radio segments.
Happy listening!

Apologies for my truancy

Eduflack CCSS, Marketing, Media, PR, reading, Reading First, SBRR

My deepest apologies to Eduflack readers for not being active here in the past few weeks.  As I noted last year, dear ol’ Eduflack has been involved in some long-form content creation (meaning book writing).  It took up many months of my time last year (thus the hiatus) and has come back to require my attention over the past few weeks.

The great news is I’ll be able to announce the completion of a very personal and I think important book next week.  As one reviewer already put it, the book “ROCKS!”  So February is going to be a rockin’ good month, with this new book from Yacker Media.
I look forward to sharing the news with y’all next week or so, and will work to share free Kindle copies of the book with loyal Eduflack readers as soon as allowable.
I’m also in the process of wrapping up the second edition of the Why Kids Can’t Read: Challenging the Status Quo in education book that Rowman & Littlefield Education will be publishing later this year.  Back in 2005-06, I was a contributing author to the project.  For this edition, I am the lead editor, working in partnership with longtime colleagues and mentors Reid Lyon and Phyllis Blaunstein.  
Why Kids Can’t Read is an important story, particularly as we see that nearly 40 percent of the world’s school-age children are unable to read proficiently.  The first edition of the book, out in 2006, looked at the wealth of research we have on literacy instruction and how best to teach our kids to read, while offering practical guidance for parents for how to ensure that “what works” is what is being used in their child’s classrooms.  The second edition builds on that work, incorporating recent developments such as Race to the Top and Common Core State Standards into this important discussion.
So thanks for your patience.  Eduflack will be back to its regular schedule in the coming weeks. Happy reading (post-announcement, I hope!).