Sunday, March 9, 2014

Opt Out in 3 Simple Steps

The steps may be simple but the decision is not.

We want assessments that;  are aligned with the curriculum, use multiple methods for allowing students to demonstrate what they know and can do, and are used to adjust ongoing teaching and learning to improve students’ achievement of intended instructional outcomes.  

When standardized tests are used as a primary measure of student performance, students from low-income and minority-group backgrounds, English language learners, and students with disabilities, are more likely to be denied diplomas, retained in grade, placed in a lower track, or unnecessarily put in remedial education programs [Fair Test, 2012].
Here are a few things for you to consider.
  • What is the benefit of Opting Out?
When parents opt out of the high stakes standardized testing it sends a clear message that focusing on tests doesn’t equate with true teaching and learning in the classroom.  It reinforces the fact that a parent can exercise their constitutional right to direct the education of their children.  

  • How will I know if my child is learning and meeting the standards?
Teachers use a variety of your child’s materials to access your child’s progress--not just test scores.  This type of test is a one day snapshot, usually in multiple choice format, that reward quick answers to superficial questions.  They don’t measure your child’s ability to think deeply or creatively.  Good teacher observation, documentation of student work, and formative assessments provide the best measure of your child’s achievement and ability.  Learning is more than a test score.

  • Which tests are eligible for opt out?
You may opt out of both PSSA and Keystone Exams. PSSA begins March 24, 2014.  

  • What will my child do while other children are taking the test?
Students should attend school on testing days. The state and district cannot refuse to admit a non-test-taking student. Children will likely be required to be outside the classroom in a library or other space and engage in quiet educational activities.

  • Are there consequences for my child?
They cannot threaten you or your child for exercising this right, nor can they impose punitive measures on your child for your decision to refuse the test.  Ask the school district to use other evidence of learning to make decisions for admission to gifted or magnet programs, grade or subject acceleration or deceleration, and retention.  

  • Are there consequences for our teachers?
We must be sensitive to the fact that our teachers are currently feeling a very real fear about their jobs.  Teachers are directed to teach to the test.  But at the same time they are concerned with the negative effects of testing on their students and their schools- the academic culture that values test scores over rich, engaging, well-rounded instruction.

  • Are there consequences for our school?
PA schools have a state and federal accountability measure that depends on a 95% participation rate for high stakes state assessments.  The Pennsylvania Department of Education will recognize the failure to meet the participation rate due to parental opt out as a special circumstance beyond the control of the district.  [PA DOE Bureau of Assessment and Accountability, Sept. 5, 2013].  The real consequence is that high stakes testing has drained the joy out of teaching and learning in our schools.  

  • Why does the government want my child to take a test that doesn’t accurately assess student growth and learning?
Since the implementation of No Child Left Behind, measuring achievement gaps has become a central piece in the effort to improve schools, yet it did very little to address the “appalling inequities” that cause the gaps.  Unfortunately, these policies have done more to seriously damage our public education system by promoting the disparate impact of testing on students living in poverty and students with special needs.  

  • What is the process to opt out in PA?   There are 3 simple steps!

Step One:
Contact the school principal and tell them of your intention to opt out on religious grounds. Ask for an appointment with the principal or school’s Assessment Coordinator to review the test. Tests must be made available for review at a convenient time starting two weeks prior to the start of testing. The 2014 PSSAs are available now.

Step Two:
Review the test. Spend as much or as little time as you like. They will ask you to sign a confidentiality agreement stating that you will not share information from the test or compromise the integrity of the test or testing process. Sign that form.

Step Three:
Bring a copy of a letter addressed to the Superintendent stating that you refuse to have your child take the PSSA or Keystone based on your religious beliefs.  Send the original letter to the Superintendent. (In Pittsburgh, send to Dr. Linda Lane ℅ The Director of Assessment, 341 S. Bellefield Ave, Rm. 231, Pittsburgh, PA 15213 or email to laugustin1@pghboe.net.

Sample Phrasing:
“We are writing today to formally inform the district of our decision to refuse to allow our child to participate in state standardized assessments for the 2013-2014 school year. Pursuant to Pennsylvania Code Title 22 Chapter 4, section 4.4 (d)(5) I am hereby exercising my right as a parent to have my child, [ NAME ], excused from PSSA testing [Keystone Exams] because of religious and philosophical beliefs.”

During Testing:
Students should attend school on testing days. The state and district cannot refuse to admit a non-test-taking student. Children will likely be required to be outside the classroom in a library or other space and engage in quiet educational activities.

Important:
They cannot ask for “proof” of your religious beliefs (i.e., a letter from your minister, rabbi, or imam). They cannot threaten you or your child for exercising this right, nor can they impose punitive measures on your child for your decision to refuse the test.

Opt Out of the tests that are actually harming your child and your school!   

For more information visit: www.unitedoptout.org, www.yinzercation.wordpress.com

Friday, July 27, 2012

Public Testifies to Save Their Pittsburgh Schools

Hill District Education Council demands better schools
Friday, July 27, 2012
The Hill District Education Council today said it is putting Pittsburgh Public Schools on notice that the district must do better for Hill District students or the council will seek the ouster of school board members, administrators and teachers.
At the Pittsburgh Public School District (PPSD) Public Hearing on Monday, July 23, 2012, Rev. Dr. Johnnie Monroe co-chair of the Hill District Education Council voiced his concern for the future of the Hill District schools.  He asked the Board of Directors,
How many of you would enroll your child/ren in one of the Hill District schools considering where those schools are academically?
The three PPSD schools located in the Hill District - Pittsburgh University Prep 6-12, also known as Milliiones, Pittsburgh Miller PreK-5, and Pittsburgh Weil PreK-5 - are all on the PA Department of Education's list of low-achieving schools.  


It is highly unlikely any Board member would send their children to any one of these schools.


Eric Ewell, similarly testified and presented a statement at the hearing on behalf of the Hill District Education Council with signatures from 96 members of the community.  The statement listed concerns for the schools in the Hill including: high teacher turnover, low academic scores, leadership turnover, and constant feeder pattern changes.  


Rev. Dr. Johnnie Monroe, co-chair of the Hill District Education Council, told the Board, "Enough is enough" and asked for a plan for the 3 Hill District schools to be submitted to the Hill District Education Council by September 1, 2012, with positive results by 2013.    

In contrast to these testimonies, the public hearing testimony given by Derrick Hardy, principal at one of the Hill schools in question (University Prep), referred to a plan to work with Success Schools beginning this school year to advance "school culture and student achievement".  

Derrick Hardy also thanked the Board for approving his plan to implement a Success Schools program at University Prep and declared this commitment to his students.
We will continue to implement systems of success for moving all of our children in to college and beyond!
I have to wonder what "systems of success' Mr. Hardy can name.  

Data for Pittsburgh Milliones 6-12 (University Prep) from the A+Schools 2011 Report to the Community show the following 2011 PSSA test results:
  • 36.5% of eighth grade students tested proficient/advanced in math compared to 66.4% for the District
  • 50% of eighth 
  • grade students tested proficient/advanced in reading compared to 73.4% for the District
  • 25.3% of eleventh grade 
  • students tested proficient/advanced in math compared to 47.5% for the District
  • 34% 
  • of eleventh grade students tested proficient/advanced in reading compared to 59% for the District
Other testimonies from the Hill community on Monday stressed a concern for the implementation of the Success Schools program, yet another initiative for Hill District schools.  

Success Schools, according to a contract approved by the Board in May 2012 totaling $513,000, will implement a positive behavior program in 3 PPSD schools.  

Marilyn Barnett Waters, Ph.D. and Education Chair of the Pittsburgh Branch of the NAACP, asked the Board to listen to students and parents.  She cautioned that the implementation of a Success Schools program would send a message that students are the problem.  Dr. Waters ended her testimony with this statement:
This evening members of the NAACP are going on record to oppose your plan to institute the "success model" at UNIVERSITY PREP, FAISON and any other school in the district.  Our children can be successful with carefully thought out programs and the kind of supports that yell out to them that YOU care about them and that you are willing to surround them with the appropriate academics interventions that are culturally relevant and researched based.  
Tywanda Zeigler, a parent of a PPSD student, expressed her frustration at the lack of information from the District regarding the new Success Schools initiative.  She pointed out that waiting until the new school year starts to inform parents of new programs is too late.

Typically, new initiatives are presented to the Board of Directors in a public Education Committee meeting.  Several Board members asked for such a presentation for the Success Schools program but nothing has been presented publicly to date.
 
You can read more about Success Schools here.
 







Best Information on Common Core Standards

This article by the internationally known scholar, Dr. Yong Zhao, provides a thoughtful analysis of the Common Core.
The comments are worth reading as well.

Are African-American Students Left Behind?

President Barack Obama launched a new initiative on Thursday to address the need to improve educational outcomes for African-American Students.

Thursday, July 26, 2012

PA Scholarship for Children in Low Performing Schools

PA Department of Education released the list of PA's lowest performing schools today.

The more than 242,000 students (in the 414 school buildings in 74 school districts across Pennsylvania) may be eligible to apply for a scholarship through the Opportunity Scholarship Tax Credit Program funded by tax credits from the expansion of the Educational Improvement Tax Credit Program (EITC 2.0).

This program signed into law by Governor Tom Corbett last month is intended to give low- and moderate-income students in low-achieving schools the option to obtain a scholarship to attend a participating public or nonpublic school.

What does this mean for public school students in Pennsylvania?

On this blog, I will try to provide families with information about eligibility requirements and how to apply for the scholarship.  

The PA Department of Community and Economic Development’s website at www.newpa.com, has provided the following information: 
To be eligible, a student’s family income could not exceed:
  • Through June 30, 2013 - $60,000, plus $12,000 for each dependent member of the household.
  • After June 30, 2013 - $75,000, plus $12,000 for each dependent member of the household.
  • An additional amount, to be determined by a formula, would be added to the income limit for students receiving special education services.
The PA Department of Education would annually publish a list of the bottom 15 percent of elementary schools and the bottom 15 percent of secondary schools, based on combined math and reading PSSA scores.
School districts in which a low-achieving school is located would be required to notify parents of the scholarship program with instructions about how to apply.
Eligible students could receive up to $8,500 for a regular education program or up to $15,000 for a special education program.
More details are coming soon. 

When can families expect to be notified by their school district?


According to the Education Policy and Leadership Center (EPLC):
 
The Department of Education is required by law to notify school districts that have schools identified as low-achieving by Aug. 1, 2012.  In 2013 and each subsequent year, school notification will be made by Feb. 1.
Within 15 days of notification by the department, school districts are required to notify parents and post on its website, a description of the opportunity scholarship tax credit program, as well as instructions on how families may apply.
Which PA schools are on the list?

I will not list all 414 school buildings but you may find the full list here: Pennsylvania Department of Education List of Low Achieving Schools.


Below I've listed the Pittsburgh Public School District (PPSD) schools (the district where my children attend) and will pay particular attention to these schools in the implementation of this program.

It is interesting to note that 7 of these PPSD schools have closed and the Pittsburgh Post-Gazette reports that you remain eligible for the scholarship if your child's new school is also on the list.  
Fort Pitt Elementary, Langley High, Murray Elementary, Northview Elementary, Oliver High, Schaeffer Elementary, and Stevens Elementary
Read more: http://www.post-gazette.com/stories/local/state/state-list-of-failing-schools-has-53-in-county-646260/#ixzz21klHHS2Y
Here is the list of Pittsburgh Public School District schools that made the list of the lowest 15% performing schools in the state.  Next to the schools that have closed, I've indicated the new assigned school (from the PPSD website) and if the new school is also on the eligibility list.  

ALLEGHENY TRAD MS ACAD
Regular Elementary/Secondary

ARLINGTON EL SCH
Regular Elementary/Secondary

ARSENAL EL SCHOOL

ARSENAL MS
Regular Elementary/Secondary

BRASHEAR HS
Regular Secondary

CARRICK HS
Regular Secondary

FORT PITT EL SCH
Closed, assigned to Arsenal PreK-5 (eligible), Woolslair K-5 (eligible) and Fulton Pre-K-5
Regular Elementary

GRANDVIEW EL SCH
Regular Elementary

HELEN S FAISON ARTS ACADEMY
Regular Elementary/Secondary

KING M L EL SCH
Regular Elementary/Secondary

LANGLEY HS
Closed, assigned to Pittsburgh Brashear (eligible)
Regular Secondary

LINCOLN EL TECH ACADEMY
Regular Elementary

MANCHESTER EL SCH
Regular Elementary/Secondary

MURRAY EL SCH
Closed, assigned to Arlington Pre-K-8 (eligible)
Regular Elementary/Secondary

NORTHVIEW EL
Closed, assigned to Pittsburgh King Pre-K-8 (eligible) and Pittsburgh Morrow PreK-8
Regular Elementary

OLIVER HS
Closed, assigned to Pittsburgh Perry Traditional Academy (eligible)
Regular Secondary

PERRY TRADITIONAL ACAD HS
Regular Secondary

PITTSBURGH MILLER PRE K-5
Regular Elementary

PITTSBURGH UNIVERSITY PREP
Regular Elementary/Secondary

SCHAEFFER EL SCH
Closed, assigned to Langley K-8 (new school)
Regular Elementary/Secondary

SCHILLER CLASSICAL A
Regular Elementary/Secondary

SOUTH BROOK MIDDLE SCH
Regular Elementary/Secondary

SPRING HILL EL SCH
Regular Elementary

STEVENS EL SCH
Closed, assigned to Langley K-8 (new school), Pittsburgh Westwood K-5, Pittsburgh South Hills 6-8
Regular Elementary/Secondary

SUNNYSIDE EL SCH
Regular Elementary/Secondary

WEIL TECHNOLOGY INSTITUTE
Regular Elementary

WOOLSLAIR ELEM SCHL
Regular Elementary


Will the scholarships be available in time for students to start the school year in a new school?  

The answer to this question is unclear.  In an article by Peter L. DeCoursey, Bureau Chief at Capitolwire, it is noted:
There is going to be a concerted effort to make this work this year to help kids.
The Post-Gazette adds,
The new scholarships are scheduled to be available for the upcoming school year, though with districts welcoming students back beginning in late August, several administrative hurdles still must be cleared.
So, I have more questions that I hope to have answered in the coming weeks.  Here is my list, let me know if you have any others.

Which private schools will accept the scholarships (from low income students that went to low performing schools?

What are public schools districts doing to prepare for the potential loss of students?  

Are private schools required to accept children with special education needs?



Tuesday, July 24, 2012

When a Student's Test Performance Doesn't Matter

My son is a terrific test taker.  He received all A's and some B's on all of his Kindergarten through 3rd grade report cards and scores above average in all of his Pittsburgh Public School assessments. 
My son also has an extraordinary vocabulary and can read much higher than his current grade level. He is extremely compliant and never causes trouble.  

Sounds like a teachers dream, huh?  Maybe, until my son is in your classroom.  

Then you notice that he doesn't seem to be paying attention (he hardly ever looks at the person speaking), he is easily distracted (by anything and everything), he has difficulty staying on task and attending (you have to prompt him repeatedly), he can't seem to explain his ideas to others (talks in circles) and has difficulty making friends.  

But, he is "smart" and a "good kid" so most teachers and school systems will conclude that he is "fine".  

In reality, my son has a learning disability in the form of social thinking, a disability that can't identified through standardized testing.  If this disability is not addressed, my son will eventually produce poor test results as the content gets more difficult for him and requires more complex skills.  

My child is the perfect example of a child who "falls through the cracks" because the assessments give a false sense of his ability.  

Social Thinking, most likely, is a term you never heard.  It was coined by Michelle Garcia Winner, MA, CCC-SLP, in the late 1990's.  

This article written by Ms. Winner for the Autism Support Network gives a really good explanation of social thinking challenges in the classroom.  I hope you read it then check out Ms. Winner's Social Thinking website.  

What are social thinking challenges?

Michelle Garcia Winner

A classic example of a person with a social thinking challenge is that of my friend Ian who is entering into 4th grade. He has excellent language skills and has amazing abilities to learn information about topics of his interest, such as American History. He enjoys learning topics that are factual in nature and in fact excels in these academic tasks. Regardless of his strong academic abilities in most areas of math and language he struggles considerably focusing his attention in his mainstream classroom, participating as part of a group, explaining his ideas to others in writing and making friends during recess and lunch. He prefers talking to adults, rather than his peers, since adults will discuss with him his areas of interest. When adults are not available to talk to, he goes to the library to read a book. While his teacher enjoys his knowledge, she is mystified by his difficulties at school given that he scores in the fine to superior on academic testing. It is difficult for his teacher to understand that he does not have a behavior problem; instead he has social thinking challenges, which makes it difficult for him to deal with all aspects of the expectations across his school and home day. His mother describes him as “bright but clueless”

Simply put, social thinking is our innate ability to think through and apply information to succeed in situations that require social knowledge. Social thinking is a form of intelligence that is key to learning concepts and integrating information across a variety of settings; academic, social, home and community. Limited abilities for learning and/or applying socially relevant information can be considered a social thinking learning disability.
The great difficulty encountered when trying to determine if a child has social thinking challenges is that standardized tests available through educational, psychological and/or speech and language evaluations fail to reveal problems in this area. Thus a child’s ability to do well on testing in no way proves or disproves the possibility that he or she may have a significant learning disability in the form of social thinking. The reason that standardized tests lack in their ability to illuminate deficits in this area is that testing needs to be highly structured in order to cleanly measure the very specific skills that the test or subtest was designed to evaluate, however social cognition requires the complex integration of multiple skills. Thus, standardized test formats, as we currently know them today, are often counter to the evaluation process for exploring social thinking skills.

Social thinking challenges represent a social executive function problem. The ability to socially process and respond to information requires more than factual knowledge of the rules of social interaction, it also requires the ability to consider the perspective of the person you are talking to. Perspective taking can be defined as considering the emotions, thoughts, beliefs, prior knowledge, motives and intentions of the person with whom one is communicating as well as one's self. This ability then allows one to not only better determine the actual meaning behind the message being communicated but also how best to respond to that message. Thus applying social knowledge and related social skills successfully during social interactions requires the complex synchronicity of perspective taking along with language processing, visual interpretation and the ability to formulate a related response (verbal or non-verbal) in a very short period of time (1-3 seconds).

Finally, social cognitive deficits do not only reveal themselves during social interactions, but instead they are present during many academic tasks that require highly flexible abstract thinking such as written expression, reading comprehension of literature, organization and planning of assignments and some students have tremendous difficulty learning math skills. Thus persons with significant difficulties relating to others interpersonally often have related academic struggles in the classroom particularly as they get older. Typically, we start to require more creative thinking, flexibility and organizational skills to succeed in the classroom curriculum starting in 3rd/4th grade. Some students begin to show struggles at that time, while others students manage to hold it together until middle school. It is very common for students to develop academic problems only when they got older even when it is determined that this person is “quite bright” according to psycho-educational measures.Unfortunately, our academic system is set up mostly for the “early intervention” model of specialized education. This means that traditionally we have understood that many students have difficulty getting their structured learning started, thus we have a number of specialists who work with younger children to help them learn the more traditional academic skills of reading and writing. Students with social cognitive deficits often have the reverse problem of learning in that they acquire the more factually based academic skills with relative ease and then only begin to struggle once they are required to use complex critical and social thinking skills to interpret the information presented in the classroom. Given that most educational systems do not account for this type of learning disability, few have developed an educational plan for educating these children with regard to their abstract/social cognitive learning needs as they get older.

It is vitally important that we explore how best to provide social cognitive educational lessons to children across all of their school years!

Courtesy of SocialThinking
Source URL: http://www.autismsupportnetwork.com/news/what-are-social-thinking-challenges-autism-22736273