harder better faster

Six months to Common Core-aligned tests, details start to flow

For multiple reasons, passages similar to "The Hare and the Pineapple," which netted the state criticism last year, will not appear on this year's state tests.

Next year’s state tests will be shorter, quieter, and potentially more offensive, state education officials said today.

The state math and reading tests that students in elementary and middle school take this spring — just over six months from now — will be the first that are aligned to new curriculum standards known as the Common Core. City and state officials have both warned that the tests will be tougher than what students have been used to, and in dribs and drabs they have released examples of Common Core-aligned test questions.

State officials outlined more nuts-and-bolts changes in a briefing with reporters today. They said that even though questions will more often test multiple skills, the overall length of the exams will not increase. For the youngest test-takers, students in third and fourth grade, the tests will actually decrease in duration, they said.

Last year’s tests were longer than ever before, with students in all grades sitting for around six hours of testing over six days. For third-graders, last year’s tests were more than twice as long as in 2011.

In another shift, the state will make it clear to schools that it’s okay for students to read quietly after they turn in their tests. At some schools, students have in the past been required to stay at their seats without anything to do until the maximum testing period elapsed, an arrangement that one anti-testing activist told the New York Times left her son playing “ballgames in his head.”

The state has also done away with one feature of past English language arts exams, the listening section, in which students answered questions about passages that their teachers read aloud. The Common Core does include a set of “speaking and listening” standards, but they are best assessed in oral presentations or conversations, officials said. That means they can’t practically fit into this year’s tests — and there is no timeline for developing assessments that do measure those standards, they said.

But the state still expects schools to incorporate the speaking and listening standards into their instruction. “Just because we don’t test it doesn’t mean it’s not important,” officials said.

A third change, to the tone and content of texts that appear on the English exams, reverses a longstanding tradition of asking students to read simplified versions of texts that have appeared elsewhere. A widely ridiculed passage about a race-running pineapple on last year’s eighth-grade reading test, for example, bore only a partial resemblance to the original story, according to its author. (That passage had appeared on other states’ tests for years; all of the questions on this year’s tests will be exclusively New York’s.)

Sometimes, the simplified passages reflected a sanitization effort to remove language and content that could be found offensive. Diane Ravitch documented the process by which real texts were emptied of potentially offensive content in her 2004 book “The Language Police.” And as recently as last spring, the city Department of Education wanted to bar 50 words from appearing on city tests out of fears that they would bother or alienate some test-takers.

But the Common Core’s demand for “authentic texts” means that no such editing can take place. Instead, students will see reading passages exactly as they have appeared elsewhere — at a balance of half fiction and half-non-fiction for elementary school students and 35 percent fiction and 65 percent non-fiction for middle-schoolers. And in keeping with the standards’ emphasis on argument, some of the passages might require students to encounter opinions that they or their parents do not necessarily share.

Officials said today that they wanted to warn the public about the new tenor of some content so there are “no surprises” when students open their test booklets in late April. But they signaled that are prepared to stand up to critics who challenge the content on the tests.

“Every viewpoint worth having is a viewpoint that somebody else might disagree with, including parents, including students, including teachers,” said Ken Wagner, the State Education Department’s associate commissioner for curriculum, assessment, and educational technology.

These changes and others will be detailed in the state’s annual testing guide, which officials said they aimed to release by the end of this month. In contrast to past years, when the guides were targeted to principals and contained mostly technical information, this year’s guide will be meant for classroom teachers, too. The guide will contain not only sample questions, which are already available in limited form, but also details about the weight that will be given to different standards and rubrics for how written responses will be graded.

Officials warned again today that test scores are likely to fall statewide as students are asked to show proficiency on tougher material than ever before. But they said they were confident that 2013’s test scores would be able to be compared to 2012’s, for the purposes of calculating student growth, one of several measures that state law requires be factored into teacher evaluations.

Weekend Reads

Need classroom decor inspiration? These educators have got you covered.

This school year, students will spend about 1,000 hours in school —making their classrooms a huge part of their learning experience.

We’re recognizing educators who’ve poured on the pizazz to make students feel welcome. From a 9th-grade “forensics lab” decked out in caution tape to a classroom stage complete with lights to get first graders pumped about public speaking, these crafty teachers have gone above and beyond to create great spaces.

Got a classroom of your own to show off? Know someone that should be on this list? Let us know!

Jaclyn Flores, First Grade Dual Language, Rochester, New York
“Having a classroom that is bright, cheerful, organized and inviting allows my students to feel pride in their classroom as well as feel welcome. My students look forward to standing on the stage to share or sitting on special chairs to dive into their learning. This space is a safe place for my students and we take pride in what it has become.”

Jasmine, Pre-K, Las Vegas, Nevada
“My classroom environment helps my students because providing calming colors and a home-like space makes them feel more comfortable in the classroom and ready to learn as first-time students!”

 

Oneika Osborne, 10th Grade Reading, Miami Southridge Senior High School, Miami, Florida
“My classroom environment invites all of my students to constantly be in a state of celebration and self-empowerment at all points of the learning process. With inspirational quotes, culturally relevant images, and an explosion of color, my classroom sets the tone for the day every single day as soon as we walk in. It is one of optimism, power, and of course glitter.”

Kristen Poindexter, Kindergarten, Spring Mill Elementary School, Indianapolis, Indiana
“I try very hard to make my classroom a place where memorable experiences happen. I use songs, finger plays, movement, and interactive activities to help cement concepts in their minds. It makes my teacher heart so happy when past students walk by my classroom and start their sentence with, “Remember when we…?”. We recently transformed our classroom into a Mad Science Lab where we investigated more about our 5 Senses.”

 

Brittany, 9th Grade Biology, Dallas, Texas
“I love my classroom environment because I teach Biology, it’s easy to relate every topic back to Forensics and real-life investigations! Mystery always gets the students going!”

 

Ms. Heaton, First Grade, Westampton, New Jersey
“As an educator, it is my goal to create a classroom environment that is positive and welcoming for students. I wanted to create a learning environment where students feel comfortable and in return stimulates student learning. A classroom is a second home for students so I wanted to ensure that the space was bright, friendly, and organized for the students to be able to use each and every day.”

D’Essence Grant, 8th Grade ELA, KIPP Houston, Houston, Texas
“Intentionally decorating my classroom was my first act of showing my students I care about them. I pride myself on building relationships with my students and them knowing I care about them inside and outside of the classroom. Taking the time to make the classroom meaningful and creative as well building a safe place for our community helps establish an effective classroom setting.”

 

Jayme Wiertzema, Elementary Art, Worthington, Minnesota
“I’m looking forward to having a CLASSROOM this year. The past two years I have taught from a cart and this year my amazing school district allowed me to have a classroom in our school that is busting at the seams! I’m so excited to use my classroom environment to inspire creativity in my students, get to know them and learn from their amazing imaginations in art class!”

 

Melissa Vecchio, 4th Grade, Queens, New York
“Since so much of a student’s time is spent inside their classroom, the environment should be neat, organized, easy to move around in but most of all positive. I love to use a theme to reinforce great behavior. I always give the students a choice in helping to design bulletin boards and desk arrangements. When they are involved they take pride in the classroom, and enjoy being there.”

moving forward

After Confederate flag dispute at Colorado football game, schools pledge to bring students together

PHOTO: Marc Piscotty
Manual High students.

Acknowledging “we may never have a conclusive picture of what happened,” two Colorado school districts sought to move past a controversy over whether a Confederate flag was displayed at a football game and open a conversation between the two school communities.

The principal of Manual High, Nick Dawkins, wrote in a community letter over the weekend that the visiting Weld Central High School team “displayed a Confederate flag during the first quarter of the (Friday night) game, offending many members of the Manual community.”

Officials from Denver Public Schools and Weld County School District Re-3J released a joint letter Tuesday saying that based “on what we have learned to date, however, the Weld Central team did not display the Confederate flag.” At the same time, it said, multiple Manual eyewitnesses “reported seeing spectators who attempted to bring a Confederate flag into the game and clothing with flag images.”

Going forward, students from the two schools — one rural and one urban — will participate in a student leadership exchange that has student leaders visit each other’s schools and communities to “share ideas and perspectives,” the letter says.

“At a time in our country when so many are divided, we want our students instead to come together, share ideas and learn together,” says the letter, which is signed by the principals of both schools and the superintendents of both school districts.

The alleged incident took place at a time when issues of race, social injustice, politics and sports are colliding in the United States, making for tough conversations, including in classrooms.

Weld Central’s mascot is a Rebel. Manual, whose mascot is the Thunderbolts, is located in one of Denver’s historically African-American neighborhoods.

Dawkins in his initial community letter also said “the tension created by the flag led to conflict on and off the playing field,” and that three Manual players were injured, including one who went to the hospital with a leg injury. He also said some Manual players reported that Weld Central players “taunted them with racial slurs.”

Weld Central officials vehemently denied that their team displayed the flag. In addition, they said in their own community letter they had “no evidence at this point that any of our student athletes displayed racially motivated inappropriate behavior.”

They said district officials “do not condone any form of racism,” including the Confederate flag.

Weld Central fans told the Greeley Tribune that they didn’t see any Confederate flag.

Read the full text below.