Who is refusing Common Core tests for 3rd-8th graders?

[sam_gordon]

Most of the accommodations are geared for those with physical disabilities, not learning disabilities.

Children reading 3 levels below grade level won't be helped by any of those accommodations. And there are well more than 1 percent of children who struggle with reading. Children who are not at grade level in math will be tested on grade level math -- even if they never were taught algebra, for example. Again, the PARCC accommodations are meaningless for that.

Should students reading 3 levels below grade be IN the 'correct' grade?

Pardon me for assuming here, but you're saying there's someone in the 5th grade (for example) who reads at a 2nd grade level, right? Should they be in the 5th grade to begin with?

I don't mean any snark with this post so don't read any into it.

 

[jodifla]

Surely you can accept that if you are reading parents complaints they appear to share the same view you have. This is so much effort in an attempt to derail change. How much more panic can you possibly attempt to cause when you have zero results to produce to back your claims? Give the tests a few years, then circle the wagons if needed, just reacting without giving the tests a chance is simply wrong.

Actually I can accept that. That works the other way as well -- people who are convinced PARCC isn't a problem only seem to see the posts that reinforce their view.

And there's a big population that thinks if it doesn't affect them negatively, then who cares about the families/children that will suffer? Not their problem.

My child has done the standardized testing up to now. It's when I started looking at these new testing schemes, and the entire Common Core curriculum, that I began to get very alarmed. He's safe for another year because states still have leeway this year. That's supposed to end next year.

As far as giving the tests a few years -- look at Kentucky. Little movement there after three years of testing and four years of CC standards. I'm sure it will get marginally better, but it does nothing to suggest that the standards or the tests are moving American education forward.

 

[jodifla]

Should students reading 3 levels below grade be IN the 'correct' grade?

Pardon me for assuming here, but you're saying there's someone in the 5th grade (for example) who reads at a 2nd grade level, right? Should they be in the 5th grade to begin with?

I don't mean any snark with this post so don't read any into it.

So, your plan is to have 5th graders in 2nd grade. Forever, if their disability prevents them from rising in reading levels?

 

[nugov2]

Most of the accommodations are geared for those with physical disabilities, not learning disabilities.

Children reading 3 levels below grade level won't be helped by any of those accommodations. And there are well more than 1 percent of children who struggle with reading. Children who are not at grade level in math will be tested on grade level math -- even if they never were taught algebra, for example. Again, the PARCC accommodations are meaningless for that.

Just because you cannot read doesn't mean you cannot comprehend the material if it is read to you. Even if you are reading 3 levels below. You might not be able to read the sentence, but when it is read to you, it makes sense and you can answer the question. So you are wrong, that accommodation isn't meaningless. Try again.

Also students who are significantly behind in math do qualify for alternate testing accommodations, so they wouldn't be taking algebra if they haven't learned it if they are that far behind. Otherwise, they can take the test using the tools that they need..ie some kids use things such as touch points(just one example not saying that is what a 7th grader would use)

 

[jodifla]

Just because you cannot read doesn't mean you cannot comprehend the material if it is read to you. Even if you are reading 3 levels below. You might not be able to read the sentence, but when it is read to you, it makes sense and you can answer the question. So you are wrong, that accommodation isn't meaningless. Try again.

Also students who are significantly behind in math do qualify for alternate testing accommodations, so they wouldn't be taking algebra if they haven't learned it if they are that far behind. Otherwise, they can take the test using the tools that they need..ie some kids use things such as touch points(just one example not saying that is what a 7th grader would use)

So, they are going to read them the whole passage on a reading test? And the questions as well? It was my understanding this was not the case. Do you have a sources?

In any case, many kids have receptive language issues and processing issues -- so reading the question doesn't help.

My school has about 800 students. So that's only 8 kids that qualify for the alternate assessments. But there are 25 kids in center programs there -- most attend no grade level classes. And yet there are only spots for 8 in the alternative assessments.

 

[sam_gordon]

So, your plan is to have 5th graders in 2nd grade. Forever, if their disability prevents them from rising in reading levels?

Who said I have a plan?

However, I don't believe in kids advancing in grades simply because they "age out".

 

[nugov2]

So, they are going to read them the whole passage on a reading test? And the questions as well? It was my understanding this was not the case. Do you have a sources?

In any case, many kids have receptive language issues and processing issues -- so reading the question doesn't help.

My school has about 800 students. So that's only 8 kids that qualify for the alternate assessments. But there are 25 kids in center programs there -- most attend no grade level classes. And yet there are only spots for 8 in the alternative assessments.

It isn't a set number of 1% at each school, but an average. If you have 25 kids who qualify and I mean truly qualify all they need to do is fill out the paperwork.


Yes, they can read the whole passage as well as the questions and choices. From the PARCC website:

After the reader finishes reading a test item and all response options, the reader must allow the student to pause before responding. If the pause has been lengthy, say: “Do you want me to read the question or any part of it again?” When rereading questions, readers must avoid emphasis on words not bolded, italicized, or capitalized.

When reading passages, readers must be aware of punctuation marks. Readers may read the passage, or selected lines a second time, with all punctuation marks indicated.

When test items refer to a particular line, or lines, of a passage, reread the lines before reading the question and answer choices. For example, the reader should say, “Question X refers to the following lines…,” then read the lines to the student, followed by question X and the response options.


http://www.parcconline.org/sites/parcc/files/appendix-b-ta-protocol-human-reader-1-15.pdf

Just to add more on math specifically for students who need accommodations:

The student uses a calculation device (e.g., four-function calculator, large key or other adapted calculator), arithmetic table (including addition/subtraction and/or multiplication/division charts) and/ or manipulatives (IEP or 504 plan must specify which device or manipulative) on the non-calculator session of the Mathematics test.

What more do you want them to do if they do not qualify for a separate test? This is an abundance of options. Using manipulations, charts and calculators are a huge help and can often be enough to even the playing field with the addition of extra time, not to mention all the options with a reader.

 

[jodifla]

http://www.education.nh.gov/instruction/assessment/alt_assess/rule_summary.htm

Here's a great summary on who will qualify for the 1 percent alternative test. It's for a very small group -- 10 percent of the whole special ed population was one estimate I saw.


characteristics of students appropriately served in the NH Alternate Assessment?

The following characteristics occur in combination - not in isolation:

• Limited Communication: The student may be considered non-verbal or may have very limited expressive vocabulary and language skills. The student may use simple language structures to communicate and seldom acquires new communication skills through incidental learning; and
• • Very Low Levels of Academic Achievement: Performance in the subject matters of reading, writing, and mathematics is significantly below that of same age peers (e.g., performance-level expectations must be modified to a reduced or simpler level of performance from the curriculum standards set for general education or "typical" New Hampshire students). When typical general education peers are reading paragraphs and answering questions, the Alternate Assessment student might be matching objects, pictures, or symbols, and when typical peers are writing and solving equations, the Alternate Assessment student might be using objects, symbol systems, or pictures to show more basic connections;and
  • • Highly Specialized Instruction: The student generally requires systematic instruction with tasks broken into small steps. In addition, the student needs deliberate instruction to apply learned skills across multiple settings (e.g., school, home, work, and other settings); and
  • Ample Supports: The student requires individualized instructional, technological, or interpersonal supports to make progress in learning. The student requires accommodations to demonstrate proficiency of even the modified (linked to but below grade level) performance expectation levels described above, such as modeling and repeated demonstration, physical hand-over-hand guidance, specially designed prompting procedures, and alternate or augmented communication systems.

 

[undertheradar]

Actually I can accept that. That works the other way as well -- people who are convinced PARCC isn't a problem only seem to see the posts that reinforce their view.

And there's a big population that thinks if it doesn't affect them negatively, then who cares about the families/children that will suffer? Not their problem.

My child has done the standardized testing up to now. It's when I started looking at these new testing schemes, and the entire Common Core curriculum, that I began to get very alarmed. He's safe for another year because states still have leeway this year. That's supposed to end next year.

As far as giving the tests a few years -- look at Kentucky. Little movement there after three years of testing and four years of CC standards. I'm sure it will get marginally better, but it does nothing to suggest that the standards or the tests are moving American education forward.

Yet you already know that this testing is bad. You don't need any conclusive results before you get on a soapbox and condemn the tests to all that will listen? We wouldn't have indoor plumbing or utilities if everyone fought change like you are trying to do. Some change is best given time to be tweaked and adjusted, just screaming that something is "bad" doesn't make it so.

You did try and post numbers from Princeton Public Schools and try to argue that all of the testing opt-outs were due to PARCC. You neglected to fully present the facts that the test is not required for graduation, and a majority of those opt-outs were for reasons other than PARCC. It would be easier for you to gain support by simply presenting true facts, instead of posting grass-roots level blogs and cut and pasted statements to support your stance.

 

[nugov2]

http://www.education.nh.gov/instruction/assessment/alt_assess/rule_summary.htm

Here's a great summary on who will qualify for the 1 percent alternative test. It's for a very small group -- 10 percent of the whole special ed population was one estimate I saw.


characteristics of students appropriately served in the NH Alternate Assessment?

The following characteristics occur in combination - not in isolation:

• Limited Communication: The student may be considered non-verbal or may have very limited expressive vocabulary and language skills. The student may use simple language structures to communicate and seldom acquires new communication skills through incidental learning; and
• • Very Low Levels of Academic Achievement: Performance in the subject matters of reading, writing, and mathematics is significantly below that of same age peers (e.g., performance-level expectations must be modified to a reduced or simpler level of performance from the curriculum standards set for general education or "typical" New Hampshire students). When typical general education peers are reading paragraphs and answering questions, the Alternate Assessment student might be matching objects, pictures, or symbols, and when typical peers are writing and solving equations, the Alternate Assessment student might be using objects, symbol systems, or pictures to show more basic connections;and
  • • Highly Specialized Instruction: The student generally requires systematic instruction with tasks broken into small steps. In addition, the student needs deliberate instruction to apply learned skills across multiple settings (e.g., school, home, work, and other settings); and
  • Ample Supports: The student requires individualized instructional, technological, or interpersonal supports to make progress in learning. The student requires accommodations to demonstrate proficiency of even the modified (linked to but below grade level) performance expectation levels described above, such as modeling and repeated demonstration, physical hand-over-hand guidance, specially designed prompting procedures, and alternate or augmented communication systems.

Exactly how it should be, because the huge list of accommodations are enough to make the test accessible to the rest of the population that doesn't qualify but still have additional needs. I seriously don't understand what more you expect. Tons of tools, paper options, the test read to them and that doesn't include the answer elimination accommodations. The kids are supposed to be completing the work of a typical 5th grader(or whatever grade) with the proper accommodation/modifications, unless they meet the criteria above. That is the point of having the modifications/accommodations in a classroom. Do you just want kids with special needs to be left to doodle in a classroom all day or do what they can(which usually means the same work as their peers with accommodations). I honestly have no idea where your outrage lies. They offer every accommodation a child would be getting in school for their typical daily education.

 

[jodifla]

Who said I have a plan?

However, I don't believe in kids advancing in grades simply because they "age out".

Your belief is unworkable not to mention inhumane.

 

[sam_gordon]

Your belief is unworkable not to mention inhumane.

I'm not going to get into an argument with you over this. That's what I believe.

 

[ilovefh]

It isn't a set number of 1% at each school, but an average. If you have 25 kids who qualify and I mean truly qualify all they need to do is fill out the paperwork.


Yes, they can read the whole passage as well as the questions and choices. From the PARCC website:

After the reader finishes reading a test item and all response options, the reader must allow the student to pause before responding. If the pause has been lengthy, say: “Do you want me to read the question or any part of it again?” When rereading questions, readers must avoid emphasis on words not bolded, italicized, or capitalized.

When reading passages, readers must be aware of punctuation marks. Readers may read the passage, or selected lines a second time, with all punctuation marks indicated.

When test items refer to a particular line, or lines, of a passage, reread the lines before reading the question and answer choices. For example, the reader should say, “Question X refers to the following lines…,” then read the lines to the student, followed by question X and the response options.


http://www.parcconline.org/sites/parcc/files/appendix-b-ta-protocol-human-reader-1-15.pdf

Just to add more on math specifically for students who need accommodations:

The student uses a calculation device (e.g., four-function calculator, large key or other adapted calculator), arithmetic table (including addition/subtraction and/or multiplication/division charts) and/ or manipulatives (IEP or 504 plan must specify which device or manipulative) on the non-calculator session of the Mathematics test.

What more do you want them to do if they do not qualify for a separate test? This is an abundance of options. Using manipulations, charts and calculators are a huge help and can often be enough to even the playing field with the addition of extra time, not to mention all the options with a reader.

That's really interesting. Thanks for posting it! I had not yet looked into accommodations but I assumed it was like past tests where oral presentations were only permitted for directions, math and science sections. Oral presentation was not allowed on the reading passage.

 

[jodifla]

Yet you already know that this testing is bad. You don't need any conclusive results before you get on a soapbox and condemn the tests to all that will listen? We wouldn't have indoor plumbing or utilities if everyone fought change like you are trying to do. Some change is best given time to be tweaked and adjusted, just screaming that something is "bad" doesn't make it so.

You did try and post numbers from Princeton Public Schools and try to argue that all of the testing opt-outs were due to PARCC. You neglected to fully present the facts that the test is not required for graduation, and a majority of those opt-outs were for reasons other than PARCC. It would be easier for you to gain support by simply presenting true facts, instead of posting grass-roots level blogs and cut and pasted statements to support your stance.

As opposed to all your great evidence in support of PARCC and CCSS?

I already know the tests are garbage if they only score you get is 1, 2, 3, 4 and the results come months later.

 

[taylor1293]

So, they are going to read them the whole passage on a reading test? And the questions as well? It was my understanding this was not the case. Do you have a sources?

In any case, many kids have receptive language issues and processing issues -- so reading the question doesn't help.

My school has about 800 students. So that's only 8 kids that qualify for the alternate assessments. But there are 25 kids in center programs there -- most attend no grade level classes. And yet there are only spots for 8 in the alternative assessments.

In Florida, regarding students with accommodations (not referring to alternative assessments just the FSA), we definitely can NOT read the reading passages to them. We can read SOME questions and SOME responses. We can read all questions and responses in the math assessment.

However, we can only read if the child requests and the child must ask for each and every question. The teacher may not, at any point during the test, remind the student of his or her accommodations or offer to read to them.

 

[ilovefh]

Should students reading 3 levels below grade be IN the 'correct' grade?

Pardon me for assuming here, but you're saying there's someone in the 5th grade (for example) who reads at a 2nd grade level, right? Should they be in the 5th grade to begin with?

I don't mean any snark with this post so don't read any into it.

So a student who will only ever read at a 4th level due to a disability should remain in the 4th grade until when? They age out at 21? Do they just repeat 4th grade for 8 more years?

 

[nugov2]

Here are qualifications for the alternate assessment from RI and not some blog:

The three eligibility criteria that students must meet in order to be eligible for the NCSC and RIAA Science are:

1. Student has a disability, or disabilities, that significantly impacts cognitive function and adaptive behavior. Review of student records and other evidence indicate a disability or multiple disabilities that significantly impact intellectual functioning and adaptive behavior essential for someone to live independently and to function safely in daily life.

2. The student’s instruction aligned to the Common Core State Standards uses adapted grade level content that focuses on essential knowledge and skills. Instruction in science is aligned to the science AAGSEs. Goals and instruction for this student is linked to the enrolled grade-level CCSSs and address knowledge and skills that are appropriate and challenging for this student. a) RIAA Science: For students in grades 4, 8, or 11 instruction and curriculum should be aligned to the Alternate Assessment Grade Span Expectations (AAGSEs) for Science.

3. The student is unable to apply academic skills in home, school, and community without intensive, frequent, and individualized instruction in multiple settings. This covers the three aspects of learning: a) What the student needs in order to learn. In other words, the student requires extensive, repeated, individualized instruction and supports from teachers and other professionals. b) The types of materials required in order for the student to learn. Materials are significantly modified, customized, and adapted in order to facilitate understanding. c) How the student demonstrates their learning. His or her need for substantial supports to achieve gains in the grade-and-age-appropriate curriculum requires substantially adapted materials and customized methods of accessing information in alternative ways to acquire, maintain, generalize, demonstrate, and transfer skills across multiple settings.

http://www.ride.ri.gov/Portals/0/Up...dance_for_IEP_Teams-RIAA_and_NCSC_2014-15.pdf


I don't feel like reading the whole 24 page document as it doesn't pertain to me, but it certainly seems that they have a decent plan in place in RI(and I'd imagine other states do as well, but more proof that if their are states denying accommodations that is their decision) on how to determine if a child is eligible for the alternate test. You can read through it and decide what is wrong with it Jodi, but honestly I do think you need to look to other places besides extremest blogs for your info, because then you would have known that the accommodations are actually very good for the PARCC.

 

[undertheradar]

As opposed to all your great evidence in support of PARCC and CCSS?

I already know the tests are garbage if they only score you get is 1, 2, 3, 4 and the results come months later.

See, you have no results and have already condemned the tests.

 

[nugov2]

In Florida, regarding students with accommodations (not referring to alternative assessments just the FSA), we definitely can NOT read the reading passages to them. We can read SOME questions and SOME responses. We can read all questions and responses in the math assessment.

However, we can only read if the child requests and the child must ask for each and every question. The teacher may not, at any point during the test, remind the student of his or her accommodations or offer to read to them.

Than maybe the PARCC test isn't so bad after all

It seems though by Florida's info that those students who truly cannot read the passage would qualify for the alternate assessment.

The decision for a student with a significant cognitive disability to participate in the statewide alternate assessment is made by the individual educational plan (IEP) team and recorded on the IEP. The following criteria must be met: • the student is unable to master the grade-level general state content standards pursuant to Rule 6A-1.09041, F.A.C., even with appropriate and allowable instructional accommodations, assistive technology, or accessible instructional materials; 1 • the student is participating in a curriculum based on the state standards access points, for all academic areas; and • the student requires direct instruction in academics based on access points, in order to acquire, generalize, and transfer skills across settings.

http://info.fldoe.org/docushare/dsweb/Get/Document-5831/dps-2010-92.pdf

 

[sam_gordon]

So a student who will only ever read at a 4th level due to a disability should remain in the 4th grade until when? They age out at 21? Do they just repeat 4th grade for 8 more years?

Nope, I changed my mind. Call me a neanderthal or what have you. I'm not going to debate this.