Dear Senator Berger,
An advisory board recently recommended that this year be considered a trial year for Read to Achieve. School districts and parents of third graders throughout North Carolina made the same request. You responded with a definite "no." I am writing to ask you to reconsider that position.
As the parent of a third grader, I have to say these children have been dealt a bad hand. With the botched implementation of this program, students have been robbed of many hours of instruction due to testing. Countless parents say that their children have come home frustrated, stressed, and have developed negative attitudes towards reading due to Read to Achieve.
You have cited NAEP's report several times, saying 40% of NC third graders lack necessary reading skills. When asked if you expect such a large number of students to attend summer school, you said that you hope "with remediation," the number will be less. Senator, what remediation? If you are referring to students taking test after test, whether for the so-called portfolio, or for alternative assessments, Read to Achieve is not making students better at reading. This program has provided no help for these children during the school year. In fact, North Carolina cut teacher assistants and increased class sizes, giving students less chance of receiving extra help by overburdening teachers more than ever. All this was done on top of implementing the Common Core State Standards just last year, forcing students to meet different standards than they were taught during their previous two years of schooling.
You said to "read the bill," so I did. I agree that the statue does provide some flexibility as far as identifying students who are successful readers. But I also realized the law is lacking the key component that you mentioned, remediation. Read to Achieve does two things: identifies students who are struggling in reading (so far, this has been accomplished through various tests) and imparts punitive measures on those children (through summer school and retention). Teachers are doing the best job they can. You said, "We have tens of thousands of magnificent teachers. I'm not faulting the teachers." Obviously, every teacher's goal is to have his or her students ready for the next grade level. Passing this law did not change that for teachers. Read to Achieve is not a magic wand that is going to get every student who is behind up to par without any other support given to them.
An overwhelming number of studies show that retention (after kindergarten and first grade) has negative effects on students, and is highly correlated with dropping out of school. You posted one study from Brookings that differs, suggesting retention may help some third graders in reading. Did you read the entire report? Because it also stated, "Policies encouraging the retention of students who have not acquired basic reading skills by third grade are no substitute for the development of a comprehensive strategy to reduce the number of struggling readers." The lack of a comprehensive strategy is a major flaw of Read to Achieve.
To defend your position of implementing Read to Achieve this year, you provided an Annie Casey Foundation report about the importance of being able to read by the end of third grade. This report and numerous other studies prove that it matters a lot. I don't think anyone in the state of North Carolina has disagreed with this. Nowhere in the Annie Casey study (or any other study as far as I know) is there indication that reading struggles begin in third grade. The problems begin much earlier, and so should interventions.
North Carolina, you say, has a "problem of emphasis and using the right tools. We have not provided the opportunity (children) need in education." Flunking students is not the right tool. The right opportunity is not a reading boot camp where students are taught to the test.
Our third graders have suffered enough this year. By continuing Read to Achieve, we are risking children's futures. It is my sincere hope that you will consider this a trial year. In the meantime, perhaps our Department of Public Instruction could figure out that in education, a portfolio is a collection of student work, not a series of tests that aren't even at the correct level. This would help with the over-testing problem current third graders experienced. It would also give you and our other lawmakers time to fund the intensive supports that struggling readers need, such as reading specialists working individually with students beginning in kindergarten. We both want the same thing, Senator Berger. A friend recently reminded me of Gandhi's words, that "you must be the change you wish to see in the world." So, I made a commitment to work with the lowest achieving kindergartners at my children's school every afternoon. I have sacrificed work to make this happen, but I am happy to report the students are making progress. I encourage you to volunteer at an elementary school, and talk with the parents, teachers, and principals to help make these important decisions. If everyone works together for the good of our children, Read to Achieve could become a truly revolutionary program that succeeds in helping each student reach his or her full potential.
Best Regards,
Angie Miller
NC mom to:
A 3rd grade avid reader
A Junie B. Jones-loving 1st grader
An ABC song-singing, future reader and preschooler
Tuesday, March 4, 2014
Thursday, February 6, 2014
Alternative Assessments for Read to Achieve approved by NC State Board of Education
Click here for article about the Read to Achieve waiver
The State Board approved 30 districts' proposals to use their own tests assess 3rd graders' reading.
"The board also made provisions to allow other districts to adopt their own reading tests if the district’s local school board signs off on the test’s ability to accurately demonstrate students’ reading ability. The vote on both measures was unanimous."
The good news: This measure should give districts more flexibility in determining whether students are on grade level in reading. In theory, this means no more constant "portfolio" testing since teachers should be able to use assessments they already have in place. Hopefully we will see this happen quickly so students can stop wasting their learning time taking tests. Maybe teachers will have time to get back to instilling a love of reading in their students. This was a major victory--many thanks to parents and school districts who insisted on this change!
The bad news: There are still many problems with Read to Achieve. School districts say the summer school component is grossly underfunded and going to be a huge burden for families, especially for working parents. Most educational experts agree that retention is not an answer in boosting student achievement and that there are better alternatives. Overall, Read to Achieve remains an unfunded mandate handed down from Raleigh by out of touch politicians who obviously are not aware of what goes on in classrooms.
Article from Mooresville about alternative assessments
Here is a follow-up on this post which listed an advisory committee's recommendations about improving Read to Achieve. One of the suggestions was to consider this school year a "trial year." The senator behind Read to Achieve, Phil Berger, is not amenable to that suggestion:
“No,” Berger said in a statement. “It’s wrong to let another class of third graders slip through the cracks. Passing them along unprepared has not solved the problem before, and it is not a solution now.” (I have to interject here and say that retention has also not solved student achievement problems before and also will not solve them now. In fact, it is one of the highest predictors of dropping out of school.) Link to story is here
The State Board approved 30 districts' proposals to use their own tests assess 3rd graders' reading.
"The board also made provisions to allow other districts to adopt their own reading tests if the district’s local school board signs off on the test’s ability to accurately demonstrate students’ reading ability. The vote on both measures was unanimous."
The good news: This measure should give districts more flexibility in determining whether students are on grade level in reading. In theory, this means no more constant "portfolio" testing since teachers should be able to use assessments they already have in place. Hopefully we will see this happen quickly so students can stop wasting their learning time taking tests. Maybe teachers will have time to get back to instilling a love of reading in their students. This was a major victory--many thanks to parents and school districts who insisted on this change!
The bad news: There are still many problems with Read to Achieve. School districts say the summer school component is grossly underfunded and going to be a huge burden for families, especially for working parents. Most educational experts agree that retention is not an answer in boosting student achievement and that there are better alternatives. Overall, Read to Achieve remains an unfunded mandate handed down from Raleigh by out of touch politicians who obviously are not aware of what goes on in classrooms.
Article from Mooresville about alternative assessments
Here is a follow-up on this post which listed an advisory committee's recommendations about improving Read to Achieve. One of the suggestions was to consider this school year a "trial year." The senator behind Read to Achieve, Phil Berger, is not amenable to that suggestion:
“No,” Berger said in a statement. “It’s wrong to let another class of third graders slip through the cracks. Passing them along unprepared has not solved the problem before, and it is not a solution now.” (I have to interject here and say that retention has also not solved student achievement problems before and also will not solve them now. In fact, it is one of the highest predictors of dropping out of school.) Link to story is here
Monday, February 3, 2014
What's wrong with NC's Read to Achieve?
Please read this blog post about reading getting political.
The author says:
"Everyone wants kids to read at grade level or better. But who’s responsible when the plan to reach that goal is extraordinarily unpopular?"
I'd like to answer that question, from the perspective of the parent of a 3rd grader (and two future 3rd graders).
Senate leader Phil Berger (champion of the Read to Achieve law) blames NC's Department of Public Instruction for failing to implement Read to Achieve correctly. I agree with him. The portfolio (with between 36 and 120 mini-tests) that DPI came up with is beyond ridiculous. Dr. Atkinson (State Superintendent) has defended the portfolio by saying it wasn't intended for all students and claiming it is grade-level appropriate. Multiple districts and at least one remedial reading expert have sounded an alarm, saying passages are too difficult. Claiming all students shouldn't be given this portfolio is hardly a defense. Even one student having to waste multiple hours taking tests when they should be learning and making progress is one too many. I realize changes are now coming to the portfolio, and hopefully there are going to be alternative assessments, but I do lay the blame of the portfolio solidly on DPI.
That said, let's move to the larger problem. What is truly striking fear in the hearts of parents? It's the thought that their child, a child who hopes, tries, laughs, and loves, is going to be reduced to nothing more than a data point by the state of North Carolina and therefore flunk the 3rd grade. Parents instinctively know retention is a bad thing for their children. But, in the post linked above, Berger says this (in response to Dr. Atkinson suggestion to remove the retention portion of the law):
"...research shows children who leave third grade unable to read are on a path to academic failure and life-long economic hardship. Superintendent Atkinson’s continued insistence that we keep advancing kids who can’t read into fourth grade is disturbing and could amount to an economic death sentence for those students. We – the legislature, the Department of Public Instruction, educators and parents – can no longer accept allowing even a single child who has the ability to learn to leave third grade unable to read.”
Wow, really? Apparently Senator Berger did his research about the importance of literacy (and I couldn't agree more), but where on earth did he get the idea that retention is the answer? Because there is overwhelming evidence that retaining a child has the same negative effects as the ones he claims to be trying to avoid! This is why this law has brought out the "mama bear" in so many parents in an effort to protect their children. I know, there are a lot of people out there that would say we can't just keep passing on kids who can't read. I agree. We should allow the teachers and parents who know the child make this decision instead of leaving it to high-stakes testing and politicians. Dr. Atkinson had a wonderful suggestion when she said to give students who are below grade level extra help while still being promoted. Since Senator Berger brought it up, what I find "disturbing" is that our state cut instructional assistants, making teachers' jobs of meeting the wide range of student needs many times more difficult, particularly in the grades Read to Achieve is supposedly aiming to help (K-3).
I would love for North Carolina to do something revolutionary with ensuring our students all excel in reading to the very best of their abilities. Failing students does not even come close to achieving such a goal. Using my child as a pawn in a political game is not okay. When placing blame, I place the overall cause on lawmakers for putting this misguided program in place. I sincerely hope they will reverse this decision, begin to show some trust in our state's teachers, and do something that really matters.
Yes, there is plenty of fault to go around. But in the end, I care about getting this fixed much more
than I care about who is to blame. My hope as a parent is that both lawmakers and NCDPI will stop pointing fingers and do the right thing for our children.
The author says:
"Everyone wants kids to read at grade level or better. But who’s responsible when the plan to reach that goal is extraordinarily unpopular?"
I'd like to answer that question, from the perspective of the parent of a 3rd grader (and two future 3rd graders).
Senate leader Phil Berger (champion of the Read to Achieve law) blames NC's Department of Public Instruction for failing to implement Read to Achieve correctly. I agree with him. The portfolio (with between 36 and 120 mini-tests) that DPI came up with is beyond ridiculous. Dr. Atkinson (State Superintendent) has defended the portfolio by saying it wasn't intended for all students and claiming it is grade-level appropriate. Multiple districts and at least one remedial reading expert have sounded an alarm, saying passages are too difficult. Claiming all students shouldn't be given this portfolio is hardly a defense. Even one student having to waste multiple hours taking tests when they should be learning and making progress is one too many. I realize changes are now coming to the portfolio, and hopefully there are going to be alternative assessments, but I do lay the blame of the portfolio solidly on DPI.
That said, let's move to the larger problem. What is truly striking fear in the hearts of parents? It's the thought that their child, a child who hopes, tries, laughs, and loves, is going to be reduced to nothing more than a data point by the state of North Carolina and therefore flunk the 3rd grade. Parents instinctively know retention is a bad thing for their children. But, in the post linked above, Berger says this (in response to Dr. Atkinson suggestion to remove the retention portion of the law):
"...research shows children who leave third grade unable to read are on a path to academic failure and life-long economic hardship. Superintendent Atkinson’s continued insistence that we keep advancing kids who can’t read into fourth grade is disturbing and could amount to an economic death sentence for those students. We – the legislature, the Department of Public Instruction, educators and parents – can no longer accept allowing even a single child who has the ability to learn to leave third grade unable to read.”
Wow, really? Apparently Senator Berger did his research about the importance of literacy (and I couldn't agree more), but where on earth did he get the idea that retention is the answer? Because there is overwhelming evidence that retaining a child has the same negative effects as the ones he claims to be trying to avoid! This is why this law has brought out the "mama bear" in so many parents in an effort to protect their children. I know, there are a lot of people out there that would say we can't just keep passing on kids who can't read. I agree. We should allow the teachers and parents who know the child make this decision instead of leaving it to high-stakes testing and politicians. Dr. Atkinson had a wonderful suggestion when she said to give students who are below grade level extra help while still being promoted. Since Senator Berger brought it up, what I find "disturbing" is that our state cut instructional assistants, making teachers' jobs of meeting the wide range of student needs many times more difficult, particularly in the grades Read to Achieve is supposedly aiming to help (K-3).
I would love for North Carolina to do something revolutionary with ensuring our students all excel in reading to the very best of their abilities. Failing students does not even come close to achieving such a goal. Using my child as a pawn in a political game is not okay. When placing blame, I place the overall cause on lawmakers for putting this misguided program in place. I sincerely hope they will reverse this decision, begin to show some trust in our state's teachers, and do something that really matters.
Yes, there is plenty of fault to go around. But in the end, I care about getting this fixed much more
than I care about who is to blame. My hope as a parent is that both lawmakers and NCDPI will stop pointing fingers and do the right thing for our children.
Alternative assessments for Read to Achieve
Alternative assessments for the Read to Achieve portfolio
According to this article, 28 school systems have submitted proposals that would allow students to show they are proficient by passing tests the districts are already using, rather than the 36-120 portfolio tests provided by the state.
The State Board will be deciding whether to approve these alternatives this Thursday. Any approved proposals will make the alternatives available to all systems in NC. The State Board has put these proposals on a "fast track." It would normally take two months for these types of proposals to be decided.
If approved, the alternative assessments would give instructional time back to students and teachers. While it wouldn't solve all of Read to Achieve's problems, it is a potential step in the right direction. It is unlikely these items would be considered this quickly if not for the public outcry this program has caused. Many thanks to the districts and parents who have asked for these and other changes.
Click here to see district proposals that will be decided on Thursday
According to this article, 28 school systems have submitted proposals that would allow students to show they are proficient by passing tests the districts are already using, rather than the 36-120 portfolio tests provided by the state.
The State Board will be deciding whether to approve these alternatives this Thursday. Any approved proposals will make the alternatives available to all systems in NC. The State Board has put these proposals on a "fast track." It would normally take two months for these types of proposals to be decided.
If approved, the alternative assessments would give instructional time back to students and teachers. While it wouldn't solve all of Read to Achieve's problems, it is a potential step in the right direction. It is unlikely these items would be considered this quickly if not for the public outcry this program has caused. Many thanks to the districts and parents who have asked for these and other changes.
Click here to see district proposals that will be decided on Thursday
Sunday, February 2, 2014
Read to Achieve Updates and link to Facebook group
Third-Graders may end up in summer camp for slow readers
“Ending social promotion makes a good sound bite. Sound bites don’t make good public policy, however, and retesting and retaining kids because they don’t meet an artificial deadline doesn’t improve learning,” Carr said. “And, measuring learning only one way, by a standardized test, doesn’t give an accurate or complete picture of what kids have learned.”
"For now, Guilford’s camp plans are based on 3,200 students needing to attend, about 58 percent of its third-graders. Guilford officials expect state funding for the camps to fall about $1 million short of costs."
“You’re testing them on a very narrow set of knowledge and skills,” said Karen Wixson, the dean of the School of Education at UNCG. Wixson is consulting informally with Guilford County Schools on implementing Read to Achieve. The current approach overemphasizes knowledge of the alphabet, letter sounds and how to blend those sounds into words, and not other skills such as knowledge of vocabulary and concepts, she said. (Note: Wixson is an expert in remedial reading instruction.)
NC's looming third-grade retention crisis
"The Read to Achieve law contains a provision that students may avoid retention by demonstrating proficiency on a "portfolio." In educational circles a portfolio generally refers to a collection of a student's best work from throughout the year tied to specific standards. However, the portfolio that has been developed in North Carolina is actually nothing more than a series of 36 half-hour standardized tests. Some districts like Charlotte-Mecklenburg and Wake plan to have all third graders take the series of portfolio tests in an attempt to limit the number of students who will be retained.
The portfolio, as initially conceived in the law, showed promise as a means to wean the state off its overreliance on standardized testing. Unfortunately, the portfolio that has been created dramatically increases the amount of testing that the state's third graders must face. The implementation of the Read to Achieve program has effectively turned the purpose of the program on its head by administering even more tests that significantly detract from the time students and teachers have available to improve vital reading skills by the end of third grade."
"Research clearly indicates that those children who are retained will face an uphill battle for the rest of their educational careers with a much higher likelihood of dropping out prior to graduation."
Read to Achieve advisory committee searches for improvements to law's implementation
The NC Dept. of Public Instruction (DPI) convened a special committee on Friday (1/31) to provide feedback on ways to improve the implementation of Read to Achieve. The following are the committee's recommendations and general policy changes for lawmakers to consider. (The suggestions are considered preliminary and subject to change)
-Reduce the required number of passages students must master in order to demonstrate proficiency
-Provide local school districts more flexibility in how they administer summer reading camps
-Allow local school districts to adopt more balanced school calendars
-Allow students who are not reading proficient at the conclusion of a summer camp (or similar) to be promoted to the fourth grade, with appropriate instructional interventions in place
-Offer traditional public schools the same flexibility in complying with the Read to Achieve law that charter schools currently enjoy
-Consider using the 2013-14 school year as trial run for Read to Achieve, which would mean districts would not implement a retention policy or conduct summer reading camps.
**These are suggestions for lawmakers. Parents who agree, disagree, or have other opinions or suggestions should make their voices heard by contacting their representatives. Changes will only happen if legislators are made aware of the problems with this program.** Click here to find out who to contact.
Cabarrus County school board to discuss resolution on Read to Achieve concerns
“The resolution is intended to send a documented response to NC DPI (North Carolina Department of Public Instruction) and join other districts in support of changing the implementation guidelines as set forth by NC DPI.”
In the recommended resolution, it notes that the school board “requests an immediate stay of the portfolio assessments for the current school year.” It also proposes that the system be able to have a four-week summer reading camp, instead of a six-week camp, to fulfill the 72-hour requirement.
Facebook group: NC Parents and Teachers Against Read to Achieve Be sure to like this page and join in the conversation.
“Ending social promotion makes a good sound bite. Sound bites don’t make good public policy, however, and retesting and retaining kids because they don’t meet an artificial deadline doesn’t improve learning,” Carr said. “And, measuring learning only one way, by a standardized test, doesn’t give an accurate or complete picture of what kids have learned.”
"For now, Guilford’s camp plans are based on 3,200 students needing to attend, about 58 percent of its third-graders. Guilford officials expect state funding for the camps to fall about $1 million short of costs."
“You’re testing them on a very narrow set of knowledge and skills,” said Karen Wixson, the dean of the School of Education at UNCG. Wixson is consulting informally with Guilford County Schools on implementing Read to Achieve. The current approach overemphasizes knowledge of the alphabet, letter sounds and how to blend those sounds into words, and not other skills such as knowledge of vocabulary and concepts, she said. (Note: Wixson is an expert in remedial reading instruction.)
NC's looming third-grade retention crisis
"The Read to Achieve law contains a provision that students may avoid retention by demonstrating proficiency on a "portfolio." In educational circles a portfolio generally refers to a collection of a student's best work from throughout the year tied to specific standards. However, the portfolio that has been developed in North Carolina is actually nothing more than a series of 36 half-hour standardized tests. Some districts like Charlotte-Mecklenburg and Wake plan to have all third graders take the series of portfolio tests in an attempt to limit the number of students who will be retained.
The portfolio, as initially conceived in the law, showed promise as a means to wean the state off its overreliance on standardized testing. Unfortunately, the portfolio that has been created dramatically increases the amount of testing that the state's third graders must face. The implementation of the Read to Achieve program has effectively turned the purpose of the program on its head by administering even more tests that significantly detract from the time students and teachers have available to improve vital reading skills by the end of third grade."
"Research clearly indicates that those children who are retained will face an uphill battle for the rest of their educational careers with a much higher likelihood of dropping out prior to graduation."
Read to Achieve advisory committee searches for improvements to law's implementation
The NC Dept. of Public Instruction (DPI) convened a special committee on Friday (1/31) to provide feedback on ways to improve the implementation of Read to Achieve. The following are the committee's recommendations and general policy changes for lawmakers to consider. (The suggestions are considered preliminary and subject to change)
-Reduce the required number of passages students must master in order to demonstrate proficiency
-Provide local school districts more flexibility in how they administer summer reading camps
-Allow local school districts to adopt more balanced school calendars
-Allow students who are not reading proficient at the conclusion of a summer camp (or similar) to be promoted to the fourth grade, with appropriate instructional interventions in place
-Offer traditional public schools the same flexibility in complying with the Read to Achieve law that charter schools currently enjoy
-Consider using the 2013-14 school year as trial run for Read to Achieve, which would mean districts would not implement a retention policy or conduct summer reading camps.
**These are suggestions for lawmakers. Parents who agree, disagree, or have other opinions or suggestions should make their voices heard by contacting their representatives. Changes will only happen if legislators are made aware of the problems with this program.** Click here to find out who to contact.
Cabarrus County school board to discuss resolution on Read to Achieve concerns
“The resolution is intended to send a documented response to NC DPI (North Carolina Department of Public Instruction) and join other districts in support of changing the implementation guidelines as set forth by NC DPI.”
In the recommended resolution, it notes that the school board “requests an immediate stay of the portfolio assessments for the current school year.” It also proposes that the system be able to have a four-week summer reading camp, instead of a six-week camp, to fulfill the 72-hour requirement.
Facebook group: NC Parents and Teachers Against Read to Achieve Be sure to like this page and join in the conversation.
Tuesday, January 28, 2014
Read to Achieve in the News
A couple of new articles that came out today. *updated*
NC Schools Worried about Reading Requirement
A few points from this article:
-19% of 3rd graders scored well enough on the Beginning of Grade test to qualify for promotion. (I previously said 23% and wanted to clarify the number is actually lower.)
-Legislators continue to play the blame game, saying frustrations are DPI's fault due to poor communication with districts.
-"The Read to Achieve law allows the State Board of Education to approve alternative assessments proposed by local school districts. Hartness said 15 Triad-area school districts have proposed an alternative to be considered next week by the board. If approved, it would be available to all 115 districts statewide." (This is another reason districts should put the brakes on the portfolio. Hopefully the alternative will be something developmentally appropriate for 8 and 9 year olds and not rob them of instruction.)
*Update: These two articles are also about legislators voicing concerns to State Superintendent Dr. June Atkinson
NC Legislators Hear Complaints about Reading Tests
Lawmakers Grill Schools Chief over Reading Tests
NC Students Reading below Grade Level
-Mainly talks about new data that just came out, but mentions Read to Achieve and wanted to include it.
-"Bell argues that the state needs to develop new policies that focus on prevention, rather than retention."
NC Schools Worried about Reading Requirement
A few points from this article:
-19% of 3rd graders scored well enough on the Beginning of Grade test to qualify for promotion. (I previously said 23% and wanted to clarify the number is actually lower.)
-Legislators continue to play the blame game, saying frustrations are DPI's fault due to poor communication with districts.
-"The Read to Achieve law allows the State Board of Education to approve alternative assessments proposed by local school districts. Hartness said 15 Triad-area school districts have proposed an alternative to be considered next week by the board. If approved, it would be available to all 115 districts statewide." (This is another reason districts should put the brakes on the portfolio. Hopefully the alternative will be something developmentally appropriate for 8 and 9 year olds and not rob them of instruction.)
*Update: These two articles are also about legislators voicing concerns to State Superintendent Dr. June Atkinson
NC Legislators Hear Complaints about Reading Tests
Lawmakers Grill Schools Chief over Reading Tests
NC Students Reading below Grade Level
-Mainly talks about new data that just came out, but mentions Read to Achieve and wanted to include it.
-"Bell argues that the state needs to develop new policies that focus on prevention, rather than retention."
To Test or Not to Test-the Read to Achieve Portfolio
Should your child complete the Read to Achieve Portfolio? I'm starting to believe the answer should be NO for all 3rd graders in NC.
I have previously stated that I understood why several districts in North Carolina have decided to require portfolio testing on all 3rd graders. I still believe they made this call with the best of intentions--to give every student an opportunity to succeed. However, with more information coming out about Read to Achieve, I hope districts will reverse this decision.
One principal is quoted in this article:
“I can’t tell you what to check, but if my child were in
third-grade, it would be a big ‘no’ because I want my child taught, not tested
all day,” Wolf Meadow Principal Adam Auerbach said to the parents.
Auerbach added later that his goal is to get every parent to
opt out of the portfolio.
“The kids that are doing well don’t need to do the
portfolio,” Auerbach said. “If (they are) not (doing well), they’re not going to
pass.”
This principal is in a district that is not requiring all students to complete the portfolio, but he makes an excellent point.
Why should districts not require the portfolios and why should parents opt out?
1. In a major change, just made last week, students who passed the Beginning of Grade Test are already considered proficient. Parents, please be aware that if your child scored 442 or above, he/she will not have to go to summer school, and is not at risk of retention. There is no reason for these students to be taking the portfolio assessments. When districts made decisions about the portfolio testing, this exemption was not on the table. Please also be aware that if your child did not pass the BOG, he/she is in good company--77% of students did not score high enough to pass.
2. We have already discussed learning time lost to take portfolio tests, but let's hit it again. If a student is struggling, they need more instructional time, not less! Constant testing is going to hurt a student's chances of passing the EOG because they aren't learning while they are at school (can we see how illogical this is?). Teachers need to be given time to teach. Districts, please give teachers this time back.
3. The tests are faulty. A school district randomly picked 10 out of 120 available tests. They found 6 of the 10 to be on a 5th-9th grade level. WHY should we subject our children to this? No wonder students come home crying and frustrated. It is a complete and utter waste of time to give students tests that they cannot pass. Parents, if this is damaging your child, please do not allow it.
These students are in a vicious cycle right now. Our children are telling us that few are passing the assessments the first time, so they are having to take more tests, compounding the concerns mentioned. Ultimately, parents have to do what they feel is best for their children. I understand many are in a "no win" situation, wondering which is the greater damage--constant test taking or possible retention? I don't have an answer, but my instincts say we must get our students off this hamster wheel and allow them to move forward. If you would like to opt your child out of testing, I encourage you to talk with your child's teacher and/or administrator. You might also consider this letter.
I also want to make certain that I am 100% clear about something. School districts, administrators, and teachers are not to blame for this situation. Read to Achieve was put into law by the North Carolina General Assembly. This post is intended to ask districts to make the best of the horrible situation in which they have been placed. The portfolio is one piece of Read to Achieve. I have another post planned about about the other negative aspects of this program. Parents and concerned citizens, please continue contacting legislators so changes will be made.
Parent letter opting out of Read to Achieve portfolio
Yesterday I posted a parent letter to lawmakers that referenced a letter to a principal/school. This is the letter that this parent is sharing in hopes that others may find it useful.
Dear Principal,
I am the parent of (name), a third grade student at your school. I acknowledge I have a right to guide the upbringing and education of my child and the Supreme Court has upheld this right. According to the U.S Constitution, specifically the 14th Amendment, my rights to religious/spiritual freedom protect me; and this federal law supersedes state in regard to parental control over one’s child. Under the law, you cannot deny my request.
Parental rights are broadly protected by Supreme Court decisions (Meyer and Pierce), especially in the area of education. The Supreme Court has repeatedly held that parents posses the “fundamental right” to “direct the upbringing and education of their children.” Furthermore, the Court declared that “the child is not the mere creature of the State: those who nurture him and direct his destiny have the right coupled with the high duty to recognize and prepare him for additional obligations.” (Pierce v. Society of Sisters, 268 U.S. 510, 534-35) The Supreme Court criticized a state legislature for trying to interfere “with the power of parents to control the education of their own.” (Meyer v. Nebraska, 262 U.S. 390, 402.) In Meyer, the Supreme Court held that the right of parents to raise their children free from unreasonable state interferences is one of the unwritten “liberties” protected by the Due Process Clause of the Fourteenth Amendment. (262 U.S. 399). In recognition of both the right and responsibility of parents to control their children’s education, the Court has stated, “It is cardinal with us that the custody, care and nurture of the child reside first in the parents, whose primary function and freedom include preparation for the obligations the State can neither supply nor hinder.” (Prince v. Massachusetts, 321 U.S. 158)
This letter is notification that I am opting out my child, (name of child) of the Read to Achieve test. I do have a reasonable expectation that I will not be harassed or coerced to change my decision.
-Many thanks to the parent who shared these letters!
Dear Principal,
I am the parent of (name), a third grade student at your school. I acknowledge I have a right to guide the upbringing and education of my child and the Supreme Court has upheld this right. According to the U.S Constitution, specifically the 14th Amendment, my rights to religious/spiritual freedom protect me; and this federal law supersedes state in regard to parental control over one’s child. Under the law, you cannot deny my request.
Parental rights are broadly protected by Supreme Court decisions (Meyer and Pierce), especially in the area of education. The Supreme Court has repeatedly held that parents posses the “fundamental right” to “direct the upbringing and education of their children.” Furthermore, the Court declared that “the child is not the mere creature of the State: those who nurture him and direct his destiny have the right coupled with the high duty to recognize and prepare him for additional obligations.” (Pierce v. Society of Sisters, 268 U.S. 510, 534-35) The Supreme Court criticized a state legislature for trying to interfere “with the power of parents to control the education of their own.” (Meyer v. Nebraska, 262 U.S. 390, 402.) In Meyer, the Supreme Court held that the right of parents to raise their children free from unreasonable state interferences is one of the unwritten “liberties” protected by the Due Process Clause of the Fourteenth Amendment. (262 U.S. 399). In recognition of both the right and responsibility of parents to control their children’s education, the Court has stated, “It is cardinal with us that the custody, care and nurture of the child reside first in the parents, whose primary function and freedom include preparation for the obligations the State can neither supply nor hinder.” (Prince v. Massachusetts, 321 U.S. 158)
This letter is notification that I am opting out my child, (name of child) of the Read to Achieve test. I do have a reasonable expectation that I will not be harassed or coerced to change my decision.
-Many thanks to the parent who shared these letters!
Monday, January 27, 2014
Letters Protesting Read to Achieve from a Parent and a Student
A concerned parent of a 3rd grader agreed to share the letter she sent to NC lawmakers. I edited out only identifying information.
To Politicians Making Decisions Regarding Education:
My name is (parent name), and my family and I reside in the (district number) in North Carolina. My son is a third grade student at (an) Elementary School in (a NC) County. In July of 2012, the Excellent Public Schools Act became law in North Carolina with the Read to Achieve program a part of this law to be implemented during the 2013-2014 school year.
According to the law, students who fail the End of Grade test in 3rd grade are given the opportunity to pass third grade with the aide of assessments collected for student portfolios through Read to Achieve reading passages. Students are administered 36 reading passages throughout the year along with Reading 3D and Dibels reading assessments.
Attached to this email is a letter stating my child, (name of child) shall be exempt from completing any additional Read to Achieve reading tests.
As an educated parent with an advanced degree and National Board Certification, I find 36 reading tests to be an extremely poor measure of my child's thinking, reasoning, and problem solving skills. According to the Excellent Public Schools Act, the criteria for testing is based on college and career readiness skills; however, I am unaware of any career where employees report for work and take a written test three times a week.
My son has already been given several Read to Achieve passages, and while he has passed all passages, he has learned no content during this time. As the law states, students who do not pass the test are given additional passages on the same curriculum strand to attempt passage again. My son, along with half a dozen other students, remain in the classroom and read while students attempt make up tests. His teacher cannot provide instruction to him or others while students are testing, so these children sit idle waiting for other students to complete make up tests. If he were to pass all 36 reading passages, which would likely happen provided I allow him to continue testing, there would be no need for him to take the End of Grade test as his reading ability would surely have been demonstrated with the passing of 36 reading passages and Reading 3D and Dibels assessments.
My child has never been a Tier 2 or Tier 3 child; he does not require reading remediation, and I will not subject him to daily continuous testing that lacks any college or career readiness skills. I would however be happy to have my child complete projects in all content areas to demonstrate his mastery of Common Core Curriculum providing his teacher is given time to instruct her students on the curriculum.
My district representatives are also receiving copies of this letter. Thank you for your time and consideration. Please do not hesitate to contact me if you have any additional questions or comments.
Sincerely,
(Concerned Parent)
*I am planning to include the letter this parent sent to her principal, along with some other information in a separate post (I wanted to double check for her permission). If you would like a copy of this letter now, please email me at amiller123@hotmailDOTcom.
The following was left in the comments on this blog containing a letter from a 3rd grade student. I edited out names/locations.
When my daughter, a third grader broke down in the car this afternoon because she was so upset about her "state tests" she has to take tomorrow, I did everything I could to calm her down. I ensured her that she was prepared to take the test. My daughter is consistently performing well above her grade level in all areas. As the tears streamed down her face, I thought to myself, "What would I advise my high school students to do if they were upset about policy???" I would encourage them to be active in their communities and to not complain without a solution. So, this is what I proposed to her....she wanted to write a letter to you...
Dear Governor:
I just wanted to say that I'm really stressed out about all my tests. I would love to sit down and talk about the tests. My Mom and I have talked and I feel a lot better about them but I am concerned about my classmates that do not have the same support that I have at home. My teachers have been a great support to everyone in third grade. This is the first year that we have had a state test and it just seems like too much all at once. We had three state tests last Friday and I have three this week. My teachers say that I will have 3 every week until the end of school. This is just so stressful. Would you consider decreasing the number of tests that we have to have per week? Thank you for taking time to read this.
Sincerely,
Third grade student
Thank you so much, parents and students, for sharing, and for contacting our legislators about the negative impacts of Read to Achieve! Please see this post for contact information.
To Politicians Making Decisions Regarding Education:
My name is (parent name), and my family and I reside in the (district number) in North Carolina. My son is a third grade student at (an) Elementary School in (a NC) County. In July of 2012, the Excellent Public Schools Act became law in North Carolina with the Read to Achieve program a part of this law to be implemented during the 2013-2014 school year.
According to the law, students who fail the End of Grade test in 3rd grade are given the opportunity to pass third grade with the aide of assessments collected for student portfolios through Read to Achieve reading passages. Students are administered 36 reading passages throughout the year along with Reading 3D and Dibels reading assessments.
Attached to this email is a letter stating my child, (name of child) shall be exempt from completing any additional Read to Achieve reading tests.
As an educated parent with an advanced degree and National Board Certification, I find 36 reading tests to be an extremely poor measure of my child's thinking, reasoning, and problem solving skills. According to the Excellent Public Schools Act, the criteria for testing is based on college and career readiness skills; however, I am unaware of any career where employees report for work and take a written test three times a week.
My son has already been given several Read to Achieve passages, and while he has passed all passages, he has learned no content during this time. As the law states, students who do not pass the test are given additional passages on the same curriculum strand to attempt passage again. My son, along with half a dozen other students, remain in the classroom and read while students attempt make up tests. His teacher cannot provide instruction to him or others while students are testing, so these children sit idle waiting for other students to complete make up tests. If he were to pass all 36 reading passages, which would likely happen provided I allow him to continue testing, there would be no need for him to take the End of Grade test as his reading ability would surely have been demonstrated with the passing of 36 reading passages and Reading 3D and Dibels assessments.
My child has never been a Tier 2 or Tier 3 child; he does not require reading remediation, and I will not subject him to daily continuous testing that lacks any college or career readiness skills. I would however be happy to have my child complete projects in all content areas to demonstrate his mastery of Common Core Curriculum providing his teacher is given time to instruct her students on the curriculum.
My district representatives are also receiving copies of this letter. Thank you for your time and consideration. Please do not hesitate to contact me if you have any additional questions or comments.
Sincerely,
(Concerned Parent)
*I am planning to include the letter this parent sent to her principal, along with some other information in a separate post (I wanted to double check for her permission). If you would like a copy of this letter now, please email me at amiller123@hotmailDOTcom.
The following was left in the comments on this blog containing a letter from a 3rd grade student. I edited out names/locations.
When my daughter, a third grader broke down in the car this afternoon because she was so upset about her "state tests" she has to take tomorrow, I did everything I could to calm her down. I ensured her that she was prepared to take the test. My daughter is consistently performing well above her grade level in all areas. As the tears streamed down her face, I thought to myself, "What would I advise my high school students to do if they were upset about policy???" I would encourage them to be active in their communities and to not complain without a solution. So, this is what I proposed to her....she wanted to write a letter to you...
Dear Governor:
I just wanted to say that I'm really stressed out about all my tests. I would love to sit down and talk about the tests. My Mom and I have talked and I feel a lot better about them but I am concerned about my classmates that do not have the same support that I have at home. My teachers have been a great support to everyone in third grade. This is the first year that we have had a state test and it just seems like too much all at once. We had three state tests last Friday and I have three this week. My teachers say that I will have 3 every week until the end of school. This is just so stressful. Would you consider decreasing the number of tests that we have to have per week? Thank you for taking time to read this.
Sincerely,
Third grade student
Thank you so much, parents and students, for sharing, and for contacting our legislators about the negative impacts of Read to Achieve! Please see this post for contact information.
Saturday, January 25, 2014
A Call to Action
If you are a parent, teacher, grandparent, aunt, uncle, or anyone who cares about the future of NC and you are concerned about the many problems with Read to Achieve, please contact your local representative. I have spoken with many parents over the past two days who are unhappy about this legislation and can't believe it is happening. Unfortunately, complaining to each other and to teachers is not going to change it.
Our children are dealing with this in one way or another every single day. I'm hearing so many negative stories from parents. Children are coming home frustrated. They are asking why they have to take so many tests. They are already afraid to take the end of grade test.
Please ask our lawmakers to end Read to Achieve as it stands now. I am providing links and email addresses below. Please stand up for our children!
If you only contact one person, make it your local representative. To find yours, click here
Senator behind Read to Achieve:
Phil Berger Phil.Berger@ncleg.net
Joint Legislative Oversight committee co-chairs:
Other contacts:
Speaker Thom Tillis Thom.Tillis@ncleg.net
State Board of Education Chair William Cobey william.cobey@dpi.nc.gov
State Board of Ed Co-Chair A.L. Collins al.collins@dpi.nc.gov
Our children are dealing with this in one way or another every single day. I'm hearing so many negative stories from parents. Children are coming home frustrated. They are asking why they have to take so many tests. They are already afraid to take the end of grade test.
Please ask our lawmakers to end Read to Achieve as it stands now. I am providing links and email addresses below. Please stand up for our children!
If you only contact one person, make it your local representative. To find yours, click here
Senator behind Read to Achieve:
Phil Berger Phil.Berger@ncleg.net
Joint Legislative Oversight committee co-chairs:
Bryan Holloway Bryan.Holloway@ncleg.net
Linda Johnson Linda.Johnson2@ncleg.net
Jerry Tillman Jerry.Tillman@ncleg.net
Speaker Thom Tillis Thom.Tillis@ncleg.net
State Board of Education Chair William Cobey william.cobey@dpi.nc.gov
State Board of Ed Co-Chair A.L. Collins al.collins@dpi.nc.gov
State Superintendent of Public
Instruction: June Atkinson june.atkinson@dpi.nc.gov
Email makes it so it incredibly simple to contact multiple people. I would love for you to leave a comment if you contact your representatives.
Teachers and parents, if you have stories or concerns about Read to Achieve that you want to share, but want don't want to publicly identify yourself, please email me or message me on Facebook. Thank you.
Friday, January 24, 2014
The Blame Game
And it begins. Another parent of a 3rd grader received an email from a representative of Speaker Thom Tillis after she expressed her concerns with Read to Achieve. Some important excerpts (with my thoughts in parentheses):
"There have been several inaccuracies regarding the Read To Achieve Program... Many of these issues stem from a lack of communication between the Department of Instruction and local school districts." (Of course! It couldn't be because anything is wrong with the law itself.)
He also listed the ways a student can demonstrate proficiency (thus avoiding summer school and/or retention):
-Pass the Beginning of Grade Test.
-Pass the End of Grade (EOG) Test.
-Pass the state developed alternative assessment.
-Pass at a 70% rate the 36 passages in the student portfolio. It is not recommended that all students be required to complete the portfolio as defined by the General Assembly. Students based on teacher judgment should determine which students would be administered the portfolio passages.
-A State Board of Education approved assessment, developed at the local level.
(Glad to get confirmation on the BOG. This means a whopping 23% of NC 3rd graders have already passed. *Update 1/28-only 19% of students have passed the BOG, not 23%.*
Speaking of inaccuracies, students actually have to score 80% on the portfolio passages. There are 5 questions on each assessment, so if a student misses more than one, the score would be too low.)
"Wake County Public Schools, along with many other school districts in the state, is planning to require this portfolio/testing process for all third graders, not just those at risk of not passing the EOG. This is a decision that is being made at the local level, and is not required by state law."
(I understand why local districts have made this decision. I believe the BOG counting towards proficiency is a new development that local districts are just now finding out about. Also, I certainly would not want to be the teacher at the end of the year saying, "Well, I feel your child is on grade level, so didn't give him the portfolio tests. Unfortunately, he bombed due to extreme nerves since the stakes on this test are so high for him. Sorry I can't go back in time and give him those 36+ tests!")
Lawmakers can blame local districts and DPI all they want, but this program is unacceptable. Whether all the students do the portfolio, half the students (based on about half not passing last year), or selected struggling readers, the students are suffering. NO student should be taking tests over and over and over instead of being taught!
I do want to note that at least one parent in my district (which is requiring all students to take the portfolio tests) wrote a letter and the student is now exempt from taking the 36 assessments. I want to mention it so that other parents can consider that option. The student would still have to meet one of the other requirements by law.
I am interested in the "State Board approved assessment, developed at the local level." I believe this is what Representative Warren mentioned to me. If anyone finds any information about what that might end up being, please let me know.
"There have been several inaccuracies regarding the Read To Achieve Program... Many of these issues stem from a lack of communication between the Department of Instruction and local school districts." (Of course! It couldn't be because anything is wrong with the law itself.)
He also listed the ways a student can demonstrate proficiency (thus avoiding summer school and/or retention):
-Pass the Beginning of Grade Test.
-Pass the End of Grade (EOG) Test.
-Pass the state developed alternative assessment.
-Pass at a 70% rate the 36 passages in the student portfolio. It is not recommended that all students be required to complete the portfolio as defined by the General Assembly. Students based on teacher judgment should determine which students would be administered the portfolio passages.
-A State Board of Education approved assessment, developed at the local level.
(Glad to get confirmation on the BOG. This means a whopping 23% of NC 3rd graders have already passed. *Update 1/28-only 19% of students have passed the BOG, not 23%.*
Speaking of inaccuracies, students actually have to score 80% on the portfolio passages. There are 5 questions on each assessment, so if a student misses more than one, the score would be too low.)
"Wake County Public Schools, along with many other school districts in the state, is planning to require this portfolio/testing process for all third graders, not just those at risk of not passing the EOG. This is a decision that is being made at the local level, and is not required by state law."
(I understand why local districts have made this decision. I believe the BOG counting towards proficiency is a new development that local districts are just now finding out about. Also, I certainly would not want to be the teacher at the end of the year saying, "Well, I feel your child is on grade level, so didn't give him the portfolio tests. Unfortunately, he bombed due to extreme nerves since the stakes on this test are so high for him. Sorry I can't go back in time and give him those 36+ tests!")
Lawmakers can blame local districts and DPI all they want, but this program is unacceptable. Whether all the students do the portfolio, half the students (based on about half not passing last year), or selected struggling readers, the students are suffering. NO student should be taking tests over and over and over instead of being taught!
I do want to note that at least one parent in my district (which is requiring all students to take the portfolio tests) wrote a letter and the student is now exempt from taking the 36 assessments. I want to mention it so that other parents can consider that option. The student would still have to meet one of the other requirements by law.
I am interested in the "State Board approved assessment, developed at the local level." I believe this is what Representative Warren mentioned to me. If anyone finds any information about what that might end up being, please let me know.
Read to Achieve-described as "torture," "a nightmare" and "3rd grade hell"
Update: A call to action-please contact these legislators and officials with any concerns
I am starting this blog because I have concerns about NC's Read to Achieve Program. I believe it is potentially harmful to our children. I have many issues with this program, but my major ones are:
1. The amount of learning time being stolen from NC's 3rd graders for testing.
2. The negative impact on children's desire to read and learn that will result from the unreasonable amount of testing and pressure.
3. The decision for a student to be retained should be reached by the parents, teachers, and administrators who know the child and how they are performing. The idea of legislating achievement through testing is ridiculous.
I pulled together the information I found about RtA and posted it below to try and get the word out to parents of 3rd graders. Below are the articles I have found so far. Parents, guardians, teachers, please let me know if you find anything I can add.
An explanation of Read to Achieve is lengthy and confusing, but I'll try to summarize. It is part of a new NC state law. It requires 3rd graders to pass the EOG (End of Grade) test (only about half of last year's 3rd graders passed the EOG). If they don't, they get one more chance at another test. If that is also failed, they are required to attend 6 weeks of summer school. If they don't attend (or don't pass) summer school, they are basically retained and not promoted to 4th grade. There is another option to these high stakes tests, though. Students can get an exemption if they pass a portfolio. For the portfolio, students have to pass a minimum of 36 tests over a 12 week period. Some lawmakers and the DPI are trying to minimize concerns about the amount of instructional time that will be spent on testing, saying only the students at risk of failing the EOG should do the portfolio. But according to the Beginning of Year test 3rd graders took, that is 77% of our students. Many districts are going ahead and giving the portfolio assessments to all students so they have a backup if a child were to not pass those 2 high stakes tests (and who can blame them?).
Wake County Article
“This seems like torture to a struggling reader,” school board member Jim Martin said.
The portfolios are meant for students who are considered to be at risk of failing the end-of-grade exam. But school officials said they don’t want to run the risk of missing students who might fail.
“We’re covering our bases, regrettably, with this truckload of a portfolio,” Superintendent Jim Merrill told the board.(I would like to note 36 would be the minimum number to complete the portfolio. If a student misses more than 1 question on any given test, she/he would have to take another one on that standard.) Diane Ravitch's Blog Post"The time spent on testing is time that should be spent reading, writing, listening, and learning. As the old chestnut goes, you don’t fatten a pig by weighing it."
Rowan-Salisbury's Concerns
“I want a stay in Read to Achieve for the current year because the readability level of the selections that I have seen are not appropriate,” said board member Susan Cox.
"Only one passage selected was on a third-grade reading level. Six of the passages were between a fifth- and ninth-grade reading level." (Mooresville schools tested 10 out of the 120 passages and this is what they found)
“Our goal is to teach our kids to read, not to assess them so much that it takes time away from teaching them to read,” said Valerie Truesdale, CMS’ chief learning services officer.
Board member Rhonda Lennon was more blunt, citing the adage that the road to hell is paved with good intentions.
“This looks like third-grade hell to me,” she said, calling the program “a heavy-handed mandate.”
I emailed my local representative, Harry Warren, earlier this week. He also expressed concerns about Read to Achieve. He has been told by DPI, "going forward, local LEAs have the opportunity to develop their own modifications which they can utilize, upon DPI approval." These are supposed to be modifications to the portfolio. I haven't found this information anywhere else and wanted to include it. Students are already taking the tests for the portfolios (they had to go ahead and start to fit it in before EOGs), so learning time is already being lost. The longer the state takes to make changes or end this insanity altogether is just more learning time lost and frustration for our children.
Update: Click here to join Facebook group: NC Parents and Teachers against Read to Achieve Legislation
I am starting this blog because I have concerns about NC's Read to Achieve Program. I believe it is potentially harmful to our children. I have many issues with this program, but my major ones are:
1. The amount of learning time being stolen from NC's 3rd graders for testing.
2. The negative impact on children's desire to read and learn that will result from the unreasonable amount of testing and pressure.
3. The decision for a student to be retained should be reached by the parents, teachers, and administrators who know the child and how they are performing. The idea of legislating achievement through testing is ridiculous.
I pulled together the information I found about RtA and posted it below to try and get the word out to parents of 3rd graders. Below are the articles I have found so far. Parents, guardians, teachers, please let me know if you find anything I can add.
An explanation of Read to Achieve is lengthy and confusing, but I'll try to summarize. It is part of a new NC state law. It requires 3rd graders to pass the EOG (End of Grade) test (only about half of last year's 3rd graders passed the EOG). If they don't, they get one more chance at another test. If that is also failed, they are required to attend 6 weeks of summer school. If they don't attend (or don't pass) summer school, they are basically retained and not promoted to 4th grade. There is another option to these high stakes tests, though. Students can get an exemption if they pass a portfolio. For the portfolio, students have to pass a minimum of 36 tests over a 12 week period. Some lawmakers and the DPI are trying to minimize concerns about the amount of instructional time that will be spent on testing, saying only the students at risk of failing the EOG should do the portfolio. But according to the Beginning of Year test 3rd graders took, that is 77% of our students. Many districts are going ahead and giving the portfolio assessments to all students so they have a backup if a child were to not pass those 2 high stakes tests (and who can blame them?).
Wake County Article
“This seems like torture to a struggling reader,” school board member Jim Martin said.
The portfolios are meant for students who are considered to be at risk of failing the end-of-grade exam. But school officials said they don’t want to run the risk of missing students who might fail.
“We’re covering our bases, regrettably, with this truckload of a portfolio,” Superintendent Jim Merrill told the board.(I would like to note 36 would be the minimum number to complete the portfolio. If a student misses more than 1 question on any given test, she/he would have to take another one on that standard.) Diane Ravitch's Blog Post"The time spent on testing is time that should be spent reading, writing, listening, and learning. As the old chestnut goes, you don’t fatten a pig by weighing it."
Rowan-Salisbury's Concerns
“I want a stay in Read to Achieve for the current year because the readability level of the selections that I have seen are not appropriate,” said board member Susan Cox.
"Only one passage selected was on a third-grade reading level. Six of the passages were between a fifth- and ninth-grade reading level." (Mooresville schools tested 10 out of the 120 passages and this is what they found)
Cox said administering assessments that are beyond the reading level they are assessing is counterproductive. The assessments put students and teachers under unnecessary pressure.
“We’re saying to our students: ‘You’re not measuring up. You’re failing,’ when in essence, it isn’t the student—it’s the assessment in and of itself,” Cox said.
Kannapolis School board asks for waiver for Read to Achieve
Some of the alarming information in these articles:
"In addition, the Read to Achieve program is time consuming. According to the Board of Education’s calculations, implementation will take 180 minutes a week, which means teachers will lose 2820 minutes of reading instruction a semester. That adds up to 30 percent of a semester’s total instruction time." (Note: I believe they are including other required testing, such as Reading 3D in that number)
"The board also feels the summer reading camps were poorly planned."
Board member Rhonda Lennon was more blunt, citing the adage that the road to hell is paved with good intentions.
“This looks like third-grade hell to me,” she said, calling the program “a heavy-handed mandate.”
“It’s really a nightmare,” Ashe County Schools Director of testing and accountability Phil Howell said of the new third-grade reading program. “It’s an injustice, but it’s also state law, and (the North Carolina Department of Public Instruction) was given a directive and they have to carry it out.”
“What happens is if you’re the best reader in the class, you’re still going to miss 36 days of reading instruction,” Blackburn said. “And if you luck up and pass the first time, you’re still missing out on 36 opportunities that you could have had to be in front of a great teacher and had instruction. It’s not a good thing for kids.”
And by asking only five questions, Westwood Elementary School Principal Jennifer Robinson said the test reduces the margin of error for students.
“You have to get four correct,” Robinson said. “I have a third grader that I feel is a pretty good reader and on any given night I feel she could miss more than one question. You might think, oh, we have this portfolio and I’m so glad we’re doing it, but if you can’t read enough to pass that (EOG), it’s going to be real hard to pass that portfolio.”
"Late last week, Charlotte-Mecklenburg Schools learned that students who scored at third-grade level on that test will be eligible for promotion without having to worry about the barrage of tests they encounter during the rest of the year" (Note: This is referring to the BOG, Beginning of Year test 3rd grades took. According to one of the articles above, 77% of students were at risk of not passing the EOG according to the BOG. So, an overwhelming majority of 3rd graders would still be on track to take the portfolio assessments) I haven't found this information anywhere else and would like to know if this is true statewide. Update: This has been confirmed. Please see comments below and this post for more information.
Article describing a parent meeting at one school
Article describing a parent meeting at one school
“The portfolio requires your child to read up to 120 reading passages…(They) have the potential to lose 20 percent of instruction to complete their reading portfolio,” Brinson said.
Even then, there is still no guarantee that they will pass or demonstrate proficiency, she added.
“I can’t tell you what to check, but if my child were in third-grade, it would be a big ‘no’ because I want my child taught, not tested all day,” Wolf Meadow Principal Adam Auerbach said to the parents.
Auerbach added later that his goal is to get every parent to opt out of the portfolio.
“The kids that are doing well don’t need to do the portfolio,” Auerbach said. “If (they are) not (doing well), they’re not going to pass.”
I emailed my local representative, Harry Warren, earlier this week. He also expressed concerns about Read to Achieve. He has been told by DPI, "going forward, local LEAs have the opportunity to develop their own modifications which they can utilize, upon DPI approval." These are supposed to be modifications to the portfolio. I haven't found this information anywhere else and wanted to include it. Students are already taking the tests for the portfolios (they had to go ahead and start to fit it in before EOGs), so learning time is already being lost. The longer the state takes to make changes or end this insanity altogether is just more learning time lost and frustration for our children.
Update: Click here to join Facebook group: NC Parents and Teachers against Read to Achieve Legislation
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