My 10 Most Stated Phrases and Questions

Early in the weekend, a science teacher friend of mine, Patrick Goff, shared what he titled his Pearls of Wisdom or things he frequently says, and he encourages others to share their own.  So...here are mine, and I hope you might also share yours. Regardless of your role in education (teacher, parent, administrator, community member, etc) this is an interesting way to capture what you find yourself saying most frequently.

1.  Remember to convey purpose in instruction.
2.  Students are more than a score.
3.  Stop the test prep!
4.  We need more creativity in schools.
5.  Student choice and interest are vital for making learning meaningful.
6.  Do your best.
7.  Do you use Twitter to connect to other people in education?
8.  Have you thought about blogging?
9.  Why is this important?
10. I'm interested in equity and excellence.

What about you--what are your most stated phrases?

Testing Action Plan is Step in Right Direction

My sons' individual state test scores arrived in the mail last week. I found them in still sealed envelopes under a bunch of junk mail this morning. I didn't even know to look for them until a parent friend of mine at a dinner party Friday night mentioned receiving scores for her sons.

Conveying her frustration with all the test prep in our public schools, my friend said all the test prep seems to be hurting her sons more than helping them. I wished I had more positive news to share with her, but earlier in the week conversations I had with educators and parents from around the country reinforced her view point. Too bad the news release about the Testing Action Plan wasn't made public until the next day. Multiple friends who know me and my stance on the issue shared links to various press releases while I was out and about with my young athlete all day.

___________
Convo #1: an educator shared his work in a school where kids have been "ability grouped" into high, medium, and low groups. Decisions about which group a child would be placed for all subjects in were determined based on 1 source of data (a mathematics placement test). As they reviewed their state assessment data and considered gaps, they noticed disadvantaged students and students of color were predominately grouped into the low groups and were being taught by the newest teachers at the school.

Convo #2: another educator told me her school reviewed state assessment data and decided (because of her state's emphasis on "novice reduction") that teachers must not worry themselves with the students who are already scoring proficient on state tests (kids like my sons and my friend's sons) because they will be fine. Therefore, they should "teach to the low kids" to ensure those kids can score proficient on state tests next time. Not only should they cater to the kids who struggle, they should do more test prep and become a skill and drill factory, taking away any sort of imagination, creativity, or personalized approaches to instruction.

Convo #3: a parent told me her elementary aged child is provided only literacy and mathematics instruction with limited opportunities to create and explore science, social studies, art, and music. He's offered daily worksheets, a fifteen minute recess once per day, and physical education only once per week.

Convo #4: a family member told me she worries most that all the test prep causes her children to hate school and to be disengaged. That's been a concern of my own for years now. I've seen in it in my sons over the years, and some years are better than others.

Lest this post be all doom and gloom, I'll mention the update on standardized testing we saw this weekend from President Obama and the United States Department of Education who released (after I heard all the above convos) a testing action plan. In it they articulate what should be happening and say "No one set out to create situations where students spend too much time taking standardized tests or where tests are redundant or fail to provide useful information."

I believe the testing action plan is a step in the right direction. The thing is--we have to change the way hold schools are held accountable, too, because as the system stands right now, schools feel compelled to jump hoops and play a game that raises their overall ranking in the state and nation. We must change the overall system of public education in America.

As My Oldest Son Starts High School, Here's What I'm Thinking

You know those tears a mom can't help but shed when her children head off to kindergarten? I had those tears again today as my oldest son set off for his first day of high school. I'm so proud of him and hopeful for his opportunities to continue pursuing his dreams and his goals.

I'm also still eager to press onward with the changes needed in our public education system, so he and my younger son, and all the other children/teens in America's public education system, can pursue their dreams and goals.

Last night, on the eve of his first day of high school, I showed him a few photographs from his first day of kindergarten, and he responded with "wow, you look younger!"  Though he and I have both grown older since 2006, I find myself asking...what has changed in public education since he started public school? Not much, really. Sure, there have been new initiatives, new standards, and new assessments, but the overall system is pretty much the same. The same as it was when I was in school and when you were in school, and when our grandparents were in school. In fact, the system has been largely the same since the 19th century. That's why I persist with asking questions, sharing my voice, and advocating for my children.

Three years ago on his first day of middle school, my son shared his queries in this What if post.

Today, I am asking what if....

The system didn't focus so much on tests?
Teachers were supported and compensated fairly?
We allowed our children/teens to learn from their mistakes ?
We encouraged more movement in our schools?
We stopped tracking students?
We changed the system?


*Note: I am not opposed to standards, and if you read this blog you will notice much of the work I've been doing in the past few years has been related to new standards. While standards have the potential to improve what students are taught, our entire system still needs to change to meet the learning experiences students must be offered in the 21st Century.

Let's Change the Test Scores Conversation

State test scores were released to the public today in Kentucky, and I can already hear rumblings. Our scores dropped, we didn't meet our goals, what are we going to do? More test prep! NO. Please. NO. We have schools full of unengaged and bored children and teens who don't even want to attend school. More skill and drill and continuous test prep will surely make them dread school even more. Plus, really, has it worked for you thus far? Have constant test prep, worksheets, overloads of boring homework improved learning and test scores. Doubtful that it has.

In the two hours since the scores have been released publicly, I have had at least a half-dozen friends who are educators contact me, I guess because they know I generally speak out about test scores, test prep, and my desire for a new way of thinking about test scores. I've blogged about it numerous times, and each time I say the same general thing in a different way.

Let's change the conversation
This morning, instead of thinking about the examples where we don't have it right, let's look again at some hopeful examples of teachers, schools, and systems who are focusing on engaged student learning based on the interests of students and based on the needs of the whole child.

Take Eminence High School for example, they do not focus on test prep at their school. Instead, they focus on engaging students and connecting them with their community. Read about this class that has plans to change the world using Project Based Learning.

In this post "I remember that worksheet said no student ever!" we also have the story of Shelly, a teacher in Woodford County, Kentucky. Shelly engages her students by empowering them. "Students are empowered as they become experts who communicate and share their ideas with an audience.  They are inventors and artists creating products for the future and dreaming of endless possibilities."

There's also Andrea, an elementary teacher who engages her students by having them explore historical artifacts. You see, it is possible to teach the required standards and meet the demands of the state assessments in interesting and engaging ways.

In Danville schools, a whole system is pushing back on the test prep ways and moving beyond dependence on traditional tests as they explore more performance based assessments for students to demonstrate learning.

Tricia Shelton and Patrick Goff, two Kentucky science teachers, are challenging each other and collaborating to ensure more collaborative and engaged science learning. Patrick shares his reflections on interactive learning including problem based learning on his blog.

Another one of my favorite Kentucky stories is a group of teachers in Louisville who teach a food literacy class. Here's another fine example of learning that doesn't involve test prep, and the teachers are finding great results.

My challenge to everyone today and throughout the year is for us to continuing sharing these bright spots. Instead of focusing on test prep and all the negatives associated with test score release, let's share positive examples that move well beyond skill and drill. Let's share examples of students engaged in genuine learning, examples of kids who want to go to school because they know they will enjoy it, examples of teachers doing what they do best--getting students excited about learning.

I know there are many many more. Will you join me in changing the conversation? Please post links to positive examples below in the comments. Thanks!

Sunday Salon: What I Read Onlline August 25-August 31

 Posts from Kentucky that Matter Beyond Kentucky

Because she knows I'm interested in improving as a writer and blogger, my boss shared this woman's website with me. Suzanne Gray lives in Frankfort, Kentucky and writes about creativity and art and has this beautiful website not to be missed.


You may have heard by now, but Kentucky is seeking feedback to make changes to the Common Core State Standards in KY.


This week we celebrated the anniversary of a woman's right to vote. Read this blog  by Heather Watson to learn how women from Kentucky played an important role in passing the 19th amendment.

Jason Linden, a public school teacher in Louisville, writes about homeschooling his daughter because the school system places too much emphasis on test prep. I can relate completely, even though my children still attend public school. If you read my blog, you know how much this issue matters to me!

Lexington teacher, Liz Prather, writes about why it's important to pronounce students' names correctly.

Speaking of Lexington, my city made the list of top cities to live for a quality life.

Health & Well Being

Since I was having my cast removed this week, I was eager to read this article about when I might be able to use my right leg again and drive. When I visited the doctor, he confirmed what I read in this article--12 weeks after the break. Well, I'm 6 weeks down with 6 to go...

Helen Bamber, a therapist to torture victims, died this week. Read about her life here.

Please Stop the Test Prep in Our Schools

Several weeks ago I began drafting this post after learning from my sisters that their children's schools in North Carolina would start practicing for the state tests.  After talking with teacher and parent friends in Kentucky and around the country and realizing test prep approaches in schools continue to run rampant, I decided it's time to publish this post because this is my way of opening discussion on the issue and my way of encouraging others to do so as well.

Since before launching Learning to Muse in 2012, I have engaged in various conversations with people from around the country about the need to discontinue the test prep approach to teaching.  (Note:  Most of the hundreds of teachers I know do not prefer this approach but feel pressured by the current system to practice for state tests.)  A long time friend and homeschool educator in North Dakota, Gwyn, and I have been dreaming of alternative forms of education and changing the system for some time now.  Only, Gwyn isn't only dreaming--she's making it happen for her own children.  In my quest to persist with public education, I continue to dream that maybe, one day, the landscape will change. 

My own parental heart sank when I once received an email from my son's school (not naming which son or which school for the sake of anonymity here) stating they would begin test prep too.  Specifically, they would be sending home passages for students to read and then answer multiple choice questions "to improve their reading abilities."

As a literacy consultant and former English teacher, I happen to know that requiring students to read passages and answer multiple choice questions is not the way to improve their reading abilities.  As I wrote in a previous post, this is exactly what I feared would happen upon release of the state standardized test scores. The tests themselves are not the problem nor are new standards the problem.  The problem is using a test prep approach for teaching.  Grant Wiggins wrote about this topic last year when people were blaming the tests for all the test prep in schools. 

In the post "Dear High Performing School District," a principal writes to a school district about his dissatisfaction with all the test prep his own children had to endure.  He clearly articulates the same frustration I feel with the focus on subjects that are tested in a specific grade area, or the continuous skill and drill.  Fortunately for his family, they had options to transfer to a different district that focused less on test prep.  Where I live, where my sisters live, and where my friends live that's not an option. Plus, the idealist side of me continues to believe in public education and the potential to transform learning systems in public education to focus on what all kids need, not just what my own kids or relatives need.

Perhaps it's time for me to revisit some of my own advice in a previous post.  As a parent, I will continue to support my own children and their learning opportunities.  I will support the schools and judge them on factors beyond their test scores.  As Brian Nichols mentioned in his letter to a high performing school district, our aim should be "to create problem solvers who find multiple solutions instead of ones that need answer choices."  Insisting that teachers focus on test prep will not help our children become better readers, better thinkers, or better citizens. 

Teachers interpret CCSS for reading-no test prep!

Think about what can happen when educators take action!  The story of Gwyn mentioned above isn't the only story about educators and parents taking action, check out this article about a school in Colorado that's led by the teachers.  They explicitly state "because several of MSLA's founding teacher leaders held National Board certification, the school focused on more robust forms of student learning, not just quick fixes to raise standardized test scores in short order."  They are emphasizing students controlling their own learning and putting the joy back into learning.  These two examples give me hope that maybe--just maybe--all of our children will go to school to learn, not to prepare for tests.

We must persist with creating learning opportunities that promote critical thinking, creativity, collaboration, and problem solving.  Our children deserve it! 

For the Love of Social Studies!

“As long as I don’t have to miss social studies” was the reply from my ten-year-old son when I told him the school interventionist was going to start pulling him for extra help with reading two times per week.  Really, I couldn’t agree more with him.  You see, my ten-year-old loves history, and has loved history for most of his elementary school aged years, but this year (5^th grade) is the first year he has had regular social studies instruction.

Fortunately for my son, he also has a 5^th grade teacher who happens to love history too.  She is a National Board Certified Teacher who is dynamic, reflective, thoughtful, and purposeful with instruction.  She also understands the importance of kids moving, exploring, and learning in non test-prep ways (in most of Kentucky, public schools only teach social studies in 5^th grade because that’s the year it’s tested for the state testing system).  This is wrong, and even slightly illegal, given that the state has required social studies standards for every year of a child’s elementary grade.  Unfortunately, schools feel pressured by the high-stakes testing and accountability system, so most schools in Kentucky only teach a subject if it’s tested that year  (they only teach science during 4^th grade—the year it’s tested, much to the dismay of my older son who loved science and only had it one year grades K-5).

I have written about this frustrating system and approach in previous posts and have shared ways my husband and I have worked to supplement our sons’ public school experiences.  Rather than make this post another soapbox post about how much I want the system to change, I’ve decided to focus on Isaac’s love of history and the great year he’s having because he’s receiving excellent social studies instruction—something that really interests him. 

Isaac says his teacher makes history interesting because she has students role-play, debate, ask lots of questions, read and write (all called for by the Common Core) and explore artifacts she’s collected and keeps in her room.  She also enriches standards based classroom instruction with games and field trips.

On a recent field trip to Fort Boonesborough, the students dipped candles, learned about blacksmithing, heard about Daniel Boone, and very impressively--discussed with one another primary and secondary sources and historical artifacts. They knew what they were talking about, and they were curious, bright-eyed, and attentive as they walked from cabin to cabin.

Not only does Isaac's teacher provide explicit and purposeful social studies instruction, she also supplements the history standards that are part of her fifth grade curriculum with social studies issues related to present day, and she recommends books to children based on their interests.  For Isaac, her recommendation included Kate Messner’s Capture the Flag, set in Washington D.C. (specifically Regan National Airport). This was perfect because Isaac had the requisite background knowledge since our family flew into this airport for our Washington D.C. trip during spring break last year.

 She’s also currently working children’s rights into her instruction and having children learn about Malala and watch clips from the film Girl Rising.  These issues are pertinent to children having a global perspective about the world in which we live.  Even though the standardized test children will take in the spring is focused on early American history, this teacher understands the importance of children learning about the bigger world in which we live.  She purposefully works into instruction issues and topics relevant to current political events as well as historical events being remembered. 

I decided to check out what the National Council for the Social Studies has to say about learning social studies in elementary school.  Turns out, they have plenty to say about “powerful and purposeful teaching of social studies in elementary schools.” They share links to research and documentation about how the subject has been marginalized in the years since No Child Left Behind was passed.  One of the many important quotes from their site--

“teachers should ensure that the social studies experiences woven throughout the curriculum follow logical sequences, allow for depth and focus, and help young learners move forward in their acquisition of knowledge and skills. The curriculum should not become, in the pursuit of integration, a grab bag of random social studies experiences that are related marginally to a theme or project. Rather, concepts should be developed to assure coherence and meaning.”

Thankfully, my son’s teacher practices purposeful instruction and keeps Isaac’s love of history alive each day ensuring he experiences coherence and meaning with what he learns.  We are grateful beyond belief for this excellent teacher and the fabulous year Isaac is experiencing.

Why Are the Reading and Writing Scores So Much Better?

Educators often feel like Atlas, carrying the weight of the world on his shoulders, especially at this time of year when state test scores are being released.  As it is each year at this time, it's my hope that we will remember what's important in our profession.

Walking through the hallway with my principal one afternoon several years ago after our state test scores were released, my principal asked me "Why are the reading and writing scores so much better?  What is your department doing?" 

As an educator who has long been an opponent of the "teach to the test" approach to teaching and learning, I was, honestly, not incredibly happy to hear this question asked of me.  My reply-- "we taught our hearts out."  She probed for more information--"surely you had a technique or strategy that helped the scores be better?" 

Perhaps we did, but that strategy was not test prep! Our department utilized Professional Learning Communities (PLCs) to plan instruction, study student work, and make adjustments to our approach so we could keep teenagers engaged and interested in learning.  We had a system of grade level teams and each team focused on the needs and interests of the students on those teams.  We also had many young and new teachers who kept all of us on our toes and learning new and relevant strategies.  A nice balance of classic and contemporary print and non-print texts were key; we typically paired texts. Text based discussions were integral to helping students write better.  When we taught writing, we focused on real audiences and specific instructional strategies we knew would help our students think more and write better.

We taught the standards and we used the formative assessment process to make adjustments, but we always focused on issues, ideas and humanity in the informational texts, literature, music and film that our students enjoyed.

In Kentucky today, educators, parents, community members, and members of the media are discussing the release of state test scores.  For the second time, students in our state were assessed over the Common Core State Standards for English Language Arts and Mathematics.  It is my deep hope that if administrators ask teachers today what they did to impact test scores (shudder at this question--but know it's a reality), teachers will feel confident in saying "we taught our hearts out."  And that the test prep we all hate so much will not be a stronger focus in schools where the test results are not what people want them to be.  Because, didn't we all get into this profession to impact lives, to have discussions about issues, ideas, the world and humanity?

Raise your hand if you became a teacher to teach students to practice for tests.

This week I had an opportunity to work with teachers.  When I asked them to raise their hands if they became teachers to teach students to practice for tests, no hands were raised.  Nevertheless, these educators were full of questions and anxiety about the new testing system in our state.

In last week’s blog post, I suggested a three pronged approach to surviving test preparation.  Though there were no public comments on this blog, I received a multitude of private comments from readers around the country (and one from another country), and I also spoke with a number of readers in person.  As it turns out—it’s rather controversial to discuss test preparation and how much we prefer not to do it but feel there are no alternatives.

As parents, we are concerned of the consequences for our children if we speak up and request different teaching approaches beyond test prep.  As teachers and administrators, we are fearful of the consequences of not meeting adequate yearly progress (AYP).  As community members we bemoan the state of education and the lack of life skills students have as they enter college and the workplace.

What exactly can we do to make sure our kids have what they need to be successful in life?

Parents

 Support our kids by:

·         listening to our kids tell us what they are reading, learning, and exploring

·         talking with our kids about what we are reading

·         encouraging schools to continue arts, music, language, physical education, leadership and technology programs as part of the school day

·         providing opportunities to learn outside of the classroom by visiting parks, museums, libraries, music venues, and historical sites

·         volunteering in schools

·         supporting teachers who have tough jobs with large class sizes

·         judging the quality of schools on factors beyond test scores (i.e. effective teaching practices & enrichment programs)

·         voting for political leaders who believe in education beyond preparing for tests

Teachers and education leaders

 Teach our students and keep our jobs by:

·         reading, understanding, and implementing required standards and best practices in instruction

·         keeping test practice activities at a minimum

·         providing kids opportunities to learn for the sake of learning

·         offering programs which support creativity, critical thinking, communication and collaboration

·         judging the quality of schools on factors beyond test scores (i.e. effective teaching practices & enrichment programs)

·         voting for political leaders who believe in education beyond preparing for tests

Community members

 Support the future leaders of our communities by:

·         listening to needs within schools

·         contributing time and resources to schools and after school programs

·         partnering with local schools to provide opportunities to kids through internships, mentoring programs, and job shadowing

·         judging the quality of schools on factors beyond test scores (i.e. effective teaching practices & enrichment programs)

·         voting for political leaders who believe in education beyond preparing for tests

Let’s continue the conversation and collaboration.  It’s what we, as adults, do in real life and what our kids need to be able to do, too.

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Read up! Speak up! Team up!

Tips for surviving public education’s focus on test preparation

Friends and colleagues frequently tell me “it’s so good to know there’s a voice like yours in public education.”  But really, where does that get me?  Not that I’m trying to get somewhere, but I do tend to take my job personally, as noted in my post on January 2^nd.  I need to remember why I entered the education profession in the first place (hint, it wasn’t to practice for tests.) I want to make a difference, and I want vision with action.

The heavy emphasis on high-stakes standardized assessments in public education weighs heavily on me.  Though I don’t have to administer tests in my current job, I do work with teachers who feel the pressure of tests, and I am also the mom of two boys who bring home practice tests on a regular basis.  Don’t get me wrong, I understand there is a time and a place for some standardized tests, but ongoing and frequent test preparation is detrimental to the lives of students who deserve opportunities to learn for the sake of learning.

Here are a few of my actions for enduring all the test prep.

Read up! 

Staying current with education news inspires me to continue in the profession.  While there’s much in the news that can be discouraging, I intentionally seek balance in my reading list.  I am a member of several professional organizations which send weekly or daily updates with links to educational news around the nation.  I follow education agencies and colleagues who tweet links to interesting and engaging articles to ponder.  Reading research provides me the foundation of information I need when I have an opportunity to use my voice.  I also read novels, poems, and non-fiction because I believe the humanities are essential to life.

As a parent, I read articles written about parents by parents who also find themselves frustrated at the focus on test preparation in public schools.  This article by parents in New York was telling and served as a good reminder that the test prep madness is nationwide.  The thought could have been overwhelming had I not remembered to focus on what I can do (which is not everything).  I can, however, continue to seek peace, and I can speak up.

Speak up!

 Sometimes my job offers me opportunity to speak up for the values, beliefs and best practices important in public education.  Other times, I speak up by posting links to interesting articles on my facebook, by tweeting, or by continuing my musings in this blog.  As a parent, I speak up when I attend local PTA meetings and events in our community.  Former colleagues, current colleagues, former students, friends and family comment on my posts and contact me with questions.  This is when I feel like speaking up makes a difference, even if it doesn’t change an entire system.  I can encourage and offer advice to those who ask.  Together, we can team up to make a difference in education.

Team up!

In November while at the NCTE annual convention in Chicago, I had the pleasure of seeing a long-time friend who lives in North Dakota but was in Chicago for the Chicago Toy and Game Fair.  This friend is a mom of two brilliant children who were not receiving the education they needed in their local public school system.  She chooses now to homeschool her children, but her interactions with public education have not stopped.  She regularly blogs about issues in education and even takes her children to educator conferences to showcase their talents as young writers, musicians and entrepreneurs.  In our short but full conversation over coffee, we discussed our families and the pursuits our husbands are taking in higher education. However, the bulk of our time was spent discussing education reform.   We decided then we would team up to begin taking more action to impact reform.  This collaborative spirit will help us all persevere. This final tip—teaming up, is essential not only to surviving but also to making a difference to impact the lives of students. 

Will you join me in reading, speaking, and teaming up to make a difference in public education?

“This labor to make our words matter is what any good quilter teaches.”

                                                             ~Kathryn Stripling Byer