My heart is breaking......

My heart is breaking for my students.  We received our FCAT (Florida Comprehensive Assessment Test) scores back today.  In my self-contained class of thirteen third grade students with special needs, one student participated in the alternate assessment, two students passed the FCAT (yay!) and the other ten failed the FCAT reading portion. 

My heart is breaking for them because they have worked so hard this year.  My assistants and I spent the entire year talking to them about their:

• gains in our SuccessMaker Computer Lab
• successes in being able to take AR tests independently
• sight words they knew at the beginning of the year versus the number of sight words they know now
• gains in their oral reading fluency probes and how many words correct per minute they can read
• reading selection tests and how they have improved
• robust vocabulary grades and how they have improved 
• ability to read by themselves for twenty minutes without any help

I have all of this data that shows their growth and their progress towards IEP goals, but none of it is reflected or documented on FCAT.   In my heart I know it matters.  I know that data is important and it keeps my students and me going.  It gives us the proof that they are learning and moving forward.  But as it relates to FCAT, it feels as if it doesn't matter.

Tomorrow I have to sit down with ten students and tell them they failed. Six of those ten students now face a mandatory retention in third grade.  (Of course I won't use the word failed, keep reading to see how I plan to explain this to the kids.)  The other four who don't face mandatory retention had already been retained once and have intensive instruction in reading, so they meet the eligibility criteria to waive the mandatory retention and can move on to fourth grade.

This is such a frustration for me!  All of my students have been through a comprehensive, individualized series of standardized assessments to show their academic levels and their processing strengths and challenges.  Many of the students in my self-contained class are significantly below grade level norms.  If they were not, they would probably not need my setting.  Since I have a whole year of classroom data and a whole stack of individualized, standardized  assessments that document their current levels of performance, why do we continue to force them to take grade level standardized tests?

I do not have a problem with FCAT.  I think it gathers an important piece of information for us.  And to be perfectly honest, if I had a choice, I would have recommended six of my students take the FCAT because these students were systematically moving through and showing success on below level third grade materials.  I thought they deserved a shot at it (and of those six, two passed and the other four who failed, actually came pretty close to the cut score for passing.  They might be able to pass the Stanford 10 when they get a chance at that next week.)

However, I do have a problem repetitively administering a test that continues to document failure rather than success.  I had six other students who just do not yet have the skills to pass a third grade level skills test.  I don't have the answer to this problem.  If we never give them the opportunity to test in the actual testing situation, we seem to be tracking them for a special diploma. 

How would they be able to pass the high school test if they never experience it in elementary or middle school?  But, if all of a student's experiences with a test result in failure, how confident will s/he be going into the high school test?  What are those failing experiences teaching?  Are they really preparing a student to pass?

It just seems to me that we should be able to match the standardized testing environment, format and language to a test that is based on the skills a child was actually able to systematically learn and master throughout the year. 

By this I mean, I wish my third graders who are reading at a mid-first grade reading level could take a standardized test that is off-level normed.  I wish they could be assessed on the first grade reading skills.  Over time, this would actually show their growth, rather than continue to show that they have failed a grade level test.  I know, it's a big wish.

So now I'm gearing up for tomorrow.  It's our Reading Celebration Day at school (how ironic!) and at one point during the day, I need to have individual conferences with all of my students to discuss their FCAT results. 

My plan is to show them their developmental score and explain this to them. 

• I'll remind them that tests give teachers more information about what we need to teach.  
• I'll remind them that this was their first time taking FCAT and now next year we will really be able to see how their developmental score improves.  Just like we saw how their SM score improved throughout the year and their mastered sight words improved throughout the year.  
• I'll remind them how proud I am of their hard work and all of the goals they have mastered this year.  
• I'll remind them that they are readers!  

But, my heart will be breaking just a little bit with each student conference.........



photo courtesy of MicroSoft Clip Art

Individual Instruction

Do you ever have a chance for individual instruction with your students?  I've always tried to "fit" it in somewhere, but was more worried about systematically scheduling my groups and seeing every instructional group every day.

This year a block of time for individual instruction evolved during the time that our speech pathologist comes in to do "push in" language therapy groups.  I started off trying to have a group opposite her group, but for a variety of reasons that just didn't work out.  Over the first month of school, we tried a few different things during this time and finally settled into a pattern.

We have 4 adults in the room during this time: the SLP, my two assistants and me.  Here's how we organize the time now:

11:45-12:30 Speech/Language Therapy and Individual Instruction

The students come back into the room from specials, get drinks, go to the bathroom and then get their journals out. 

If the students are not working with one of the adults in the room, they are expected to be writing in their journals.  At the beginning of the month, I create a journal prompt menu.  The students tape this to the inside of their journals and "x" out the prompts as they write about them.  I use the word walls from www.ABCTeach.com and an individual word bank to help them with their writing too.  I do this so that the students who are at their desks writing have the support of materials when they don't have the support of the classroom staff.  This helps them to be more independent.  (In fact, if one the students calls my name while I am working with another student during this time, you'll probably hear a peer saying "You know she's going to ignore you because it's not your turn."  It took us a long time to get to this point, but they know what they are supposed to do and they know that they have strategies to be able to do it on their own.)

At the beginning of this time, one assistant takes a student to the clinic for meds and the other assistant takes her break.  I get the students transitioned and started on their journals and the SLP calls the students she needs for the day.  Once we get going here's how we are organized:

1) Students not with an adult write in journals at desks.

2) Students scheduled for speech/language go to group work.

3) Assistant #1: Helps students with AR tests.  I have 7 students who can read and take AR tests independently.  However, that leaves 6 who still need support.  This assistant pulls students 1:1.  They read her an AR book and then she helps them log on and complete the test.  We have a laminated folder for each student and tape a quarterly AR goal inside.  With the AR goal is a sticker chart so they can record their progress towards the goal.  I've also included guidelines for the adult helping (so that it's clear to the person not to help too much!)

4) Assistant #2: Has students read individually to her from their book buckets or chapter books.  In the "book buckets" students have a reading log with leveled readers from www.readinga-z.com.  Some of my students have started chapter books, but still need some support with them.  This is a perfect time for them to read  a chapter to my assistant.

5: Teacher: Students read their sight words to me and I record data towards mastery. (I'm fussy about the data recording so I don't like others to do this.)  This is also a time for me to read their journals and have a mini-writer's conference.  On some days I have also used this time to record Oral Reading Fluency scores.  If someone is stuck on a particular skill, I can pull that child during this time and work on it too.  (Again, just like with the reading block organization, I like to have systems set for my assistants and the students, so that I can think about how my time is best spent during this block of time.  My activities change the most, but I always fall back to sight word practice and mastery when there is not something else that needs to be addressed.)

I've enjoyed this individual time this year and I think the students have too (except for the journal writing, most of them still don't like that.)  They enjoy seeing their progress and their skills improve.  Each station has a progress monitoring piece embedded into it.  At the AR station, they see their stickers tracking progress towards their quarterly goal.  At the book buckets station, they see their reading log fill up and the level of their leveled readers go up too.  At my station the see their mastery of the sight words turning into "star words" and then speed words.  At the SLP's station she always tells them how many they got correct in their previous session and encourages them to go for more correct this time.

Not only do the students like to see their progress towards their learning, I think they really enjoy the one on one time they get with an adult.  I have lots of data to show how their academic skills have improved but not very much about how this time impacts the climate of our classroom.  However, I really do believe that it makes a positive difference in the relationships that are developed between the adults and the students too.

Water and Sea Life...Bloom's Box

A few years ago I was in a class that focused on differentiation and levels of knowledge. One fo the strategies the instructor shared was to create a "Bloom's Box" for assignments related to an organizing theme.

A Bloom's Box helps the teacher ensure that s/he is providing instruction at both the lower levels of understanding and at the higher levels of thinking. Essentially, a table is created labeled with each level of Bloom's taxonomy and assignments are sorted into appropriate categories. It helps the teacher make sure there is a balanced experience for all learners.

I'm going to use my Bloom's Box this summer for our Water and Sea Life Unit I have planned.

You can download my Bloom's Box here.

The following is just a list of the activities included in my Bloom's Box.

Knowledge

Students will name pictures of different bodies of water. (river, lake, pond, ocean, waterfall).

Students will name pictures of actions people can do with water (wash your hands, brush your teeth, take a bath, swim, play at the water table, drink, water plants, wash cars, ski, snorkel, boating).

Students will name pictures of sea life (sea star, shark, fish, stingray, jellyfish, manatee, urchin, sea anenome, dolphin, crab, lobster).

Comprehension

Alive/Not Alive Chart
Students will sort pictures of various familiar objects, people, animals and plants on a t-chart according whether the picture is something that is alive or not alive.

Comprehension questions
Students will answer “wh” about familiar stories and classroom activities.

Wants/Needs Action Chart:
Students will sort pictures of previously learned action words into categories of actions we need and actions we want to do.

Application

Class Aquarium
After reading the no-fiction trade book, “What’s It Like to be a Fish?” using Boardmaker icons and pictures, students will create a list of items needed to create a classroom aquarium.

Class Hermit Crab Habitat

After reading the book “A House for Hermit Crab,” using Boardmaker icons and pictures, students will create a list of items needed to create a hermit crab habitat.

Analysis

Compare and Contrast
Students will compare and contrast the homes of a sea creature of their choice with their home using Boardmaker icons, pictures and a pre-made Venn Diagram.

Compare and Contrast

Students will compare and contrast what we used to make our fish aquarium and what we used to make our hermit crab habitat using Boardmaker icons, pictures and a pre-made Venn Diagram.

Synthesis

Class Aquarium
Students will use supplies generated from their lists to assemble our class aquarium.

Class Hermit Crab Habitat

Students will use supplies generated from their lists to assemble our class hermit crab habitat

Evaluation

If I could be…
Students will draw a picture of any sea creature they would want to be. They will dictate which animal they chose and why they chose it.

Water Hole
Before reading the ending to the story, students will predict what will happen to the animals and the plants if it never rains again.

Personal Needs:

Students will predict and dictate responses of what would happen if we didn’t have water to wash our hands or brush our teeth.

Digital Photos and Oral Langauge Samples

I really like having digital photos of students engaged in classroom activites, field trips, or special events.

The digital camera is such a useful piece of technology because we can click away hoping to capture that one moment and not worry about wasting film.

I am very fortunate at my school because we have quite a few digital cameras available for teacher use and a number of color printers that can be used to print photos. We take tons of photos and use them to promote authentic, familiar language building experiences.

We start with photos of students playing or working in classroom tasks. At cirlce time or in small groups my assistant and I model how to talk about the picture. For some groups we work on labeling the objects or people in the picture. The next step is to use a 2-3 word phrase to tell about the picture and the action in the picture (i.e. Susie painting.) We then work to increase the descriptive words and build upon the sequence of the activity.

Our goal is to show students an array of 2-3 pictures, let the child choose one to talk about and record a language sample such as this (although it may be grammatically incorrect) : "I playing water table. I getting the crab a new home. Him like his new home because him it's big for him and him safe there."

The child who told us this story demonstrates his ability to label familiar objects and to use verbs with the "ing " ending. He also demonstrates that he understands the science concept that the crab moves to a new home because it outgrew the old one and for protection. His language sample further shows that we need to continue to work on proper pronoun usage and grammatically using helping verbs such as "am".

Digital photos act as a writing prompt or an idea prompt for young children. They spark many great conversations and opportunities to see what students have learned.