MEAP testing has come and gone. For those of you not in the know, it is the Michigan Educational Assessment Program, mandated by the Michigan Department of Education. Yes I know this has nothing to do with RTI but it's my blog and I am going to vent my frustrations with this test.
For the past 2 weeks, 3rd and 4th graders accross Michigan have been "MEAPING". One of the subjeccts the 4th graders were tested on was writing. We tested children from 10:30 - 11:30 and again from 1:30 to 2:45. Seriously. Since I work with children with emotional impairments this can be problematic. Some of them have not developed the stamina to sit still and write for that length of time. Actually I think it's a huge amount of time to ask any 4th grader to sustain in a testing situation but then the state officials obviously know better. Like they knew better when they designed the first writing prompt...."Write about your special friend". I read that and thought oh no seriously? This is the writing prompt? Oh yes....and you know what my EI children promptly said don't you? I don't have any friends. And it wasn't said sweetly or quietly either. Now I have an angry kid yelling at me saying more than once I DO NOT HAVE ANY SPECIAL FRIENDS! I DO NOT HAVE FRIENDS! If you've ever worked with children who have EI you know that you can not reason with the child when they are in this mode so I said quietly, "I know you don't." That is a tough thing to say to a child, but in this case he calmed down and I was able to talk to him about special people in his life and who he might write about. All of this took quite a bit of time and I knew that we were most likely disturbing the other studtents but there was no help for it. I was the proctor of the test and could not leave the room with this child and leave the rest alonne. And all along running through my mind were the "rules" of MEAP say "No talking" during MEAP. Hmmm.
This is a good measure of what our children know... how?
Sunday, October 28, 2012
Tuesday, October 16, 2012
October is Test Month
For the past two weeks I have been busily testing many children in our school. In Michigan we have the MEAP Michigan Educational Assessment Program state test which is given to all the 3rd and 4th graders in our school/state. We began last week and will finish with the majority tomorrow, aside from a few make up tests. In our school we are also DIEBLEing, giving SRI (Scholastic Reading Inventory) doing running records along with PSI (Phonics Screener for Intervention) and PASI ( Phonological Awareness Screener for Intervention), not to mention Discovery Ed for reading and math. Our children are being tested to death.
When I go into the Kindergarten or first grade classrooms and test a child I get mixed responses from them. Some are totally trusting and come with me willingly, answer all my questions and leave me with a friendly wave goodbye. Others look at me like I'm the devil in disguise, their eyes assessing my every movement and not one glimmer of trust. I often wonder what they're thinking...who is this lady, why is she wanting to take me? Or what another test? I wonder too if their distrust of me hampers their test results. Do they already know as kindergartners that they should not give a wrong answer? Some children watch every movement of my pen. A couple are so bold as to ask what I'm writing or why the test is over so quickly ( I must stop testing on PSI and PASI when they make a mistake). The 1st graders have been very aware that some kids return to the room quickly from my testing and some take much longer and they ask me why they're done so quickly. So I ponder that question and wonder do I tell the truth? We're done because you made a mistake. No, I say well that's the end of your test, and thank you for helping me.
Tomorrow all my data and I will to go an RTI meeting with the teachers from K, 1st and 2nd. We will talk data and groupings and who will take which group for interventions. We will also discuss why or how 43% of our first graders did not pass skill level 4.2 and need to be retaught instead of having intervention groups. We will discuss why so many kids have not passed this skill of onset and rime and how we can address it this year so that next year we do not yet again have 43% of first grade not knowing this skill. It should be an interesting meeting.
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When I go into the Kindergarten or first grade classrooms and test a child I get mixed responses from them. Some are totally trusting and come with me willingly, answer all my questions and leave me with a friendly wave goodbye. Others look at me like I'm the devil in disguise, their eyes assessing my every movement and not one glimmer of trust. I often wonder what they're thinking...who is this lady, why is she wanting to take me? Or what another test? I wonder too if their distrust of me hampers their test results. Do they already know as kindergartners that they should not give a wrong answer? Some children watch every movement of my pen. A couple are so bold as to ask what I'm writing or why the test is over so quickly ( I must stop testing on PSI and PASI when they make a mistake). The 1st graders have been very aware that some kids return to the room quickly from my testing and some take much longer and they ask me why they're done so quickly. So I ponder that question and wonder do I tell the truth? We're done because you made a mistake. No, I say well that's the end of your test, and thank you for helping me.
Tomorrow all my data and I will to go an RTI meeting with the teachers from K, 1st and 2nd. We will talk data and groupings and who will take which group for interventions. We will also discuss why or how 43% of our first graders did not pass skill level 4.2 and need to be retaught instead of having intervention groups. We will discuss why so many kids have not passed this skill of onset and rime and how we can address it this year so that next year we do not yet again have 43% of first grade not knowing this skill. It should be an interesting meeting.
Tuesday, October 9, 2012
New Year, New Responsibilities
A new school year has begun and along with that came many changes. The biggest change for me was the elimination of our reading consultants. Gone with a slash in a round of budget cuts. Go figure. Now that we are sans reading consultants the rest of the staff has begun to realize just how much our fantastic reading consultant did for us all. Funny how it takes many of us to do the job one previously did.
So I am doing my part to replace our consultant as well and of course my part has to do with RTI and thus begins the learning curve yet again. Since my 3 year goal revolves around learning RTI (response to instruction) it seems logical that I am learning how to test our K and 1st graders with the PASI and our 2nd graders with the PSI. Since I actually gave the PSI last year, I only have to learn the PASI. It's a pretty simple test to administer and also quick which is in my advantage because I have to find time in my day to include this testing. Luckily I do not have to do every child in each grade, just the students who fall below benchmark on DIBELS ( Dynamic Indicators of Basic Early Literacy Skills).
It was pretty exciting to identify only 14 students in 2nd grade who need interventions at this time. Kudos to our last year's 1st grade teachers for a job well done!
I am in the middle of testing K and 1st so I do not have all the data complied yet but I'll be interested to see what the results of 1st grade.
Wednesday, April 25, 2012
Monday, April 16, 2012
I have been observing and documenting much progress with my 1st grade group, some of it reading based, some of it social/emotional based. I'm not sure which one excites me more.
The other day all three of them were bickering over who was going to sit in which chair. I said that I was pretty sure that 3 very smart kids could figure out how to work together as a team to solve this problem without such a noisy fuss. Surprisingly, they said yes they could and suggested rock, paper, scissors! Well, yea I thought and was quick to praise their solution. A few days later they were again debating (loudly) who would sit where, when one of them said we are not acting like a team, let's solve this with rock, paper scissors. Amazing. I told them I was proud and I was!
And so the learning continues but not always in the way you'd predict. I guess the sad part of the story for me was when I shared the story with the general ed teachers, they were not impressed. These three kids are all at risk for behavior issues, they just figured out how to solve a problem and you're not impressed? All right then ...
Last week was the end of this session and my three had some nice growth. Two of the three now know what the five short vowel sounds are. I know the focus of this session was blends but I simply found not teach blends withou teaching short vowels. No, they're not proficient yet but they are moving in the right direction and they're learning. Good for them.
The other day all three of them were bickering over who was going to sit in which chair. I said that I was pretty sure that 3 very smart kids could figure out how to work together as a team to solve this problem without such a noisy fuss. Surprisingly, they said yes they could and suggested rock, paper, scissors! Well, yea I thought and was quick to praise their solution. A few days later they were again debating (loudly) who would sit where, when one of them said we are not acting like a team, let's solve this with rock, paper scissors. Amazing. I told them I was proud and I was!
And so the learning continues but not always in the way you'd predict. I guess the sad part of the story for me was when I shared the story with the general ed teachers, they were not impressed. These three kids are all at risk for behavior issues, they just figured out how to solve a problem and you're not impressed? All right then ...
Last week was the end of this session and my three had some nice growth. Two of the three now know what the five short vowel sounds are. I know the focus of this session was blends but I simply found not teach blends withou teaching short vowels. No, they're not proficient yet but they are moving in the right direction and they're learning. Good for them.
Friday, March 16, 2012
It's been an interesting March thus far.
I have a new 1st grade group of three, 2 boys and one girl, all three with lots of energy. All three have the need to monitor and correct each other's actions, no matter what. I can be right in the middle of teaching and one will interrupt loudly, totally ignoring me and the lesson at hand to either: A, tell me what the other person is doing wrong or B, tell the other person what they're doing wrong. Usually they choose option B which then lead to an argument between two of the three students and learning stops while I settle the dispute.
I'm struggling with this group for a lot of reasons beyond behavior and inattention. Mostly, I am questioning the logic of moving on to teaching blends when clearly these 3 are still not confident with their knowledge of short vowels, vcv patterns or consonants. They often do not differentiate between consonants and vowels, nor do they understand that every word has to have a vowel. I find myself trying to insert skills pertaining to vowels and consonants while trying to teach blends. I'm frustrated.
I have been gathering data from our RTI 4th graders for a meeting with the staff from the 5/6 building. I am also questioning some of that data and our responses. I discovered that 5 or 6 of our students are currently performing at grade level. I have more than one data piece to supports this. So I ask myself, why are we still pulling these kids out for interventions? Who makes that decision, who says STOP and move on to the next needy student? I think we are lacking in our reporting/monitoring process. Who monitors the interventionists? Should the interventionists be reporting to someone (who?) that their student has been reading proficiently for the past x amount of time? I think we need to revisit this problem.
One of the reasons this distresses me is because I know of other students in the school who are on a waiting list for intervention. We do not have enough people, or possibly we have the people but the interventionists do not the time, because of budget constraints, to service all in need. It's all a balancing act, that's for sure.
I have a new 1st grade group of three, 2 boys and one girl, all three with lots of energy. All three have the need to monitor and correct each other's actions, no matter what. I can be right in the middle of teaching and one will interrupt loudly, totally ignoring me and the lesson at hand to either: A, tell me what the other person is doing wrong or B, tell the other person what they're doing wrong. Usually they choose option B which then lead to an argument between two of the three students and learning stops while I settle the dispute.
I'm struggling with this group for a lot of reasons beyond behavior and inattention. Mostly, I am questioning the logic of moving on to teaching blends when clearly these 3 are still not confident with their knowledge of short vowels, vcv patterns or consonants. They often do not differentiate between consonants and vowels, nor do they understand that every word has to have a vowel. I find myself trying to insert skills pertaining to vowels and consonants while trying to teach blends. I'm frustrated.
I have been gathering data from our RTI 4th graders for a meeting with the staff from the 5/6 building. I am also questioning some of that data and our responses. I discovered that 5 or 6 of our students are currently performing at grade level. I have more than one data piece to supports this. So I ask myself, why are we still pulling these kids out for interventions? Who makes that decision, who says STOP and move on to the next needy student? I think we are lacking in our reporting/monitoring process. Who monitors the interventionists? Should the interventionists be reporting to someone (who?) that their student has been reading proficiently for the past x amount of time? I think we need to revisit this problem.
One of the reasons this distresses me is because I know of other students in the school who are on a waiting list for intervention. We do not have enough people, or possibly we have the people but the interventionists do not the time, because of budget constraints, to service all in need. It's all a balancing act, that's for sure.
Thursday, March 1, 2012
One of the dilemmas that I am currently facing is what to say to fellow teachers when they tell me they simply do not have the time to reteach a skill, even though half of the class is not understanding it. I want to ask how can you not reteach it, but they are already moving on to how little time is left in the school year with so much curriculum left to teach. How can you argue with that, yet how can you not argue that the data says half of your class does not have this skill and it needs to be retaught. Is this a fault in the curriculum? Is there not enough time devoted to this particular skill or is it the make up of the class or the presentation of the materials? Who decided these issues? I don't view that decision making as mine, yet whose is it?
Likewise, when I speak to another staff member about possibly backing up a bit with one particular student and making sure that student has the basic skills needed for reading and being told no that student is just fine. I have assessed that student and no, he/she is not just fine and yes they do need to back up and hit that skill. What do you say then? Well, the data shows.....and it does but my fellow staff member is not buying what I'm saying. Frustration!
Likewise, when I speak to another staff member about possibly backing up a bit with one particular student and making sure that student has the basic skills needed for reading and being told no that student is just fine. I have assessed that student and no, he/she is not just fine and yes they do need to back up and hit that skill. What do you say then? Well, the data shows.....and it does but my fellow staff member is not buying what I'm saying. Frustration!
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