What does "teaching to the test" really mean?

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

It seems like the best way to improve everything would be to find a decent test that focuses on the things DCPS actually wants students to be able to accomplish. Does such a test exist? Like the Regents exam in NY?

Herein lies that problem. The only thing DCPS wants students to do is to score higher on PARCC.

Every school system wants their enrollees to score higher on whatever test they give. Do you think your observation of some major revelation?

You are missing the point. You can score higher by teaching to the test or you can score higher by having a content rich curriculum. Guess which one is in DCPS.

You read 8 pages of replies with people explaining to you that "teaching to the test" isn't a a thing. And that's where you ended up? Ok...

You have your head in the sand. I suggest you read the thread again, especially the one from the teacher that has taught at a title 1 elementary school with 1st hand knowledge of the curriculum and what goes on every single day in the classroom.

Enjoy your denial and kid doing worksheets or whatever.

Or the other 6 pages of people explaining that most schools spend very little time on it? And that this silly talking point about school being about the test? Or the fact that the phrase is only used to explain weak scores ("we don't teach to the test") or high scores ("LT was teaching to the test")? Or that test taking skills aren't specific to PARCC?

You and your buddies are creating something out of nothing.

No, the majority of this thread are parents trying to defend teaching test taking skills. They have no idea how much time is spent on it since they are not teachers.

Hard reality is that DCPS is all about PARCC scores. Schools and the principals who run them, especially more so the poorly performing ones, are under immense pressure to bring up the scores however they can.

Sounds like you are a teacher. And also that you spend an inordinate amount of time teaching to the test. A lot of other teachers on this thread aren't doing that. Maybe this is you needing to improve as an educator and being less concerned with the test?

Not the pp but it’s principals and coaches that are mandating this test prep.

So then why are so many teachers and parents on this thread saying that is not happening at their schools? Why are the schools WOTP who have the best scores spending so little time on it? Even if other poorly performing schools are spending a lot of time on it, why do their scores still suck? And doesn't that indicate "teaching to the test" isn't a real strategy?

Parents don't really know what's going on. How could they? They don't spend time in the classroom. Educators don't want to admit it.

This is really disingenuous. I’m sure there are parents who have no clue what is going on in the classroom, but a motivated parent who is involved in their child’s life knows whether they are learning, and what they are learning. You think I don’t know from talking to my kid how they are progressing on math and reading skills? Whether they are developing critical thinking skills? Whether their vocabulary and reading comprehension is progressing. I talk to my kid every day, I’ve known her for her entire life. We read together every day. She has chores and tasks that utilize math and reading skills. Also: she tells me things! Is she a perfect narrator of what is happening in class, no. But if she was spending all day every day doing worksheets and practicing test taking skills, I’d know. I also talk to the teachers, talk to other parents, attend school events, interact with other kids, etc. The idea that I’m oblivious to what my kid is actually doing at school is laughable. I know way more about what she does at school than her teacher knows about what she does at home.

Also, she goes to a EotP Title 1 school. You better believe I know what is going on in that school.

Try subbing for a couple of days. That will be a reality check.

Except not really because the experience of subbing is quite different from what a classroom is like on a normal day when the teachers are present. But go on trying to terrify parents into thinking they have no idea what's going on at school.

The transparency of teachers and administration is one of the criteria I use to evaluate a school. If I really thought the classroom was a total black box to me, I'd change schools.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

It seems like the best way to improve everything would be to find a decent test that focuses on the things DCPS actually wants students to be able to accomplish. Does such a test exist? Like the Regents exam in NY?

Herein lies that problem. The only thing DCPS wants students to do is to score higher on PARCC.

Every school system wants their enrollees to score higher on whatever test they give. Do you think your observation of some major revelation?

You are missing the point. You can score higher by teaching to the test or you can score higher by having a content rich curriculum. Guess which one is in DCPS.

You read 8 pages of replies with people explaining to you that "teaching to the test" isn't a a thing. And that's where you ended up? Ok...

You have your head in the sand. I suggest you read the thread again, especially the one from the teacher that has taught at a title 1 elementary school with 1st hand knowledge of the curriculum and what goes on every single day in the classroom.

Enjoy your denial and kid doing worksheets or whatever.

Or the other 6 pages of people explaining that most schools spend very little time on it? And that this silly talking point about school being about the test? Or the fact that the phrase is only used to explain weak scores ("we don't teach to the test") or high scores ("LT was teaching to the test")? Or that test taking skills aren't specific to PARCC?

You and your buddies are creating something out of nothing.

No, the majority of this thread are parents trying to defend teaching test taking skills. They have no idea how much time is spent on it since they are not teachers.

Hard reality is that DCPS is all about PARCC scores. Schools and the principals who run them, especially more so the poorly performing ones, are under immense pressure to bring up the scores however they can.

Sounds like you are a teacher. And also that you spend an inordinate amount of time teaching to the test. A lot of other teachers on this thread aren't doing that. Maybe this is you needing to improve as an educator and being less concerned with the test?

Not the pp but it’s principals and coaches that are mandating this test prep.

So then why are so many teachers and parents on this thread saying that is not happening at their schools? Why are the schools WOTP who have the best scores spending so little time on it? Even if other poorly performing schools are spending a lot of time on it, why do their scores still suck? And doesn't that indicate "teaching to the test" isn't a real strategy?

Parents don't really know what's going on. How could they? They don't spend time in the classroom. Educators don't want to admit it.

This is really disingenuous. I’m sure there are parents who have no clue what is going on in the classroom, but a motivated parent who is involved in their child’s life knows whether they are learning, and what they are learning. You think I don’t know from talking to my kid how they are progressing on math and reading skills? Whether they are developing critical thinking skills? Whether their vocabulary and reading comprehension is progressing. I talk to my kid every day, I’ve known her for her entire life. We read together every day. She has chores and tasks that utilize math and reading skills. Also: she tells me things! Is she a perfect narrator of what is happening in class, no. But if she was spending all day every day doing worksheets and practicing test taking skills, I’d know. I also talk to the teachers, talk to other parents, attend school events, interact with other kids, etc. The idea that I’m oblivious to what my kid is actually doing at school is laughable. I know way more about what she does at school than her teacher knows about what she does at home.

Also, she goes to a EotP Title 1 school. You better believe I know what is going on in that school.

You are very defensive about this subject, this makes me think that your school is known for teaching to the test.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

It seems like the best way to improve everything would be to find a decent test that focuses on the things DCPS actually wants students to be able to accomplish. Does such a test exist? Like the Regents exam in NY?

Herein lies that problem. The only thing DCPS wants students to do is to score higher on PARCC.

Every school system wants their enrollees to score higher on whatever test they give. Do you think your observation of some major revelation?

You are missing the point. You can score higher by teaching to the test or you can score higher by having a content rich curriculum. Guess which one is in DCPS.

You read 8 pages of replies with people explaining to you that "teaching to the test" isn't a a thing. And that's where you ended up? Ok...

You have your head in the sand. I suggest you read the thread again, especially the one from the teacher that has taught at a title 1 elementary school with 1st hand knowledge of the curriculum and what goes on every single day in the classroom.

Enjoy your denial and kid doing worksheets or whatever.

Or the other 6 pages of people explaining that most schools spend very little time on it? And that this silly talking point about school being about the test? Or the fact that the phrase is only used to explain weak scores ("we don't teach to the test") or high scores ("LT was teaching to the test")? Or that test taking skills aren't specific to PARCC?

You and your buddies are creating something out of nothing.

No, the majority of this thread are parents trying to defend teaching test taking skills. They have no idea how much time is spent on it since they are not teachers.

Hard reality is that DCPS is all about PARCC scores. Schools and the principals who run them, especially more so the poorly performing ones, are under immense pressure to bring up the scores however they can.

Sounds like you are a teacher. And also that you spend an inordinate amount of time teaching to the test. A lot of other teachers on this thread aren't doing that. Maybe this is you needing to improve as an educator and being less concerned with the test?

Not the pp but it’s principals and coaches that are mandating this test prep.

So then why are so many teachers and parents on this thread saying that is not happening at their schools? Why are the schools WOTP who have the best scores spending so little time on it? Even if other poorly performing schools are spending a lot of time on it, why do their scores still suck? And doesn't that indicate "teaching to the test" isn't a real strategy?

Parents don't really know what's going on. How could they? They don't spend time in the classroom. Educators don't want to admit it.

This is really disingenuous. I’m sure there are parents who have no clue what is going on in the classroom, but a motivated parent who is involved in their child’s life knows whether they are learning, and what they are learning. You think I don’t know from talking to my kid how they are progressing on math and reading skills? Whether they are developing critical thinking skills? Whether their vocabulary and reading comprehension is progressing. I talk to my kid every day, I’ve known her for her entire life. We read together every day. She has chores and tasks that utilize math and reading skills. Also: she tells me things! Is she a perfect narrator of what is happening in class, no. But if she was spending all day every day doing worksheets and practicing test taking skills, I’d know. I also talk to the teachers, talk to other parents, attend school events, interact with other kids, etc. The idea that I’m oblivious to what my kid is actually doing at school is laughable. I know way more about what she does at school than her teacher knows about what she does at home.

Also, she goes to a EotP Title 1 school. You better believe I know what is going on in that school.

You are very defensive about this subject, this makes me think that your school is known for teaching to the test.

Lol, y'all will twist anything to back up your belief (and it is a belief -- even if you have experience in a school that did this, you do not have experience in ALL SCHOOLS).

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

It seems like the best way to improve everything would be to find a decent test that focuses on the things DCPS actually wants students to be able to accomplish. Does such a test exist? Like the Regents exam in NY?

Herein lies that problem. The only thing DCPS wants students to do is to score higher on PARCC.

Every school system wants their enrollees to score higher on whatever test they give. Do you think your observation of some major revelation?

You are missing the point. You can score higher by teaching to the test or you can score higher by having a content rich curriculum. Guess which one is in DCPS.

You read 8 pages of replies with people explaining to you that "teaching to the test" isn't a a thing. And that's where you ended up? Ok...

You have your head in the sand. I suggest you read the thread again, especially the one from the teacher that has taught at a title 1 elementary school with 1st hand knowledge of the curriculum and what goes on every single day in the classroom.

Enjoy your denial and kid doing worksheets or whatever.

Or the other 6 pages of people explaining that most schools spend very little time on it? And that this silly talking point about school being about the test? Or the fact that the phrase is only used to explain weak scores ("we don't teach to the test") or high scores ("LT was teaching to the test")? Or that test taking skills aren't specific to PARCC?

You and your buddies are creating something out of nothing.

No, the majority of this thread are parents trying to defend teaching test taking skills. They have no idea how much time is spent on it since they are not teachers.

Hard reality is that DCPS is all about PARCC scores. Schools and the principals who run them, especially more so the poorly performing ones, are under immense pressure to bring up the scores however they can.

Sounds like you are a teacher. And also that you spend an inordinate amount of time teaching to the test. A lot of other teachers on this thread aren't doing that. Maybe this is you needing to improve as an educator and being less concerned with the test?

Not the pp but it’s principals and coaches that are mandating this test prep.

So then why are so many teachers and parents on this thread saying that is not happening at their schools? Why are the schools WOTP who have the best scores spending so little time on it? Even if other poorly performing schools are spending a lot of time on it, why do their scores still suck? And doesn't that indicate "teaching to the test" isn't a real strategy?

Parents don't really know what's going on. How could they? They don't spend time in the classroom. Educators don't want to admit it.

The disdain teachers like you have for parents in thinking that we wouldn't know how much time is and is not spent on testing is alarming.

I was a teacher and a parent. It’s not disdain; it’s self reflection. As parents we think we know what’s going on in school. It’s not until you get into the classroom that you see the real picture.

There's another thread on DCUM right now where some WTU member "asks" if it bothers anyone that admins just got a raise and bonus and teachers didn't. Wanna know why parents haven't screamed en mass in support of teachers? Because of the pervasively piss poor attitude of your kind. I used to be on your side. Now I'm happy you all are getting screwed. You deserve it. Continue to make enemies of the constituencies that can help you and see how that works out.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

It seems like the best way to improve everything would be to find a decent test that focuses on the things DCPS actually wants students to be able to accomplish. Does such a test exist? Like the Regents exam in NY?

Herein lies that problem. The only thing DCPS wants students to do is to score higher on PARCC.

Every school system wants their enrollees to score higher on whatever test they give. Do you think your observation of some major revelation?

You are missing the point. You can score higher by teaching to the test or you can score higher by having a content rich curriculum. Guess which one is in DCPS.

You read 8 pages of replies with people explaining to you that "teaching to the test" isn't a a thing. And that's where you ended up? Ok...

You have your head in the sand. I suggest you read the thread again, especially the one from the teacher that has taught at a title 1 elementary school with 1st hand knowledge of the curriculum and what goes on every single day in the classroom.

Enjoy your denial and kid doing worksheets or whatever.

Or the other 6 pages of people explaining that most schools spend very little time on it? And that this silly talking point about school being about the test? Or the fact that the phrase is only used to explain weak scores ("we don't teach to the test") or high scores ("LT was teaching to the test")? Or that test taking skills aren't specific to PARCC?

You and your buddies are creating something out of nothing.

No, the majority of this thread are parents trying to defend teaching test taking skills. They have no idea how much time is spent on it since they are not teachers.

Hard reality is that DCPS is all about PARCC scores. Schools and the principals who run them, especially more so the poorly performing ones, are under immense pressure to bring up the scores however they can.

Sounds like you are a teacher. And also that you spend an inordinate amount of time teaching to the test. A lot of other teachers on this thread aren't doing that. Maybe this is you needing to improve as an educator and being less concerned with the test?

Not the pp but it’s principals and coaches that are mandating this test prep.

So then why are so many teachers and parents on this thread saying that is not happening at their schools? Why are the schools WOTP who have the best scores spending so little time on it? Even if other poorly performing schools are spending a lot of time on it, why do their scores still suck? And doesn't that indicate "teaching to the test" isn't a real strategy?

Parents don't really know what's going on. How could they? They don't spend time in the classroom. Educators don't want to admit it.

This is really disingenuous. I’m sure there are parents who have no clue what is going on in the classroom, but a motivated parent who is involved in their child’s life knows whether they are learning, and what they are learning. You think I don’t know from talking to my kid how they are progressing on math and reading skills? Whether they are developing critical thinking skills? Whether their vocabulary and reading comprehension is progressing. I talk to my kid every day, I’ve known her for her entire life. We read together every day. She has chores and tasks that utilize math and reading skills. Also: she tells me things! Is she a perfect narrator of what is happening in class, no. But if she was spending all day every day doing worksheets and practicing test taking skills, I’d know. I also talk to the teachers, talk to other parents, attend school events, interact with other kids, etc. The idea that I’m oblivious to what my kid is actually doing at school is laughable. I know way more about what she does at school than her teacher knows about what she does at home.

Also, she goes to a EotP Title 1 school. You better believe I know what is going on in that school.

You are very defensive about this subject, this makes me think that your school is known for teaching to the test.

NP. Your reply is nonsensical.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

It seems like the best way to improve everything would be to find a decent test that focuses on the things DCPS actually wants students to be able to accomplish. Does such a test exist? Like the Regents exam in NY?

Herein lies that problem. The only thing DCPS wants students to do is to score higher on PARCC.

Every school system wants their enrollees to score higher on whatever test they give. Do you think your observation of some major revelation?

You are missing the point. You can score higher by teaching to the test or you can score higher by having a content rich curriculum. Guess which one is in DCPS.

You read 8 pages of replies with people explaining to you that "teaching to the test" isn't a a thing. And that's where you ended up? Ok...

You have your head in the sand. I suggest you read the thread again, especially the one from the teacher that has taught at a title 1 elementary school with 1st hand knowledge of the curriculum and what goes on every single day in the classroom.

Enjoy your denial and kid doing worksheets or whatever.

Or the other 6 pages of people explaining that most schools spend very little time on it? And that this silly talking point about school being about the test? Or the fact that the phrase is only used to explain weak scores ("we don't teach to the test") or high scores ("LT was teaching to the test")? Or that test taking skills aren't specific to PARCC?

You and your buddies are creating something out of nothing.

No, the majority of this thread are parents trying to defend teaching test taking skills. They have no idea how much time is spent on it since they are not teachers.

Hard reality is that DCPS is all about PARCC scores. Schools and the principals who run them, especially more so the poorly performing ones, are under immense pressure to bring up the scores however they can.

Sounds like you are a teacher. And also that you spend an inordinate amount of time teaching to the test. A lot of other teachers on this thread aren't doing that. Maybe this is you needing to improve as an educator and being less concerned with the test?

Not the pp but it’s principals and coaches that are mandating this test prep.

So then why are so many teachers and parents on this thread saying that is not happening at their schools? Why are the schools WOTP who have the best scores spending so little time on it? Even if other poorly performing schools are spending a lot of time on it, why do their scores still suck? And doesn't that indicate "teaching to the test" isn't a real strategy?

Parents don't really know what's going on. How could they? They don't spend time in the classroom. Educators don't want to admit it.

The disdain teachers like you have for parents in thinking that we wouldn't know how much time is and is not spent on testing is alarming.

I was a teacher and a parent. It’s not disdain; it’s self reflection. As parents we think we know what’s going on in school. It’s not until you get into the classroom that you see the real picture.

There's another thread on DCUM right now where some WTU member "asks" if it bothers anyone that admins just got a raise and bonus and teachers didn't. Wanna know why parents haven't screamed en mass in support of teachers? Because of the pervasively piss poor attitude of your kind. I used to be on your side. Now I'm happy you all are getting screwed. You deserve it. Continue to make enemies of the constituencies that can help you and see how that works out.

NP, not a teacher but a parent. You need to check your attitude. The teacher above doesn’t have a piss poor attitude. You do with what you wrote above. She is telling you that she has been on both sides as a parent and a teacher and parents don’t really know as much as they think what is going on in the classroom. I believe her and have experienced this myself as a parent last year.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

It seems like the best way to improve everything would be to find a decent test that focuses on the things DCPS actually wants students to be able to accomplish. Does such a test exist? Like the Regents exam in NY?

Herein lies that problem. The only thing DCPS wants students to do is to score higher on PARCC.

Every school system wants their enrollees to score higher on whatever test they give. Do you think your observation of some major revelation?

You are missing the point. You can score higher by teaching to the test or you can score higher by having a content rich curriculum. Guess which one is in DCPS.

You read 8 pages of replies with people explaining to you that "teaching to the test" isn't a a thing. And that's where you ended up? Ok...

You have your head in the sand. I suggest you read the thread again, especially the one from the teacher that has taught at a title 1 elementary school with 1st hand knowledge of the curriculum and what goes on every single day in the classroom.

Enjoy your denial and kid doing worksheets or whatever.

Or the other 6 pages of people explaining that most schools spend very little time on it? And that this silly talking point about school being about the test? Or the fact that the phrase is only used to explain weak scores ("we don't teach to the test") or high scores ("LT was teaching to the test")? Or that test taking skills aren't specific to PARCC?

You and your buddies are creating something out of nothing.

No, the majority of this thread are parents trying to defend teaching test taking skills. They have no idea how much time is spent on it since they are not teachers.

Hard reality is that DCPS is all about PARCC scores. Schools and the principals who run them, especially more so the poorly performing ones, are under immense pressure to bring up the scores however they can.

Sounds like you are a teacher. And also that you spend an inordinate amount of time teaching to the test. A lot of other teachers on this thread aren't doing that. Maybe this is you needing to improve as an educator and being less concerned with the test?

Not the pp but it’s principals and coaches that are mandating this test prep.

So then why are so many teachers and parents on this thread saying that is not happening at their schools? Why are the schools WOTP who have the best scores spending so little time on it? Even if other poorly performing schools are spending a lot of time on it, why do their scores still suck? And doesn't that indicate "teaching to the test" isn't a real strategy?

Parents don't really know what's going on. How could they? They don't spend time in the classroom. Educators don't want to admit it.

The disdain teachers like you have for parents in thinking that we wouldn't know how much time is and is not spent on testing is alarming.

I was a teacher and a parent. It’s not disdain; it’s self reflection. As parents we think we know what’s going on in school. It’s not until you get into the classroom that you see the real picture.

There's another thread on DCUM right now where some WTU member "asks" if it bothers anyone that admins just got a raise and bonus and teachers didn't. Wanna know why parents haven't screamed en mass in support of teachers? Because of the pervasively piss poor attitude of your kind. I used to be on your side. Now I'm happy you all are getting screwed. You deserve it. Continue to make enemies of the constituencies that can help you and see how that works out.

NP, not a teacher but a parent. You need to check your attitude. The teacher above doesn’t have a piss poor attitude. You do with what you wrote above. She is telling you that she has been on both sides as a parent and a teacher and parents don’t really know as much as they think what is going on in the classroom. I believe her and have experienced this myself as a parent last year.

Sorry, what? You have experience with not knowing if your kid's class is spending tons of time on testing and nothing else? Do you not talk to your kid? Look at their work and handouts?

I don't doubt there are parents like you who have no idea what is happening in their kid's classroom. There are bad parents everywhere; that's not news. But the issue isn't bad parenting. The issue is whether a parent who was engaged (i.e. not you) would actually not know if a teacher (like the one to whom I replied) was spending all their time teaching to the test and not teaching actual material.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

It seems like the best way to improve everything would be to find a decent test that focuses on the things DCPS actually wants students to be able to accomplish. Does such a test exist? Like the Regents exam in NY?

Herein lies that problem. The only thing DCPS wants students to do is to score higher on PARCC.

Every school system wants their enrollees to score higher on whatever test they give. Do you think your observation of some major revelation?

You are missing the point. You can score higher by teaching to the test or you can score higher by having a content rich curriculum. Guess which one is in DCPS.

You read 8 pages of replies with people explaining to you that "teaching to the test" isn't a a thing. And that's where you ended up? Ok...

You have your head in the sand. I suggest you read the thread again, especially the one from the teacher that has taught at a title 1 elementary school with 1st hand knowledge of the curriculum and what goes on every single day in the classroom.

Enjoy your denial and kid doing worksheets or whatever.

Or the other 6 pages of people explaining that most schools spend very little time on it? And that this silly talking point about school being about the test? Or the fact that the phrase is only used to explain weak scores ("we don't teach to the test") or high scores ("LT was teaching to the test")? Or that test taking skills aren't specific to PARCC?

You and your buddies are creating something out of nothing.

No, the majority of this thread are parents trying to defend teaching test taking skills. They have no idea how much time is spent on it since they are not teachers.

Hard reality is that DCPS is all about PARCC scores. Schools and the principals who run them, especially more so the poorly performing ones, are under immense pressure to bring up the scores however they can.

Sounds like you are a teacher. And also that you spend an inordinate amount of time teaching to the test. A lot of other teachers on this thread aren't doing that. Maybe this is you needing to improve as an educator and being less concerned with the test?

Not the pp but it’s principals and coaches that are mandating this test prep.

So then why are so many teachers and parents on this thread saying that is not happening at their schools? Why are the schools WOTP who have the best scores spending so little time on it? Even if other poorly performing schools are spending a lot of time on it, why do their scores still suck? And doesn't that indicate "teaching to the test" isn't a real strategy?

Parents don't really know what's going on. How could they? They don't spend time in the classroom. Educators don't want to admit it.

The disdain teachers like you have for parents in thinking that we wouldn't know how much time is and is not spent on testing is alarming.

I was a teacher and a parent. It’s not disdain; it’s self reflection. As parents we think we know what’s going on in school. It’s not until you get into the classroom that you see the real picture.

There's another thread on DCUM right now where some WTU member "asks" if it bothers anyone that admins just got a raise and bonus and teachers didn't. Wanna know why parents haven't screamed en mass in support of teachers? Because of the pervasively piss poor attitude of your kind. I used to be on your side. Now I'm happy you all are getting screwed. You deserve it. Continue to make enemies of the constituencies that can help you and see how that works out.

NP, not a teacher but a parent. You need to check your attitude. The teacher above doesn’t have a piss poor attitude. You do with what you wrote above. She is telling you that she has been on both sides as a parent and a teacher and parents don’t really know as much as they think what is going on in the classroom. I believe her and have experienced this myself as a parent last year.

Sorry, what? You have experience with not knowing if your kid's class is spending tons of time on testing and nothing else? Do you not talk to your kid? Look at their work and handouts?

I don't doubt there are parents like you who have no idea what is happening in their kid's classroom. There are bad parents everywhere; that's not news. But the issue isn't bad parenting. The issue is whether a parent who was engaged (i.e. not you) would actually not know if a teacher (like the one to whom I replied) was spending all their time teaching to the test and not teaching actual material.

PP here. I find it quite funny your misguided assumptions. You couldn’t be further from the truth about how engaged I am. You are so naive if you think you can know much of what is going on in a classroom by looking at handouts or some work being sent home occasionally.

Also teaching to the test is teaching materials that are on the test but at a superficial level. You have no idea what depth of teaching there is, how much analysis is done, how wide encompassing a curriculum is.

You can be on your high idealistic horse thinking that you know so much of what is going on in the class but you really don’t. That’s the reality but carry on.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

It seems like the best way to improve everything would be to find a decent test that focuses on the things DCPS actually wants students to be able to accomplish. Does such a test exist? Like the Regents exam in NY?

Herein lies that problem. The only thing DCPS wants students to do is to score higher on PARCC.

Every school system wants their enrollees to score higher on whatever test they give. Do you think your observation of some major revelation?

You are missing the point. You can score higher by teaching to the test or you can score higher by having a content rich curriculum. Guess which one is in DCPS.

You read 8 pages of replies with people explaining to you that "teaching to the test" isn't a a thing. And that's where you ended up? Ok...

You have your head in the sand. I suggest you read the thread again, especially the one from the teacher that has taught at a title 1 elementary school with 1st hand knowledge of the curriculum and what goes on every single day in the classroom.

Enjoy your denial and kid doing worksheets or whatever.

Or the other 6 pages of people explaining that most schools spend very little time on it? And that this silly talking point about school being about the test? Or the fact that the phrase is only used to explain weak scores ("we don't teach to the test") or high scores ("LT was teaching to the test")? Or that test taking skills aren't specific to PARCC?

You and your buddies are creating something out of nothing.

No, the majority of this thread are parents trying to defend teaching test taking skills. They have no idea how much time is spent on it since they are not teachers.

Hard reality is that DCPS is all about PARCC scores. Schools and the principals who run them, especially more so the poorly performing ones, are under immense pressure to bring up the scores however they can.

Sounds like you are a teacher. And also that you spend an inordinate amount of time teaching to the test. A lot of other teachers on this thread aren't doing that. Maybe this is you needing to improve as an educator and being less concerned with the test?

Not the pp but it’s principals and coaches that are mandating this test prep.

So then why are so many teachers and parents on this thread saying that is not happening at their schools? Why are the schools WOTP who have the best scores spending so little time on it? Even if other poorly performing schools are spending a lot of time on it, why do their scores still suck? And doesn't that indicate "teaching to the test" isn't a real strategy?

Parents don't really know what's going on. How could they? They don't spend time in the classroom. Educators don't want to admit it.

The disdain teachers like you have for parents in thinking that we wouldn't know how much time is and is not spent on testing is alarming.

I was a teacher and a parent. It’s not disdain; it’s self reflection. As parents we think we know what’s going on in school. It’s not until you get into the classroom that you see the real picture.

There's another thread on DCUM right now where some WTU member "asks" if it bothers anyone that admins just got a raise and bonus and teachers didn't. Wanna know why parents haven't screamed en mass in support of teachers? Because of the pervasively piss poor attitude of your kind. I used to be on your side. Now I'm happy you all are getting screwed. You deserve it. Continue to make enemies of the constituencies that can help you and see how that works out.

NP, not a teacher but a parent. You need to check your attitude. The teacher above doesn’t have a piss poor attitude. You do with what you wrote above. She is telling you that she has been on both sides as a parent and a teacher and parents don’t really know as much as they think what is going on in the classroom. I believe her and have experienced this myself as a parent last year.

Sorry, what? You have experience with not knowing if your kid's class is spending tons of time on testing and nothing else? Do you not talk to your kid? Look at their work and handouts?

I don't doubt there are parents like you who have no idea what is happening in their kid's classroom. There are bad parents everywhere; that's not news. But the issue isn't bad parenting. The issue is whether a parent who was engaged (i.e. not you) would actually not know if a teacher (like the one to whom I replied) was spending all their time teaching to the test and not teaching actual material.

PP here. I find it quite funny your misguided assumptions. You couldn’t be further from the truth about how engaged I am. You are so naive if you think you can know much of what is going on in a classroom by looking at handouts or some work being sent home occasionally.

Also teaching to the test is teaching materials that are on the test but at a superficial level. You have no idea what depth of teaching there is, how much analysis is done, how wide encompassing a curriculum is.

You can be on your high idealistic horse thinking that you know so much of what is going on in the class but you really don’t. That’s the reality but carry on.

So your base premise is parents have no idea what is happening in the classroom? Setting aside the weirdness that you are 100% confident about what you know when you indicate you are merely a parent, that's insane. If you truly believe you are sending your kid to a school where you have no idea what is happening in the classroom then:
1. You are a horrible parent
2. The school you send your kid to needs to fire the teachers and admin today.

You can excuse atrocious parenting and schools all you want. That's the reality but carry on.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

It seems like the best way to improve everything would be to find a decent test that focuses on the things DCPS actually wants students to be able to accomplish. Does such a test exist? Like the Regents exam in NY?

Herein lies that problem. The only thing DCPS wants students to do is to score higher on PARCC.

Every school system wants their enrollees to score higher on whatever test they give. Do you think your observation of some major revelation?

You are missing the point. You can score higher by teaching to the test or you can score higher by having a content rich curriculum. Guess which one is in DCPS.

You read 8 pages of replies with people explaining to you that "teaching to the test" isn't a a thing. And that's where you ended up? Ok...

You have your head in the sand. I suggest you read the thread again, especially the one from the teacher that has taught at a title 1 elementary school with 1st hand knowledge of the curriculum and what goes on every single day in the classroom.

Enjoy your denial and kid doing worksheets or whatever.

Or the other 6 pages of people explaining that most schools spend very little time on it? And that this silly talking point about school being about the test? Or the fact that the phrase is only used to explain weak scores ("we don't teach to the test") or high scores ("LT was teaching to the test")? Or that test taking skills aren't specific to PARCC?

You and your buddies are creating something out of nothing.

No, the majority of this thread are parents trying to defend teaching test taking skills. They have no idea how much time is spent on it since they are not teachers.

Hard reality is that DCPS is all about PARCC scores. Schools and the principals who run them, especially more so the poorly performing ones, are under immense pressure to bring up the scores however they can.

Sounds like you are a teacher. And also that you spend an inordinate amount of time teaching to the test. A lot of other teachers on this thread aren't doing that. Maybe this is you needing to improve as an educator and being less concerned with the test?

Not the pp but it’s principals and coaches that are mandating this test prep.

So then why are so many teachers and parents on this thread saying that is not happening at their schools? Why are the schools WOTP who have the best scores spending so little time on it? Even if other poorly performing schools are spending a lot of time on it, why do their scores still suck? And doesn't that indicate "teaching to the test" isn't a real strategy?

Parents don't really know what's going on. How could they? They don't spend time in the classroom. Educators don't want to admit it.

The disdain teachers like you have for parents in thinking that we wouldn't know how much time is and is not spent on testing is alarming.

I was a teacher and a parent. It’s not disdain; it’s self reflection. As parents we think we know what’s going on in school. It’s not until you get into the classroom that you see the real picture.

There's another thread on DCUM right now where some WTU member "asks" if it bothers anyone that admins just got a raise and bonus and teachers didn't. Wanna know why parents haven't screamed en mass in support of teachers? Because of the pervasively piss poor attitude of your kind. I used to be on your side. Now I'm happy you all are getting screwed. You deserve it. Continue to make enemies of the constituencies that can help you and see how that works out.

NP, not a teacher but a parent. You need to check your attitude. The teacher above doesn’t have a piss poor attitude. You do with what you wrote above. She is telling you that she has been on both sides as a parent and a teacher and parents don’t really know as much as they think what is going on in the classroom. I believe her and have experienced this myself as a parent last year.

Sorry, what? You have experience with not knowing if your kid's class is spending tons of time on testing and nothing else? Do you not talk to your kid? Look at their work and handouts?

I don't doubt there are parents like you who have no idea what is happening in their kid's classroom. There are bad parents everywhere; that's not news. But the issue isn't bad parenting. The issue is whether a parent who was engaged (i.e. not you) would actually not know if a teacher (like the one to whom I replied) was spending all their time teaching to the test and not teaching actual material.

PP here. I find it quite funny your misguided assumptions. You couldn’t be further from the truth about how engaged I am. You are so naive if you think you can know much of what is going on in a classroom by looking at handouts or some work being sent home occasionally.

Also teaching to the test is teaching materials that are on the test but at a superficial level. You have no idea what depth of teaching there is, how much analysis is done, how wide encompassing a curriculum is.

You can be on your high idealistic horse thinking that you know so much of what is going on in the class but you really don’t. That’s the reality but carry on.

So your base premise is parents have no idea what is happening in the classroom? Setting aside the weirdness that you are 100% confident about what you know when you indicate you are merely a parent, that's insane. If you truly believe you are sending your kid to a school where you have no idea what is happening in the classroom then:
1. You are a horrible parent
2. The school you send your kid to needs to fire the teachers and admin today.

You can excuse atrocious parenting and schools all you want. That's the reality but carry on.

Interesting how you failed to address any responses to my statements above about how you think you seem to know so much of what is going on in a classroom.

Instead you continue to make incorrect assumptions. Never said my premise was I had no idea what is happening in a classroom. What I said was parents don’t know alot and as the teacher above says as much as they think.

It’s sad that you can’t admit the obvious and continue to attack and make incorrect assumptions. Why don’t you get back to us when your kid is older in your title 1 school and you are faced with the reality of your naivety

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

It seems like the best way to improve everything would be to find a decent test that focuses on the things DCPS actually wants students to be able to accomplish. Does such a test exist? Like the Regents exam in NY?

Herein lies that problem. The only thing DCPS wants students to do is to score higher on PARCC.

Every school system wants their enrollees to score higher on whatever test they give. Do you think your observation of some major revelation?

You are missing the point. You can score higher by teaching to the test or you can score higher by having a content rich curriculum. Guess which one is in DCPS.

You read 8 pages of replies with people explaining to you that "teaching to the test" isn't a a thing. And that's where you ended up? Ok...

You have your head in the sand. I suggest you read the thread again, especially the one from the teacher that has taught at a title 1 elementary school with 1st hand knowledge of the curriculum and what goes on every single day in the classroom.

Enjoy your denial and kid doing worksheets or whatever.

Or the other 6 pages of people explaining that most schools spend very little time on it? And that this silly talking point about school being about the test? Or the fact that the phrase is only used to explain weak scores ("we don't teach to the test") or high scores ("LT was teaching to the test")? Or that test taking skills aren't specific to PARCC?

You and your buddies are creating something out of nothing.

No, the majority of this thread are parents trying to defend teaching test taking skills. They have no idea how much time is spent on it since they are not teachers.

Hard reality is that DCPS is all about PARCC scores. Schools and the principals who run them, especially more so the poorly performing ones, are under immense pressure to bring up the scores however they can.

Sounds like you are a teacher. And also that you spend an inordinate amount of time teaching to the test. A lot of other teachers on this thread aren't doing that. Maybe this is you needing to improve as an educator and being less concerned with the test?

Not the pp but it’s principals and coaches that are mandating this test prep.

So then why are so many teachers and parents on this thread saying that is not happening at their schools? Why are the schools WOTP who have the best scores spending so little time on it? Even if other poorly performing schools are spending a lot of time on it, why do their scores still suck? And doesn't that indicate "teaching to the test" isn't a real strategy?

Parents don't really know what's going on. How could they? They don't spend time in the classroom. Educators don't want to admit it.

The disdain teachers like you have for parents in thinking that we wouldn't know how much time is and is not spent on testing is alarming.

I was a teacher and a parent. It’s not disdain; it’s self reflection. As parents we think we know what’s going on in school. It’s not until you get into the classroom that you see the real picture.

There's another thread on DCUM right now where some WTU member "asks" if it bothers anyone that admins just got a raise and bonus and teachers didn't. Wanna know why parents haven't screamed en mass in support of teachers? Because of the pervasively piss poor attitude of your kind. I used to be on your side. Now I'm happy you all are getting screwed. You deserve it. Continue to make enemies of the constituencies that can help you and see how that works out.

NP, not a teacher but a parent. You need to check your attitude. The teacher above doesn’t have a piss poor attitude. You do with what you wrote above. She is telling you that she has been on both sides as a parent and a teacher and parents don’t really know as much as they think what is going on in the classroom. I believe her and have experienced this myself as a parent last year.

Sorry, what? You have experience with not knowing if your kid's class is spending tons of time on testing and nothing else? Do you not talk to your kid? Look at their work and handouts?

I don't doubt there are parents like you who have no idea what is happening in their kid's classroom. There are bad parents everywhere; that's not news. But the issue isn't bad parenting. The issue is whether a parent who was engaged (i.e. not you) would actually not know if a teacher (like the one to whom I replied) was spending all their time teaching to the test and not teaching actual material.

PP here. I find it quite funny your misguided assumptions. You couldn’t be further from the truth about how engaged I am. You are so naive if you think you can know much of what is going on in a classroom by looking at handouts or some work being sent home occasionally.

Also teaching to the test is teaching materials that are on the test but at a superficial level. You have no idea what depth of teaching there is, how much analysis is done, how wide encompassing a curriculum is.

You can be on your high idealistic horse thinking that you know so much of what is going on in the class but you really don’t. That’s the reality but carry on.

So your base premise is parents have no idea what is happening in the classroom? Setting aside the weirdness that you are 100% confident about what you know when you indicate you are merely a parent, that's insane. If you truly believe you are sending your kid to a school where you have no idea what is happening in the classroom then:
1. You are a horrible parent
2. The school you send your kid to needs to fire the teachers and admin today.

You can excuse atrocious parenting and schools all you want. That's the reality but carry on.

Interesting how you failed to address any responses to my statements above about how you think you seem to know so much of what is going on in a classroom.

Instead you continue to make incorrect assumptions. Never said my premise was I had no idea what is happening in a classroom. What I said was parents don’t know alot and as the teacher above says as much as they think.

It’s sad that you can’t admit the obvious and continue to attack and make incorrect assumptions. Why don’t you get back to us when your kid is older in your title 1 school and you are faced with the reality of your naivety

"Assumption" does not mean what you think it means. You said you are a parent and not a teacher. You said parents don't know what happens in the classroom. You said this with absolute certainty without a second of awareness of the irony that your premise is that parents can't know. None of those are assumptions. My opinion (not assumption) is that a parent (like you) who thinks only the teacher can asses what and to what level material is being taught must be a terrible parent.

Maybe "assumption" is one of your kid's vocab words? You could review what they are learning and learn what assumption means all in one! Win-win.

[Anonymous]

The problem isn't just teaching to the test. It's the combination of Common Core, PARRC, and ANET, plus additional assessments.

Testing takes a huge bite out of the school year. Take a look at the DCPS assessment calendar. It's nuts and it's incredibly disruptive to the school routine, especially when you consider the administrative task of providing accommodations.

Then you have the dilemma of what to do with all this data. Spoiler alert, unless you're using it to sort students or evaluate teachers, it's basically useless. Plus, it's not terribly accurate. We have huge problems with test nullification. Students just refuse to take the test, or they guess, or they mess with the laptops.

One year we were instructed to focus on the constructed responses because a large percentage of students just didn't write them. We spend a lot of effort teaching students how to analyze a prompt and how to use a formula to answer the prompt. If this isn't teaching to the test, what is it?

Then you have Common Core. If you actually read the standards you notice that most of them are nonsense, especially in ELA. The ELA standards were developed by consultants that weren't even educators. And yet, teachers are compelled to use this dubious data and common core standards to develop lessons with the goal of raising test scores on PARRC.

Most high-SES students don't really have a problem with all this testing. It's unfortunate that they are missing out on what could be a compelling, content-rich curriculum. But they survive. The students who are harmed the most by Common Core-ANET-PARRC are low-SES students who really need a rich curriculum in order to improve their reading comprehension.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

It seems like the best way to improve everything would be to find a decent test that focuses on the things DCPS actually wants students to be able to accomplish. Does such a test exist? Like the Regents exam in NY?

Herein lies that problem. The only thing DCPS wants students to do is to score higher on PARCC.

Every school system wants their enrollees to score higher on whatever test they give. Do you think your observation of some major revelation?

You are missing the point. You can score higher by teaching to the test or you can score higher by having a content rich curriculum. Guess which one is in DCPS.

You read 8 pages of replies with people explaining to you that "teaching to the test" isn't a a thing. And that's where you ended up? Ok...

You have your head in the sand. I suggest you read the thread again, especially the one from the teacher that has taught at a title 1 elementary school with 1st hand knowledge of the curriculum and what goes on every single day in the classroom.

Enjoy your denial and kid doing worksheets or whatever.

Or the other 6 pages of people explaining that most schools spend very little time on it? And that this silly talking point about school being about the test? Or the fact that the phrase is only used to explain weak scores ("we don't teach to the test") or high scores ("LT was teaching to the test")? Or that test taking skills aren't specific to PARCC?

You and your buddies are creating something out of nothing.

No, the majority of this thread are parents trying to defend teaching test taking skills. They have no idea how much time is spent on it since they are not teachers.

Hard reality is that DCPS is all about PARCC scores. Schools and the principals who run them, especially more so the poorly performing ones, are under immense pressure to bring up the scores however they can.

Sounds like you are a teacher. And also that you spend an inordinate amount of time teaching to the test. A lot of other teachers on this thread aren't doing that. Maybe this is you needing to improve as an educator and being less concerned with the test?

Not the pp but it’s principals and coaches that are mandating this test prep.

So then why are so many teachers and parents on this thread saying that is not happening at their schools? Why are the schools WOTP who have the best scores spending so little time on it? Even if other poorly performing schools are spending a lot of time on it, why do their scores still suck? And doesn't that indicate "teaching to the test" isn't a real strategy?

Parents don't really know what's going on. How could they? They don't spend time in the classroom. Educators don't want to admit it.

The disdain teachers like you have for parents in thinking that we wouldn't know how much time is and is not spent on testing is alarming.

I was a teacher and a parent. It’s not disdain; it’s self reflection. As parents we think we know what’s going on in school. It’s not until you get into the classroom that you see the real picture.

There's another thread on DCUM right now where some WTU member "asks" if it bothers anyone that admins just got a raise and bonus and teachers didn't. Wanna know why parents haven't screamed en mass in support of teachers? Because of the pervasively piss poor attitude of your kind. I used to be on your side. Now I'm happy you all are getting screwed. You deserve it. Continue to make enemies of the constituencies that can help you and see how that works out.

NP, not a teacher but a parent. You need to check your attitude. The teacher above doesn’t have a piss poor attitude. You do with what you wrote above. She is telling you that she has been on both sides as a parent and a teacher and parents don’t really know as much as they think what is going on in the classroom. I believe her and have experienced this myself as a parent last year.

Sorry, what? You have experience with not knowing if your kid's class is spending tons of time on testing and nothing else? Do you not talk to your kid? Look at their work and handouts?

I don't doubt there are parents like you who have no idea what is happening in their kid's classroom. There are bad parents everywhere; that's not news. But the issue isn't bad parenting. The issue is whether a parent who was engaged (i.e. not you) would actually not know if a teacher (like the one to whom I replied) was spending all their time teaching to the test and not teaching actual material.

PP here. I find it quite funny your misguided assumptions. You couldn’t be further from the truth about how engaged I am. You are so naive if you think you can know much of what is going on in a classroom by looking at handouts or some work being sent home occasionally.

Also teaching to the test is teaching materials that are on the test but at a superficial level. You have no idea what depth of teaching there is, how much analysis is done, how wide encompassing a curriculum is.

You can be on your high idealistic horse thinking that you know so much of what is going on in the class but you really don’t. That’s the reality but carry on.

So your base premise is parents have no idea what is happening in the classroom? Setting aside the weirdness that you are 100% confident about what you know when you indicate you are merely a parent, that's insane. If you truly believe you are sending your kid to a school where you have no idea what is happening in the classroom then:
1. You are a horrible parent
2. The school you send your kid to needs to fire the teachers and admin today.

You can excuse atrocious parenting and schools all you want. That's the reality but carry on.

Interesting how you failed to address any responses to my statements above about how you think you seem to know so much of what is going on in a classroom.

Instead you continue to make incorrect assumptions. Never said my premise was I had no idea what is happening in a classroom. What I said was parents don’t know alot and as the teacher above says as much as they think.

It’s sad that you can’t admit the obvious and continue to attack and make incorrect assumptions. Why don’t you get back to us when your kid is older in your title 1 school and you are faced with the reality of your naivety

"Assumption" does not mean what you think it means. You said you are a parent and not a teacher. You said parents don't know what happens in the classroom. You said this with absolute certainty without a second of awareness of the irony that your premise is that parents can't know. None of those are assumptions. My opinion (not assumption) is that a parent (like you) who thinks only the teacher can asses what and to what level material is being taught must be a terrible parent.

Maybe "assumption" is one of your kid's vocab words? You could review what they are learning and learn what assumption means all in one! Win-win.

Looks like you have a reading comprehension issue. Below is exactly what I said. YOU made the assumption I said parents don’t know what is happening at all. I said they don’t know a lot and as much as they think they do.

“NP, not a teacher but a parent. You need to check your attitude. The teacher above doesn’t have a piss poor attitude. You do with what you wrote above. She is telling you that she has been on both sides as a parent and a teacher and parents don’t really know as much as they think what is going on in the classroom. I believe her and have experienced this myself as a parent last year”

Of course you know exactly what is going on in the classroom from what your 5 year old tells you and seeing the worksheets being sent home. All is dandy because she can read and add. LOL!

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

It seems like the best way to improve everything would be to find a decent test that focuses on the things DCPS actually wants students to be able to accomplish. Does such a test exist? Like the Regents exam in NY?

Herein lies that problem. The only thing DCPS wants students to do is to score higher on PARCC.

Every school system wants their enrollees to score higher on whatever test they give. Do you think your observation of some major revelation?

You are missing the point. You can score higher by teaching to the test or you can score higher by having a content rich curriculum. Guess which one is in DCPS.

You read 8 pages of replies with people explaining to you that "teaching to the test" isn't a a thing. And that's where you ended up? Ok...

You have your head in the sand. I suggest you read the thread again, especially the one from the teacher that has taught at a title 1 elementary school with 1st hand knowledge of the curriculum and what goes on every single day in the classroom.

Enjoy your denial and kid doing worksheets or whatever.

Or the other 6 pages of people explaining that most schools spend very little time on it? And that this silly talking point about school being about the test? Or the fact that the phrase is only used to explain weak scores ("we don't teach to the test") or high scores ("LT was teaching to the test")? Or that test taking skills aren't specific to PARCC?

You and your buddies are creating something out of nothing.

No, the majority of this thread are parents trying to defend teaching test taking skills. They have no idea how much time is spent on it since they are not teachers.

Hard reality is that DCPS is all about PARCC scores. Schools and the principals who run them, especially more so the poorly performing ones, are under immense pressure to bring up the scores however they can.

Sounds like you are a teacher. And also that you spend an inordinate amount of time teaching to the test. A lot of other teachers on this thread aren't doing that. Maybe this is you needing to improve as an educator and being less concerned with the test?

Not the pp but it’s principals and coaches that are mandating this test prep.

So then why are so many teachers and parents on this thread saying that is not happening at their schools? Why are the schools WOTP who have the best scores spending so little time on it? Even if other poorly performing schools are spending a lot of time on it, why do their scores still suck? And doesn't that indicate "teaching to the test" isn't a real strategy?

Parents don't really know what's going on. How could they? They don't spend time in the classroom. Educators don't want to admit it.

The disdain teachers like you have for parents in thinking that we wouldn't know how much time is and is not spent on testing is alarming.

I was a teacher and a parent. It’s not disdain; it’s self reflection. As parents we think we know what’s going on in school. It’s not until you get into the classroom that you see the real picture.

There's another thread on DCUM right now where some WTU member "asks" if it bothers anyone that admins just got a raise and bonus and teachers didn't. Wanna know why parents haven't screamed en mass in support of teachers? Because of the pervasively piss poor attitude of your kind. I used to be on your side. Now I'm happy you all are getting screwed. You deserve it. Continue to make enemies of the constituencies that can help you and see how that works out.

NP, not a teacher but a parent. You need to check your attitude. The teacher above doesn’t have a piss poor attitude. You do with what you wrote above. She is telling you that she has been on both sides as a parent and a teacher and parents don’t really know as much as they think what is going on in the classroom. I believe her and have experienced this myself as a parent last year.

Sorry, what? You have experience with not knowing if your kid's class is spending tons of time on testing and nothing else? Do you not talk to your kid? Look at their work and handouts?

I don't doubt there are parents like you who have no idea what is happening in their kid's classroom. There are bad parents everywhere; that's not news. But the issue isn't bad parenting. The issue is whether a parent who was engaged (i.e. not you) would actually not know if a teacher (like the one to whom I replied) was spending all their time teaching to the test and not teaching actual material.

PP here. I find it quite funny your misguided assumptions. You couldn’t be further from the truth about how engaged I am. You are so naive if you think you can know much of what is going on in a classroom by looking at handouts or some work being sent home occasionally.

Also teaching to the test is teaching materials that are on the test but at a superficial level. You have no idea what depth of teaching there is, how much analysis is done, how wide encompassing a curriculum is.

You can be on your high idealistic horse thinking that you know so much of what is going on in the class but you really don’t. That’s the reality but carry on.

So your base premise is parents have no idea what is happening in the classroom? Setting aside the weirdness that you are 100% confident about what you know when you indicate you are merely a parent, that's insane. If you truly believe you are sending your kid to a school where you have no idea what is happening in the classroom then:
1. You are a horrible parent
2. The school you send your kid to needs to fire the teachers and admin today.

You can excuse atrocious parenting and schools all you want. That's the reality but carry on.

Interesting how you failed to address any responses to my statements above about how you think you seem to know so much of what is going on in a classroom.

Instead you continue to make incorrect assumptions. Never said my premise was I had no idea what is happening in a classroom. What I said was parents don’t know alot and as the teacher above says as much as they think.

It’s sad that you can’t admit the obvious and continue to attack and make incorrect assumptions. Why don’t you get back to us when your kid is older in your title 1 school and you are faced with the reality of your naivety

"Assumption" does not mean what you think it means. You said you are a parent and not a teacher. You said parents don't know what happens in the classroom. You said this with absolute certainty without a second of awareness of the irony that your premise is that parents can't know. None of those are assumptions. My opinion (not assumption) is that a parent (like you) who thinks only the teacher can asses what and to what level material is being taught must be a terrible parent.

Maybe "assumption" is one of your kid's vocab words? You could review what they are learning and learn what assumption means all in one! Win-win.

Looks like you have a reading comprehension issue. Below is exactly what I said. YOU made the assumption I said parents don’t know what is happening at all. I said they don’t know a lot and as much as they think they do.

“NP, not a teacher but a parent. You need to check your attitude. The teacher above doesn’t have a piss poor attitude. You do with what you wrote above. She is telling you that she has been on both sides as a parent and a teacher and parents don’t really know as much as they think what is going on in the classroom. I believe her and have experienced this myself as a parent last year”

Of course you know exactly what is going on in the classroom from what your 5 year old tells you and seeing the worksheets being sent home. All is dandy because she can read and add. LOL!

Again, you don't know what the word "assumption" means. Taking your quote most generously, there was no assumption. I read what you wrote and interpreted it based on the words on the page. An "assumption" is a belief in something without evidence of its proof. Here's an example: You wrote, "...you know exactly what is going on in the classroom from what your 5 year old tells you..." THAT is an assumption, because nothing I wrote indicated that my kid was in ECE. You just created that conclusion out out whole cloth. My kids are both in MS.

If you had an ounce of self awareness or pride you'd clink away into a corner. But based on your prior posts you seem to lack both.

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It seems like the best way to improve everything would be to find a decent test that focuses on the things DCPS actually wants students to be able to accomplish. Does such a test exist? Like the Regents exam in NY?

Herein lies that problem. The only thing DCPS wants students to do is to score higher on PARCC.

Every school system wants their enrollees to score higher on whatever test they give. Do you think your observation of some major revelation?

You are missing the point. You can score higher by teaching to the test or you can score higher by having a content rich curriculum. Guess which one is in DCPS.

You read 8 pages of replies with people explaining to you that "teaching to the test" isn't a a thing. And that's where you ended up? Ok...

You have your head in the sand. I suggest you read the thread again, especially the one from the teacher that has taught at a title 1 elementary school with 1st hand knowledge of the curriculum and what goes on every single day in the classroom.

Enjoy your denial and kid doing worksheets or whatever.

Or the other 6 pages of people explaining that most schools spend very little time on it? And that this silly talking point about school being about the test? Or the fact that the phrase is only used to explain weak scores ("we don't teach to the test") or high scores ("LT was teaching to the test")? Or that test taking skills aren't specific to PARCC?

You and your buddies are creating something out of nothing.

No, the majority of this thread are parents trying to defend teaching test taking skills. They have no idea how much time is spent on it since they are not teachers.

Hard reality is that DCPS is all about PARCC scores. Schools and the principals who run them, especially more so the poorly performing ones, are under immense pressure to bring up the scores however they can.

Sounds like you are a teacher. And also that you spend an inordinate amount of time teaching to the test. A lot of other teachers on this thread aren't doing that. Maybe this is you needing to improve as an educator and being less concerned with the test?

Not the pp but it’s principals and coaches that are mandating this test prep.

So then why are so many teachers and parents on this thread saying that is not happening at their schools? Why are the schools WOTP who have the best scores spending so little time on it? Even if other poorly performing schools are spending a lot of time on it, why do their scores still suck? And doesn't that indicate "teaching to the test" isn't a real strategy?

Parents don't really know what's going on. How could they? They don't spend time in the classroom. Educators don't want to admit it.

The disdain teachers like you have for parents in thinking that we wouldn't know how much time is and is not spent on testing is alarming.

I was a teacher and a parent. It’s not disdain; it’s self reflection. As parents we think we know what’s going on in school. It’s not until you get into the classroom that you see the real picture.

There's another thread on DCUM right now where some WTU member "asks" if it bothers anyone that admins just got a raise and bonus and teachers didn't. Wanna know why parents haven't screamed en mass in support of teachers? Because of the pervasively piss poor attitude of your kind. I used to be on your side. Now I'm happy you all are getting screwed. You deserve it. Continue to make enemies of the constituencies that can help you and see how that works out.

NP, not a teacher but a parent. You need to check your attitude. The teacher above doesn’t have a piss poor attitude. You do with what you wrote above. She is telling you that she has been on both sides as a parent and a teacher and parents don’t really know as much as they think what is going on in the classroom. I believe her and have experienced this myself as a parent last year.

Sorry, what? You have experience with not knowing if your kid's class is spending tons of time on testing and nothing else? Do you not talk to your kid? Look at their work and handouts?

I don't doubt there are parents like you who have no idea what is happening in their kid's classroom. There are bad parents everywhere; that's not news. But the issue isn't bad parenting. The issue is whether a parent who was engaged (i.e. not you) would actually not know if a teacher (like the one to whom I replied) was spending all their time teaching to the test and not teaching actual material.

PP here. I find it quite funny your misguided assumptions. You couldn’t be further from the truth about how engaged I am. You are so naive if you think you can know much of what is going on in a classroom by looking at handouts or some work being sent home occasionally.

Also teaching to the test is teaching materials that are on the test but at a superficial level. You have no idea what depth of teaching there is, how much analysis is done, how wide encompassing a curriculum is.

You can be on your high idealistic horse thinking that you know so much of what is going on in the class but you really don’t. That’s the reality but carry on.

So your base premise is parents have no idea what is happening in the classroom? Setting aside the weirdness that you are 100% confident about what you know when you indicate you are merely a parent, that's insane. If you truly believe you are sending your kid to a school where you have no idea what is happening in the classroom then:
1. You are a horrible parent
2. The school you send your kid to needs to fire the teachers and admin today.

You can excuse atrocious parenting and schools all you want. That's the reality but carry on.

Interesting how you failed to address any responses to my statements above about how you think you seem to know so much of what is going on in a classroom.

Instead you continue to make incorrect assumptions. Never said my premise was I had no idea what is happening in a classroom. What I said was parents don’t know alot and as the teacher above says as much as they think.

It’s sad that you can’t admit the obvious and continue to attack and make incorrect assumptions. Why don’t you get back to us when your kid is older in your title 1 school and you are faced with the reality of your naivety

"Assumption" does not mean what you think it means. You said you are a parent and not a teacher. You said parents don't know what happens in the classroom. You said this with absolute certainty without a second of awareness of the irony that your premise is that parents can't know. None of those are assumptions. My opinion (not assumption) is that a parent (like you) who thinks only the teacher can asses what and to what level material is being taught must be a terrible parent.

Maybe "assumption" is one of your kid's vocab words? You could review what they are learning and learn what assumption means all in one! Win-win.

Looks like you have a reading comprehension issue. Below is exactly what I said. YOU made the assumption I said parents don’t know what is happening at all. I said they don’t know a lot and as much as they think they do.

“NP, not a teacher but a parent. You need to check your attitude. The teacher above doesn’t have a piss poor attitude. You do with what you wrote above. She is telling you that she has been on both sides as a parent and a teacher and parents don’t really know as much as they think what is going on in the classroom. I believe her and have experienced this myself as a parent last year”

Of course you know exactly what is going on in the classroom from what your 5 year old tells you and seeing the worksheets being sent home. All is dandy because she can read and add. LOL!

Again, you don't know what the word "assumption" means. Taking your quote most generously, there was no assumption. I read what you wrote and interpreted it based on the words on the page. An "assumption" is a belief in something without evidence of its proof. Here's an example: You wrote, "...you know exactly what is going on in the classroom from what your 5 year old tells you..." THAT is an assumption, because nothing I wrote indicated that my kid was in ECE. You just created that conclusion out out whole cloth. My kids are both in MS.

If you had an ounce of self awareness or pride you'd clink away into a corner. But based on your prior posts you seem to lack both.

Your “interpretation” is wrong. Yes, you believed I said parents don’t know anything at all that is going on in a classroom with no proof that I said such. You believed it to fit into your narrative which is lacking in any substance. BTW, no one believes your kid is in MS. Nice to lie on an anonymous board.

Here is a suggestion. Look up the meaning of satire. Better yet look up arrogance and get some introspection. I feel sorry for kids with parents like you who lack self awareness and whose pride prevents you from seeing what is obviously true, even after hearing it first hand from someone who has been on both sides of the coin. Sad.

I’m checking out. Good luck thinking you know everything about your child’s classroom……….