Common Core's epic fail: Special Education

[Anonymous]

Anonymous wrote:"numbers" was used for "numerals" -- that is one problem.

Using the word "numbers" in the way that people commonly do use the word "numbers" is enough to indict the entire Common Core standards as bad?

[Anonymous]

Anonymous wrote:

Here's one of the accommodations the PARCC dumb asses suggested:

http://www.washingtonpost.com/blogs/answer-sheet/wp/2014/11/25/a-damning-account-of-one-states-common-core-testing-initiative/

Bavis told the board members at the September meeting that districts will comply with the law and administer the PARCC as demanded but that the state did not give districts enough lead time to make testing schedules and set up accommodations for English Language Learners and students with special needs. He said he had attended a meeting about a week earlier at which state officials described approved accommodations for English Language Learners: “I was told that one of the ELL English Language Learner accommodations approved by the state and PARCC is to read the directions slowly, in English, and at a higher volume. That’s awful as an accommodation. … It’s insulting.”


But yeah, go ahead and turn your kids' futures over to Pearson.

That's nonsense. Please stop spreading misinformation.

There are detailed accommodations available for students learning English as a Second Language on the PARCC. Many of the accommodations are actually available to all students. Some are just available to ELL students. The accommodations have been known for quite some time.

Here's a pamphlet summarizing all the accommodations

http://www.parcconline.org/sites/parcc/files/Teacher%20PARCC%20Brochure%20for%20English%20Learners.pdf

"Read the directions slowly, in English, and at a higher volume" is NOT one of the accommodations listed.

You may read the directions aloud (this is allowed for all students), and you may translate them into the student's native language.

[Anonymous]

OP have you read this?

http://www.cehd.umn.edu/NCEO/onlinepubs/Synthesis89/SynthesisReport89.pdf

The push to get all special education students to pass the grade level tests (PARCC, VA SOLs etc) isn't due to Common Core. It's due to this waiver they are talking about in this report. I don't understand what was behind this waiver -- states applied for a waiver a few years ago, by agreeing to do away with alternative assessments for more Special Ed kids by the year 2014-2015.

[Anonymous]

Anonymous wrote:OP have you read this?

http://www.cehd.umn.edu/NCEO/onlinepubs/Synthesis89/SynthesisReport89.pdf

The push to get all special education students to pass the grade level tests (PARCC, VA SOLs etc) isn't due to Common Core. It's due to this waiver they are talking about in this report. I don't understand what was behind this waiver -- states applied for a waiver a few years ago, by agreeing to do away with alternative assessments for more Special Ed kids by the year 2014-2015.

The waiver is from the nonsensical NCLB requirement that all children be at grade level by this year. The asshats who passed it in Congress knew it would never actually happen, but they THOUGHT they'd fix it. Instead, the Congress got so dysfunctional they can't even keep the government running much less fix a complicated bill.

So the Feds, led by the jerk of all jerks Arne Duncan, are now using the waiver to get the states to crawl and beg to whatever horrid thing they want -- in this case, the abuse of special education students.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Here's one of the accommodations the PARCC dumb asses suggested:

http://www.washingtonpost.com/blogs/answer-sheet/wp/2014/11/25/a-damning-account-of-one-states-common-core-testing-initiative/

Bavis told the board members at the September meeting that districts will comply with the law and administer the PARCC as demanded but that the state did not give districts enough lead time to make testing schedules and set up accommodations for English Language Learners and students with special needs. He said he had attended a meeting about a week earlier at which state officials described approved accommodations for English Language Learners: “I was told that one of the ELL English Language Learner accommodations approved by the state and PARCC is to read the directions slowly, in English, and at a higher volume. That’s awful as an accommodation. … It’s insulting.”


But yeah, go ahead and turn your kids' futures over to Pearson.

That's nonsense. Please stop spreading misinformation.

There are detailed accommodations available for students learning English as a Second Language on the PARCC. Many of the accommodations are actually available to all students. Some are just available to ELL students. The accommodations have been known for quite some time.

Here's a pamphlet summarizing all the accommodations

http://www.parcconline.org/sites/parcc/files/Teacher%20PARCC%20Brochure%20for%20English%20Learners.pdf

"Read the directions slowly, in English, and at a higher volume" is NOT one of the accommodations listed.

You may read the directions aloud (this is allowed for all students), and you may translate them into the student's native language.

I'm spreading THE TRUTH. And that little pamphlet pretty much says exactly what the NEWS STORY from THE WASHINGTON POST says.

All those "accommodations" won't mean a goddamned thing to kids who don't speak English sitting for a test most English speakers aren't going to pass.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Actually, 70 percent of children will not pass the PARCC. That has already been stated by the two testing companies. So, some of the parent snobs on this board will also find out that their precious little Larla is totally screwed.

Could you please provide a reference to the PARCC and Smarter Balanced people saying that 70% of students will not pass the PARCC?

Also, in what way is Larla screwed if she does not pass the PARCC? How will Larla's test scores on the tests required by NCLB affect Larla personally?

Larla won't graduate from high school. In most states, those tests are going to be used to say whether or not kids graduate. In many states, the kids won't get past third grade.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Here's one of the accommodations the PARCC dumb asses suggested:

http://www.washingtonpost.com/blogs/answer-sheet/wp/2014/11/25/a-damning-account-of-one-states-common-core-testing-initiative/

Bavis told the board members at the September meeting that districts will comply with the law and administer the PARCC as demanded but that the state did not give districts enough lead time to make testing schedules and set up accommodations for English Language Learners and students with special needs. He said he had attended a meeting about a week earlier at which state officials described approved accommodations for English Language Learners: “I was told that one of the ELL English Language Learner accommodations approved by the state and PARCC is to read the directions slowly, in English, and at a higher volume. That’s awful as an accommodation. … It’s insulting.”


But yeah, go ahead and turn your kids' futures over to Pearson.

That's nonsense. Please stop spreading misinformation.

There are detailed accommodations available for students learning English as a Second Language on the PARCC. Many of the accommodations are actually available to all students. Some are just available to ELL students. The accommodations have been known for quite some time.

Here's a pamphlet summarizing all the accommodations

http://www.parcconline.org/sites/parcc/files/Teacher%20PARCC%20Brochure%20for%20English%20Learners.pdf

"Read the directions slowly, in English, and at a higher volume" is NOT one of the accommodations listed.

You may read the directions aloud (this is allowed for all students), and you may translate them into the student's native language.

I'm spreading THE TRUTH. And that little pamphlet pretty much says exactly what the NEWS STORY from THE WASHINGTON POST says.

All those "accommodations" won't mean a goddamned thing to kids who don't speak English sitting for a test most English speakers aren't going to pass.

The pamphlet states that accommodations "should not reduce the expectation that a student will reach the same level of achievement as other students." So allowable accommodations are things like allowing extended time, translating directions into a students' native language, etc., use of a single word bilingual dictionary Things that don't change the content of the test.

Yes, you are absolutely correct. Kids who do not speak English will not be able to pass a test that requires the student to speak English. Kids who cannot read in English are not going to be able to pass a test of reading in English. THat is because the test is designed to measure mastery of grade level objectives, IN ENGLISH.

The point of the accommodations is to level the playing field, NOT to completely change the test to make it easy enough that even kids who speak no English can pass it.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Actually, 70 percent of children will not pass the PARCC. That has already been stated by the two testing companies. So, some of the parent snobs on this board will also find out that their precious little Larla is totally screwed.

Could you please provide a reference to the PARCC and Smarter Balanced people saying that 70% of students will not pass the PARCC?

Also, in what way is Larla screwed if she does not pass the PARCC? How will Larla's test scores on the tests required by NCLB affect Larla personally?

Larla won't graduate from high school. In most states, those tests are going to be used to say whether or not kids graduate. In many states, the kids won't get past third grade.

Reference to the 70% fail rate, please.

I'd also be interested in references to the states that are planning to retain children in third grade if they don't pass the PARCC test. If they retain 70% of the third-graders, that will be quite a noticeable effect.

[Anonymous]

Anonymous wrote:

I'm spreading THE TRUTH. And that little pamphlet pretty much says exactly what the NEWS STORY from THE WASHINGTON POST says.

All those "accommodations" won't mean a goddamned thing to kids who don't speak English sitting for a test most English speakers aren't going to pass.

What the NEWS STORY from THE WASHINGTON POST says is that an assistant superintendent for curriculum and instruction in Evanston, Illinois, told his school board that he had been at a meeting with state officials where somebody told him that one of the accommodations for English language learners is to read the directions more slowly and loudly.

Meanwhile, here (again) is PARCC's pamphlet about accommodations, including accommodations for English language learners:

http://www.parcconline.org/sites/parcc/files/Teacher%20PARCC%20Brochure%20for%20English%20Learners.pdf

The accommodations are

-extended time
-general administration directions clarified in student’s native language (by the assessment administrator)
-general administration directions read aloud and repeated as needed in student’s native language (by the assessment administrator)
-scribe or speech-to-text: Responses dictated for mathematics assessment in English
-word-to-word dictionary (English/native language)

So either the assistant superintendent made it up, or he misunderstood, or somebody gave him incorrect misinformation.

[Anonymous]

These are the accommodations available to ESOL students on the PARCC:

1a Masking
The student electronically “covers” answer options, as needed. When enabled, answers will be masked. The student will uncover answer options when ready.???????
???
1b Audio Amplification
The student raises or lowers the volume control, as needed, using headphones. Final volume must be set prior to testing. Student must be tested in a separate setting if unable to wear headphones.
???????
1c.? Color Contrast (Background/Font Color)
Alternate onscreen background and/or font color is enabled via the PNP based on need or preference. Student can adjust during the assessment.

????????????????1d Blank Paper
(provided by test administrator)
The student is provided blank scratch paper (graph, lined, or un-lined) to take notes and/or work through items during testing. Test Administrators must supply up to two pages total per student, per unit. Additional pages may be provided as needed

1e
Eliminate Answer Choices
The student electronically “crosses out” possible answer choices (for multiple choice items only).?
?
1f Flag Items for Review
The student electronically “flags” items to review later.
?
1g General Administration Directions Clarified
(by test administrator)
The test administrator clarifies general administration directions only. No part of the test may be clarified, nor may any assistance be provided to the student during testing. For guidance, refer to the Test Administrator Manuals.
?
1h
General Administration Directions Read Aloud and Repeated as Needed
(by test administrator)
The test administrator reads aloud the general administration directions only. A student may raise his or her hand and request the directions be repeated. For guidance refer to the Test Administrator Manuals.
?
1i Highlight Tool
The student electronically highlights text as needed to recall and/or emphasize. Available colors include pink, blue, yellow, and white.
??
1j Headphones or Noise Buffers
The student uses headphones or noise buffers to minimize distraction, access embedded text-to-speech, or filter external noise during testing (in addition to when headphones are required for the ELA/literacy assessment).
?
1k ???Line Reader Tool
??The student uses an onscreen tool to assist in reading by raising and lowering the tool for each line of text onscreen.
?????????
1l?Magnification/Enlargement Device

1m ?????NotePad
???The student writes notes using embedded NotePad application.
?????????
1n ???Pop-up Glossary
??The student is able to view definitions of pre-selected, construct-irrelevant words by hovering over underlined words. The definition appears in a pop- up text box.
???????
1o ?Redirect Student to the Test (by test administrator)
?The test administrator redirects the student’s attention to the test without coaching or assisting the student in any way.

1p External Spell Check Device
?The student uses an external spell check device. Device may not have embedded grammar check, connect to the internet, or save information.
??
1q Text-to-Speech for the Mathematics Assessments
?Test is read aloud to the student using embedded text-to-speech software. Student must be tested in a separate setting if unable to wear headphones.

1r Human Reader or Human Signer for the Mathematics Assessments
In special cases where a test administrator reads aloud to a student (human reader or human signer), the student must be tested in a separate setting.

1s Writing Tools
The student uses writing process tools for written responses, including cut and paste, copy, underline, bold, and insert bullets. Writing tools are available in the constructed response items on the ELA/literacy performance-based assessment.
?
?Also:

Small group testing
• Frequent breaks
• Time of day
• Separate or alternate location
• Specified area or seating
• Adaptive and specialized equipment or furniture


Also:

Extended time
?
Word-to-Word Dictionary (English / Native Language)
?
Mathematics Response Speech-to-Text

Mathematics Response Human Scribe
?
General Administration Directions Read Aloud and Repeated in Student’s Native Language (by test administrator)
?
General Administration Directions Clarified as Needed in Student’s Native Language (by test administrator)
?

These last two accommodations are allowed by PARCC, but each state decides if it will allow the accommodation:

Online Translation of the Mathematics Assessment in Spanish (or other translated languages as needed)

??Paper-Based Edition of the Mathematics Assessment in Spanish (or other translated languages as needed)
?
Large Print Edition of the Mathematics Assessments in Spanish
(or other translated languages as needed)
??
Text-to-Speech for the Mathematics Assessments in Spanish
(or other translated languages as needed)

Human Reader for the Mathematics Assessments in Spanish
(or other translated languages as needed)

[Anonymous]

These are the accommodations available to ESOL students on the PARCC:

1a Masking
The student electronically “covers” answer options, as needed. When enabled, answers will be masked. The student will uncover answer options when ready.

1b Audio Amplification
The student raises or lowers the volume control, as needed, using headphones. Final volume must be set prior to testing. Student must be tested in a separate setting if unable to wear headphones.

1c. Color Contrast (Background/Font Color)
Alternate onscreen background and/or font color is enabled via the PNP based on need or preference. Student can adjust during the assessment.

1d Blank Paper
(provided by test administrator)
The student is provided blank scratch paper (graph, lined, or un-lined) to take notes and/or work through items during testing. Test Administrators must supply up to two pages total per student, per unit. Additional pages may be provided as needed

1e
Eliminate Answer Choices
The student electronically “crosses out” possible answer choices (for multiple choice items only).?

1f Flag Items for Review
The student electronically “flags” items to review later.

1g General Administration Directions Clarified
The test administrator clarifies general administration directions only. No part of the test may be clarified, nor may any assistance be provided to the student during testing. For guidance, refer to the Test Administrator Manuals.

1h
General Administration Directions Read Aloud and Repeated as Needed
The test administrator reads aloud the general administration directions only. A student may raise his or her hand and request the directions be repeated. For guidance refer to the Test Administrator Manuals.

1i Highlight Tool
The student electronically highlights text as needed to recall and/or emphasize. Available colors include pink, blue, yellow, and white.

1j Headphones or Noise Buffers
The student uses headphones or noise buffers to minimize distraction, access embedded text-to-speech, or filter external noise during testing (in addition to when headphones are required for the ELA/literacy assessment).

1k Line Reader Tool
The student uses an onscreen tool to assist in reading by raising and lowering the tool for each line of text onscreen.

1lMagnification/Enlargement Device

1m NotePad
The student writes notes using embedded NotePad application.

1n Pop-up Glossary
The student is able to view definitions of pre-selected, construct-irrelevant words by hovering over underlined words. The definition appears in a pop- up text box.

1o Redirect Student to the Test (by test administrator)
The test administrator redirects the student’s attention to the test without coaching or assisting the student in any way.

1p External Spell Check Device
The student uses an external spell check device. Device may not have embedded grammar check, connect to the internet, or save information.

1q Text-to-Speech for the Mathematics Assessments
Test is read aloud to the student using embedded text-to-speech software. Student must be tested in a separate setting if unable to wear headphones.

1r Human Reader or Human Signer for the Mathematics Assessments
In special cases where a test administrator reads aloud to a student (human reader or human signer), the student must be tested in a separate setting.

1s Writing Tools
The student uses writing process tools for written responses, including cut and paste, copy, underline, bold, and insert bullets. Writing tools are available in the constructed response items on the ELA/literacy performance-based assessment.

Also available as needed:

Small group testing
Frequent breaks
Time of day
Separate or alternate location
Specified area or seating
Adaptive and specialized equipment or furniture

Also available to ELLs:

Extended time
Word-to-Word Dictionary (English / Native Language)
Mathematics Response Speech-to-Text
Mathematics Response Human Scribe
General Administration Directions Read Aloud and Repeated in Student’s Native Language (by test administrator)
General Administration Directions Clarified as Needed in Student’s Native Language (by test administrator)


These last accommodations in MATH only are allowed by PARCC, but each state decides if it will allow the accommodation, I don't think MD is allowing them at the moment but my guess is because they don't yet have the resources to offer it in ALL languages:

Online Translation of the Mathematics Assessment in Spanish (or other translated languages as needed)
Paper-Based Edition of the Mathematics Assessment in Spanish (or other translated languages as needed)
Large Print Edition of the Mathematics Assessments in Spanish (or other translated languages as needed)
Text-to-Speech for the Mathematics Assessments in Spanish (or other translated languages as needed)
Human Reader for the Mathematics Assessments in Spanish (or other translated languages as needed)

[Anonymous]

Anonymous wrote:

Anonymous wrote:OP have you read this?

http://www.cehd.umn.edu/NCEO/onlinepubs/Synthesis89/SynthesisReport89.pdf

The push to get all special education students to pass the grade level tests (PARCC, VA SOLs etc) isn't due to Common Core. It's due to this waiver they are talking about in this report. I don't understand what was behind this waiver -- states applied for a waiver a few years ago, by agreeing to do away with alternative assessments for more Special Ed kids by the year 2014-2015.

The waiver is from the nonsensical NCLB requirement that all children be at grade level by this year. The asshats who passed it in Congress knew it would never actually happen, but they THOUGHT they'd fix it. Instead, the Congress got so dysfunctional they can't even keep the government running much less fix a complicated bill.

So the Feds, led by the jerk of all jerks Arne Duncan, are now using the waiver to get the states to crawl and beg to whatever horrid thing they want -- in this case, the abuse of special education students.

What do you think of Dynamic Learning Maps for assessment? It seems that they would answer the need for accountability for special education students while providing reasonable, achievable goals for them at the same time?

http://secure.dynamiclearningmaps.org/unc/facilitated/iep/

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

You are nitpicking here. An adult can easily understand what is expected for this standard.

And, the developers couldn't even go to the trouble of proofreading these "standards." Sorry, if they couldn't proofread them, what other steps did they skip?

I'm new to MCPS. I only know 2.0. So, educate me. Were the MCPS standards before 2.0 written with no ambiguity, no grammatical errors? Do you have a link to those standards?

It's hard to find the old Maryland Voluntary Curriculum Standards.

I found a link to the old language arts curriculum. Here are the former Kindergarten standards in the state of MD :

http://www1.pgcps.org/uploadedFiles/Offices/Academics/Reading_English_Language_Arts/Kindergarten_RELA_VSC_(Regular_CFPG).pdf

Listening:

• Follow a set of two-or-three step directions.
• Listen to, read, and discuss nursery rhymes.
• Comprehend and analyze what is heard.
• Speaks clearly enough to be heard and understood in a variety of setting.
• Listen to and discuss variety of texts representing diverse cultures, authorship, perspective, and ethnicities.
• Name picture of common concepts.
• Acquire new vocabulary through listening to and reading a variety of text on a daily basis.
• Read a minimum of 25 books per quarter, both literary and informational.

Speaking:
• Understand that speech can be written or read
• Respond to questions and verify answers using illustration/text.
• Speaks clearly enough to be heard and understood in a variety of setting.
• Read and recognize sight words.
• Use knowledge of end punctuation to signal expression in reading.
• Recite nursery rhyme, poemsn and finger plays with expression.
• Read orally from familiar texts at an appropriate rate.
• Retell story using text as support.
• Respond to text by drawing, speaking, dramatizing, or writing.
• Name picture of common concepts.

Concepts About Print:
• Track print from left to right and top to bottom.
• Make a return sweep to the next line of the text.
• Match oral words to printed words.
• Differentiate numerals, letters, and words

Thanks PP. This is very interesting. I would say 2.0 standards are definitely more rigorous than the pre 2.0 ones, at least for K.

I would think that kids with speech issues would have problems with any of the speech standards above. Why is this an issue under 2.0? Or is the problem that the standards now are too difficult?

[Anonymous]

Can't you just OPT OUT of any and all standardized testing? I once lived in a state where the parent could choose whether or not their children took these types of standardized tests.

[Anonymous]

Common sense tells us that if teachers' jobs depend on the number of kids passing the tests, that the teachers will aim their instruction at those who are borderline. The smart kids will be left on their own--and those way below will be left alone as well.