Shrinking TNReady

That’s the hope behind a resolution passed by the Johnson City Board of Education this week.

The Johnson City Press reports:

Some changes included shrinking testing timing back from three weeks to one week for grades 3 through 8, pushing the writing assessment back to February to give the state more time to get grades in by the end of the school year, and drawing back on pre-K and kindergarten ELA assessments to be less time-consuming for teachers.

The proposal comes after another year of testing trouble in Tennessee. In fact, a recent report noted that while most states transitioning to online testing are doing so smooth, Tennessee is the one glaring exception.

Broad Support?

Now that the Johnson City School Board has given unanimous approval to this proposal, the Director of Schools hopes to spread the message to other districts and build support for changing TNReady:

What I’d like to do if the board approves this resolution is reach out to all the other school superintendents and talk to them about the resolution and get feedback from them,” Barnett said at the meeting. “I think we’d have some support.”

It’s possible this is the beginning of a move that will see district leaders stand up to the state and say “Enough!”

The Board also referenced the problematic implementation of portfolios to evaluate teachers in Pre-K/Kindergarten:

Anderson said that the state estimated those assessments would take about 15 to 17 hours, but some teachers reported spending as many as 44 hours on the project, most of that time being spent in the English Language Arts component of the assessment.

She added that portfolio assessment is considered an appropriate avenue to track student learning in those early grades, and the portfolios can be completed with video or audio taping or with written assessment.

“I don’t think anybody has anything against the concept of portfolios for pre-K (and kindergarten),” she said. “Though the piloting process went fairly well, it ended up morphing into a process this past year that I think was just very complicated and very unwieldy.

It will be interesting to see how the state moves forward in revising those portfolios and if there is any move toward making significant change in the TNReady tests.

For more on education politics and policy in Tennessee, follow @TNEdReport


 

Give Me My Money Back

If you thought Eric’s Story was the last word in the saga that is this year’s Kindergarten portfolio evaluation, you’d be wrong.

True to form, the Tennessee Department of Education has created another mess in the ongoing quest to catch and eliminate all those “bad teachers.”

In our previous visit to Kindergarten, here’s a bit of what we saw:

Moving on to the scoring process, each teacher self-scores the submitted portfolio. Then, another teacher evaluates. If the scores are more than two levels apart, an “expert” receives the portfolio to make a determination.

What do those experts have that the initial teacher evaluating did not? First, a willingness to assess even more portfolios. Second, “guidance” from the Tennessee Department of Education.

The initial portfolios were to be evaluated by May 15th. Then, the portfolios with score disputes go on to the “experts.”

Here’s the latest challenge: Portfolio evaluators were to evaluate 40 collections (10 portfolios) in order to complete their paid assignment. These teachers were paid $500 from the state for what was estimated to be 15 hours of work. Kindergarten teachers who are evaluators indicate the process takes more like 40-45 hours of work. At the end of May, as school years ended around the state, many portfolio evaluators had also completed their assessment of a minimum of 40 collections. Or so they thought.

Here’s an email a number of evaluators recently received (I have a copy of one sent June 1st):

Dear Peer Reviewer,

Based on the most current Educopia reports, you have not made progress in completing your commitment of 40 collections (=10 portfolios). Not completing this commitment may affect your stipend and/or future leadership opportunities in the portfolio work.

If you have questions and/or concerns, please let us know how we can assist you. If you are no longer able to review, you must notify your district point of contact.

Here’s an earlier email noting the expectations (sent April 25th):

Dear Peer Reviewer,

 

Thank you so much for your contribution to the peer review process! As some of you have already started live scoring, you may have noticed that you are able to keep track of the number of your scored submissions (collections). As stated in the Peer Review General Training Overview, the workload expectation is that reviewers score 40 submissions (collections). In the event that collections continue to be sent to your rater que after you have met this expectation, please know that these will be recirculated to other peer reviewers for scoring.

Here’s the problem:

Evaluators receiving the first email (indicating they had not completed the required minimum number of evaluations) were provided information via Educopia (the online platform for submitting/evaluating portfolios) saying they had completed evaluation of at least 40 collections.

Why are these same evaluators being told they have more work to do and also told the state is coming for their money?

Further investigation indicates that Educopia counted “practice” evaluations toward the initial total of 40. So, teachers conducting evaluations believed they had completed the process when some had as many as six actual portfolios remaining.

Now, the Department of Education is left with a number of unrated portfolios while evaluating teachers believe they are finished (and most likely have been paid).

Imagine that… the Tennessee Department of Education utilizing an online assessment platform that fails to deliver expected results!

Now, the question is: Will they come after teachers to claw back the meager stipends? How will the remaining portfolios be evaluated, or will they be evaluated at all?

Stay tuned…it’s still early this summer and the deadline for completion of this portfolio assessment has been extended until June 30th.

For more on education politics and policy in Tennessee, follow @TNEdReport

Keep the education news coming!


 

The State Continues to Fail

Here’s another take on “Eric’s Story” about the Kindergarten portfolio evaluation process. The bottom line: Teachers are being disrespected and students are losing valuable learning time. All in the name of assigning a number to teachers in an evaluation process that leaves much to be desired.

Here’s what this teacher had to say:

I’m a teacher that has experienced this process from the view of teacher, portfolio district lead, and portfolio reviewer. Also, being chosen for the second round of scoring. I received both the emails you discussed as well as a third stating I’d been chosen for more scoring with the “guidance document” attached.

So I begin my second round of scoring tomorrow. A process none of us knew would exist. We thought our deadline was May 15 on scoring and we would be done.

I spent two full 8 hour days trying to score submissions (pulled away from my kindergarten screening duties) only for them not to be available to me so I did not complete the task and score the number they wanted me to score. Was this my fault? No! I tried but the state wouldn’t push them out to us. So that’s why I was chosen for round two.

Now summer is beginning. Teachers need summer to recuperate mentally and prepare for our next class which we happily look forward to receiving. We don’t need to spend it stressing over continued work load.

MORE on K portfolios>

If you have a story to tell about the portfolio process or another aspect of the intersection between policy and practice, send it to: andy@tnedreport.com

For more on education politics and policy in Tennessee, follow @TNEdReport

Keep the stories alive!


 

Shining a Light

Since I published “Eric’s Story” last week on the issue of the new (and troublesome) Kindergarten portfolio, I’ve received a number of emails offering further insight.

These messages indicate that our state’s system of evaluating teachers is broken and that those making decisions are both disconnected from and indifferent to what happens each and every day in classrooms around our state. I’ll be sharing these (while protecting the names of the senders) over the next few days. If you have an evaluation or portfolio story to share, please send it to andy@tnedreport.com

Never felt more defeated in my life…

First of all, thank you for shining a light on some of the realities of this portfolio debacle. It was clear to me in August of this past year that this particular portfolio process was going to not only consume classroom time, but would take in excess of over 40 hours of uncompensated personal time.

Back in the fall, with the inconsistencies between the rubric for the portfolio and the state mandated standards glaring at me, I knew this was probably the beginning of the end of my teaching career. My colleagues and I were very concerned and decided to reach out to our local and state officials to make them aware of what we could already see was a train wreck. This was met with some mixed reactions. When I shared with a local board member that this was the type of thing that will drive good educators out of the classroom, I was told that is the ultimate goal, to see public education crumble and was somewhat dismissive of what I was saying in a way that made me believe nothing could ever be done to fix it. That tune changed once we had the attention of several people on the state level who came to our school to hear a presentation by my grade level about the problems and possible solutions.

It was through this meeting that two of us were invited to the capital to speak on the matter. While we felt this was a step in the right direction we still had to continue working on the portfolio because there was no word on what would happen. During this part of the portfolio process, members of my team reached out to “specialists” assigned to our school who responded with contradictory information, or rudeness, or not at all.

We are all still waiting to hear an answer to a question one of our colleagues sent by email 4 months ago. There has been NO support, NO encouragement, and NO input from teachers as to how this portfolio could or should even work. The very teachers who have to live these demands on top of teaching 5 and 6 year olds to read and write and a million other big and small things that no one even acknowledges are the ones who should be making decisions but that is certainly not happening. I

can honestly say I have never felt more defeated in my life. Frankly, I’m tired of feeling this way. I work hard. I go above and beyond because that’s how I was raised. I give my all in teaching because I believe the students entrusted to me deserve the best I can give.

For more on education policy and politics in Tennessee, follow @TNEdReport

Do you have a story about what’s happening in Tennessee schools? Get in touch at andy@tnedreport.com

Your support keeps the education news coming!


 

Story Time

Our story begins in the early weeks of Kindergarten with a student we’ll call Eric.

Eric is excited about starting school. He loves the new friends he’s making and he really likes his teacher.

Very early in the academic year, all the students are handed a small packet of worksheets as the teacher and a teaching assistant set up an iPad at a table in the room. The students are told to work quietly and that each of them will be called to the teacher to answer a few questions.

Eric’s name is called. His teacher explains what’s happening, that he’ll be asked a few questions and he’ll be recorded by the assistant. After the teacher establishes that Eric is comfortable with what’s about to happen, she poses a question. Eric’s mind searches, and he offers an answer. Now, he has to demonstrate his understanding. The assistant is aiming the iPad at him while attempting to watch the other 19 students in the classroom.

The interaction takes a little more than 5 minutes. The teacher and assistant make sure the event is recorded and labeled and set up for the next student. Eric returns to his desk and begins the worksheets.

Eric and his classmates (and all Kindergarten students in Tennessee) are participating in an evidence collection that is required as part of the Tennessee Educator Acceleration Model (TEAM) Pre-K/Kindergarten portfolio. This portfolio of student work will be used to determine the effectiveness of Eric’s teacher.

At the end of the school year, another Kindergarten teacher who has been trained in the evaluation process will review the portfolio submitted by Eric’s teacher and assign a score. This score will be combined with classroom observations and an achievement measure to determine whether or not Eric’s teacher was “effective.”

The portfolio was required for all Kindergarten teachers for the first time this school year. The idea is that since Kindergarten teachers have students who don’t take TNReady, there has to be some way to evaluate their effectiveness besides classroom observation. Previously, these teachers received a “growth score” based on the school’s overall growth as determined by testing results.

Teachers submit evidence of students performing at high, middle, and low levels on standards at the beginning of the year and then at the end of the year. This requires evidence collection at various points, the most cumbersome being at the beginning of the year, when the students are largely unknown to the teachers.

Kindergarten teachers I talked to estimate the evidence collection process takes up a minimum of five instructional days. This means students aren’t actively engaged in the learning process during the evidence collection days. As in the scenario with Eric, it requires the full attention of the teacher (and if possible, an assistant) in order to collect the evidence. This doesn’t include the tagging of evidence or the uploading to an often unreliable online platform known as Educopia. Some districts report hiring subs on evidence collection days so teachers can document the evidence from their students.

One might suspect the same Department of Education that can’t coordinate a statewide test administration would also have difficulty coordinating the evaluation of Kindergarten teachers via an online portfolio system. Such a suspicion is proving to be correct as we come to the end of the first year of this mandated system.

Here’s one example. At the beginning of this school year, teachers were provided with a rubric to indicate the demonstrated skills for various performance levels. Here’s what that rubric indicated was a level 4:

Now, the submitted evidence is graded by a Kindergarten teacher who has been “trained” and who receives a very small stipend to complete the evaluation. Here’s what the evaluation rubric indicates is a Level 4:

So, is it WITH or WITHOUT prompts? Maybe we should ask U2’s Bono?

Imagine teaching all year and basing your evidence collection and tagging on one rubric only to discover that you are being evaluated on a different, more difficult standard? Oh, and this is only one of the many standards included in the portfolio evaluation.

Moving on to the scoring process, each teacher self-scores the submitted portfolio. Then, another teacher evaluates. If the scores are more than two levels apart, an “expert” receives the portfolio to make a determination.

What do those experts have that the initial teacher evaluating did not? First, a willingness to assess even more portfolios. Second, “guidance” from the Tennessee Department of Education.

The initial portfolios were to be evaluated by May 15th. Then, the portfolios with score disputes go on to the “experts.”

Here’s the text of an email about that sent on May 15th:

Dear Educator,

Thank you for all your hard work! The portfolio scoring in the general pool concludes at 11:59pm tonight. The consensus review scoring begins tomorrow, Wednesday, May 16, 2018.

In the event that you were unable to meet your 10 portfolio review requirement (the same as 40 collections) AND you have demonstrated competence during the certification process and/or general pool scoring, you may receive additional portfolios to score. Reviewers who will receive additional portfolio submissions in this next phase and Expert Reviewers will be provided additional guidance to support the scoring process.

Thanks for all that you do! Please look for our next communication in 24 hours.

Here’s a follow-up email sent on May 16th:

Thanks again for your patience and support. We are still developing the guidance documents for the next phase of peer review. Our goal is to make sure you have the most comprehensive and best information to be successful. We appreciate your understanding and will communicate in the next 24-48 hours with updates.

So, no guidance YET for those scoring the second round. This despite the fact the portfolios were required for all teachers THIS year after being piloted by a few districts last year.

The Department of Education has had two full years to develop guidance for “consensus review scoring” and it is still not available. In fact, according to these two emails, the guidance is being developed right now. Was the Department of Education surprised that May 15th actually arrived this year?

How many parents are aware that their child is spending time in Kindergarten working as evidence collection specimens for a system used to assign a 1-5 number for their child’s teacher? How many know just how much instructional time is lost to this process?

Eric has now just about completed Kindergarten. He knows no other “normal” environment for school. Complete the task, be recorded, do it again at the end of the year.

The story doesn’t note the hours his teacher spent tagging evidence and uploading it instead of (or in addition to) preparing for learning activities for her class. The story also isn’t over. The results of the first year of statewide, mandatory Kindergarten portfolios have not been recorded.

Due to complaints at the start of this school year, legislators passed “hold harmless” legislation that will not allow this year’s portfolio results to negatively impact a teacher’s overall evaluation score. This may sound familiar, as “no adverse action” legislation was passed for those teachers impacted by TNReady scores.

Eric’s story is just one more example of a Department of Education that claims victory when the evidence suggests much improvement is needed. It’s a Department hellbent on pursuing supposedly lofty goals no matter the consequences to students or their teachers.

Lost instructional time due to portfolio evidence collection? No problem!

Days of stress and chaos because TNReady doesn’t work? Outstanding!

Teachers faced with confusing, invalid evaluations? Excellent!

Eric and his teachers and Tennessee’s schools and communities deserve better.

Do you have a portfolio story to share? Email me at andy@tnedreport.com

For more on education politics and policy in Tennessee, follow @TNEdReport

Keep the education news coming!