Interview with Teaching Professional continued...

I interviewed a current teacher about what she thought about the PSSA's.

Q: What are some strategies to teaching to the PSSA test and how do you carry them out in a classroom?
A: Discovering facts for one. I teach them to pull facts out of various paragraphs and to underline/circle them as they read. By forcing them to pull facts from the text, they can more easily draw connections and better understand the point of the text. I then make them create some inferences about what they read. For example, in preparation for the crucible, I ask the students to decide how the language affects the story. That is, I model the language from the PSSA’s so they become familiar with it. In addition, I also “create a lesson based on content”. I take some important content from the test and I prepare a lesson or two on it. I teach this to the students where I find it necessary or where it fits into the curriculum. Layering is also a good suggestion. Layer information for the students! I also suggest giving the students various samples of information, genres, writing prompts etc. You really have to go “above and beyond then pull the connection” in order to reach these kids. My last lesson was based on teaching travel narratives. Not only are the students looking at and understanding the genre and various samples of it, but they are also analyzing text and writing a paper in proper format. This lesson supports the PSSA because the test asks the students to understand genre, analyze text and write their own pieces of literature with proper structure and format.

Q: Do you introduce topics and units as, “We will be doing ­­­________ in preparation for the PSSA test? If not, how do you approach it?
A: We have PSSA’s coming up soon, so we have been preparing for a while now. What we do is “take all of the strategies we learned this year and apply them to the PSSA’s”. For example, the students just had a quarterly exam in which the questions were modeled off of the PSSA’s. The students had to understand the text, find the facts, draw conclusions and make inferences before they could answer any of the questions on the test. I made it impossible for them to be able to answer the questions without reading the entirety of the text. I give them plenty of time in class and as long as they apply the strategies we have been using the past few months, they will earn a good grade.

Interview with Teaching Professional

Q: What would you personally change about the PSSA’s and why?
A: I wish it had more open-ended questions instead of so many multiple choice questions. As objective as the questions may be, there are multiple things to get out of it”. Students can look at a simile and think they know what it means but get confused when the answer they had in mind is not an option. They get extremely flustered.

Q: In one sentence, how do you teach to the test without teaching to the test?
A: “Go above and beyond and connect it to the test”.

Q: What is the hardest part of teaching the test/administering the test?
A: Making the students care about the test is the most difficult part for me. There are no stakes for the students so they definitely do not take the test as serious as they should. Plus, state-to-state, the standards are so different so there is almost no bearing on the results. Students just see the PSSA test as a test they have to take. They do not consider it as important, let’s say, as an in-class test they will receive a grade on.

Q: Would you abolish the PSSA test if you could? Why or Why not?
A: I would not necessarily abolish them, I would refine them. First of all, I would make standards universal across all the states so that when the states compare the scores, everyone is placed on the same scale. For one, “ESL student should NOT have to take the test nor should the Special Education students”. They need to create tests specifically for ESL and Special Education students if they want to assess their comprehension and knowledge. It is completely unfair that those students are graded on the same scale of the other students. I might even raise the stakes on the test if it were up to me!

How are teachers helping non-proficient students become proficient?

Not only are teachers teaching above and beyond the PSSA test, they are also using previous scores to help better prepare students. During the annual curriculum review, academic areas are attempting to align their curriculums with the state standards. Although this has been done before, teachers are trying to not only model and mirror the PSSA standards, but they are also trying to add additional information and requirements that even better prepares the students. For example, the PA state standards requires students to “Read and respond to nonfiction and fiction including poetry and drama” (Standard 1.3.11.F). Instead of simply having the students read and respond to the pieces of literature, the teachers are also requiring that students can respond in various ways including writing short stories and essays, creating multimedia projects, identifying what constitutes fiction and nonfiction and be able to categorize various works under their designated category. Thus, every academic area can cover the material, and more, that will help every child be successful on the PSSA’s. In addition, the teachers are made aware of the students who have performed at either a basic or below basic level. The teacher develops lessons and supplemental materials that both address the PA standards and also meet the needs of the individual students. Any non-proficient student also has the opportunity to have an individual learning plan and have full access to Study Island at both school and at home to improve their skills and knowledge.

So what ARE the benefits to NCLB?

Of course there are always two sides of a story. NCLB is no special case. There are some benefits to NCLB that have emerged from the law. Below are some:

• The creation of a revised reading curricula to assist lower level readers
• More reading materials made available for student access
• Hire new staff that better meets the needs of the students

• Reassignment of existing instructional staff that is capable
• Hiring of reading/writing specialists
• Hiring of reading/writing coaches
• Reassignment of reading specialists to meet student needs
• More access to professional development

So NCLB does have its perks but too often, schools cannot afford to restaff, buy new materials, pay for specialized instruction etc. If the school does not meet AYP, they do not receive ANY additional funding for that school year. So then, how does the state expect schools to pay for these sorts of accomodations especially in an economy like this one?

NCLB varies from state to state

So why does every state use a different test and standard to decide whether its schools are reaching the required progress under law? Why don't we have mandated tests across the country that are absolutely identical?

With some states accusing one another for lowering their bar by using easier tests and lower standards to make their school look better, there needs to be a universal test for every state. All states should have the identical test as each other so that all the states are teaching the same information for the same test. With a variation in test, some states are teaching less valuable information and/or are teaching at a much different rate than other states. Some states are performing far better than other states on the PSSA's and thus receive more recognition and funds for their school. However, they are receiving these perks unfairly. By lowering their bar and/or having an easier test, schools are providing misleading information.

Why can't we all just have the same test?
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But What About the Special Education Students?

So NCLB may or may not assure that student is really left behind in school. The way I see it is the 'regular' students are definitely given the attention and tools they need to succeed with the PSSA's. They are trained in writing, reading, answering questions, critical thinking, application, synthesis and analysis to perform well on the big PSSA test. Students practice thier vocabulary and the development of a sufficient 5-paragraph essay throughout the school year so that they are thoroughly prepared for the test in the spring. So, maybe NCLB is not so bad for these 'regular' students that take the test. But, what about those students who do not have to take the test. That is, what happens to the special education kids? Why does NCLB not refer to or really suggest guiding these students to be able to take a reformed PSSA test? Why does NCLB only effect the 'regular' students? Why is it that yet again, special education students ARE being left behind?

How does teaching to the test make teeaching/learning more difficult?

Because of the PSSA's being a requirement in school:

1. Teachers have to teach to the PSSA test even if they think the material is unimportant or not worth teaching.

2. Students learn information based only on the test

3. Months of time are spent on teaching the PSSA

4. Students have a difficult time making outside connections to the information they learned (except for the connection to the test)

5. Students feel extreme pressure on test days

6. Teachers are overwhelmed with what they have to teach the students and how to best prepare students for the test

7. Students miss out on some valuable knowledge and the opportunity to read quality literature because they are spending their time on test preparation.

What do you think the benefits to teaching to the test are?

Are their benefits?

Do you think the PSSA's are a good representation of student knowledge?