News from parent activist Mother Crusader:
Wednesday, April 17, 2013
I’ve Opted Out And You Can Too!
This morning I spoke with the Assistant Superintendent of my district, and was told it’s no problem to opt my 1st graders out of the NJPASS. This is not a mandated test, and the results are not reported to the state. It is given mostly to prepare students for taking the NJASK in 3rd grade – so in my estimation, it’s all but useless for my kids and a waste of money for the district.
The OK to opt out this year came with a warning that once my girls hit 3rd grade this would not be such a cake walk. We’ll cross that bridge when we get to it.
For now, I feel an incredible sense of relief.
Relief that my girls won’t lose almost 7 hours (I was told it sucks up 2 hours and 15 minutes on 3 consecutive days – they’re SIX!!) to a standardized test that has next to no meaning for them or their teacher. Relief that my district was accommodating (they can spend the time at home or will be invited into a Kindergarten classroom). Relief that I have taken the first step to giving my daughters a K-12 education without the stress and burden of high-stakes standardized tests.
Here’s a generic version of the letter I sent to my district. I took out identifiers and specifics, so if you are inspired to join me, feel free to cut and paste parts that resonate for you and create your own letter. Or steal the whole thing.
It’s my gift to you for taking the brave step to tell the powers that be, “You can’t sort and label our children! We opt out!!”
I have been informed that first graders will take the NJPASS on May 7, 8 and 9. It is also my understanding that these scores will not be reported to the state, and do not have high stakes attached to them. However, I fail to see the benefit of starting my child(ren) on a standardized testing path that I know is leading to their class being the first group of 3rd graders to take the Partnership for Assessment of Readiness for College and Carriers (PARCC) assessments in the 2014/2015 school year.
In the current education reform culture, standardized test scores are used less often to improve outcomes for students by reinforcing skills that have not been mastered, and more to evaluate teachers, schools and districts. Student test data provides the state false justification to take over districts, close schools, and open charters; all “reforms” that have not been shown to significantly improve student outcomes and instead serve to further weaken traditional public schools and the communities they serve.
Starting next year, AchieveNJ will be implemented statewide, and education advocates and legislators are still debating with Education Commissioner Chris Cerf how much of a teacher’s evaluation will be based on their student’s standardized test scores. These tests were never created to evaluate teacher performance, and the use of Student Growth Percentiles (SGP) and similar Value Added Modeling (VAM) to evaluate teachers has proven highly controversial in other states.
This is not the only way student data is being misused. Testing companies have begun collecting student data, including “information about the children’s hobbies, attitudes, and interests” as well as “(d)isciplinary records, attendance records, special-needs records, testing records.” This information is then shared with other testing and educational companies without parental consent. Parents have not been given the opportunity to opt-out of the database, and the data will be used to tailor educational products to parents.
And as you well know, standardized testing creates a financial burden for districts across the state. The infrastructure needed for the coming PARCC assessments is as of yet undetermined for our district, but is anticipated to be quite onerous. As PARCC is administered entirely online, it will require large purchases of technology and increased bandwidth, in addition to the cost of the test itself. Paired with the loss of almost $5 million in state funding our district has suffered since Governor Christie took office, the additional expense could be devastating.
For all these reasons and more (teaching to the test, narrowing of curriculum, cheating scandals, etc.) I am ardently opposed to the testing culture that has been inflicted upon public schools, and the over reliance on data driven instruction in a never ending quest for evidence that students are “college and career ready.” To be clear, I am not implying that our district is engaged in ANY of these practices. These are my observations of the national discussion on standardized testing, and the impact the overreliance on test scores has had on public education nationwide.
I trust my daughters’ teachers to make sound judgments regarding their education, and the district has my full support in administering any teacher or district created assessments as deemed necessary. I whole-heartedly object however to any state-wide standardized tests the district chooses to administer, or must administer according to state mandates.
Therefore, my husband and I respectfully inform you that we have decided to opt our child(ren) out of the NJPASS. We have decided to join the growing number of parents across the state that have similarly decided to opt their children out of high stakes standardized tests.
Ours is a progressive district committed to public education. I would love to see a broad conversation in our schools, purposefully framed to include parents, teachers, administrators and board members, about the effects this nation’s obsession with standardized testing is having on the education of our children.
Thank you for your time and attention to this matter.
Respectfully,
Darcie Cimarusti
If you are interested in the opt out movement, reach out to me in the comments. A group of New Jersey parents and educators have already started a supportive Facebook group that you can join, and you can also find information at United Opt Out.
The NJDOE is using our kids’ tests scores as the basis for their attempts to privatize and take over our public schools. Opting out is the best way to tell the state we want nothing to do with the destructive war they’ve waged against our schools, and we won’t allow them to use our kids as a weapon to fire their teachers and close their schools.
Parents and teachers know that standardized tests are antithetical to learning. We need to stand up for what we know.
In solidarity,
Darcie
If the rest of the students in your daughter’s class don’t opt out, what will she be doing during their testing time? I’m considering it for my 1st grader as well, but would hate to think that while she wasn’t taking the tests(a good thing), she was shuffled off to do nothing somewhere else.
The options I was presented with were for them (I have twins!) to join Kindergarten classes for the testing time, or for me to keep them home. I have yet to decide what to do. My girls have lots of friends in Kindergarten, so they may think it’s a grand treat!
Those who don’t teach, don’t realize that even tho the tests last xxx number of hours, the whole day is essentially lost to the testing. The kids are worn out, stressed out. There’s no way challenging learning can continue in the other hours. In one classroom where I volunteer (as a retired teacher), the test must continue until the last child finishes. The other children are not allowed to do ANYTHING, not even read a book, lest children would be tempted to hurry through the test. So those done quickly just sit there for hours sometimes. It is a nightmare. We should ALL be horrified!
All hail the testing gods!!
And we are in lockdown mode (new meaning here in CT) as no one can leave until materials are returned and extended time has ended. Periods are cut down to 25 minutes and by the time the kids get settled, send down attendance and review homework, how much time is left for: close reading, deep critical thinking and analysis? Not much and this goes on for NINE days.
Congrats to Darcie….you rock!
I applaud Darcie for her stand. However, I think it is unfortunate that her daughter will miss three days of school.
Many years ago ,in the district I worked in, when a parent opted out of something (like sex Ed.) our principal would take those students and work with them. Her choice of material related to some type reading or math enrichment independent of the regular curriculum. I think a schools first responsibility is instruction not testing.
Yes, its maddening that her only choices are to keep her kids home (not workable for many working parents) or to sit in a kindergarten class. How insulting to her kids for one thing, to have to go back a grade, and how insulting to the kindergarteners and their teach for another to assume that they weren’t doing anything that couldn’t accomodate/be interrupted by a couple extra kids.
Equally insulting that they’re only allowing it this time because as first graders the test doesn’t really count, but they won’t be so lenient about it when they’re in third grade.
I commend Mother Crusader for her campaign, and I congratulate her for a small victory, but I fear it is but a very small battle in a very larage and ugly war.
I say when life hands one lemons (endless testing) make lemonade (endless possibilities that are far more educational than testing including actually making lemonade)
Any fellow Wisconsin cheeseheads out there who are interested in opting out and want to join forces, let me know. I’ve opted my daughter out of the new mandated PALS literacy screening and she does not participate in the locally administered NWEA MAPs either. We get the Smarter Balance instead of PARCC in WI. She won’t be taking that one either when she gets to that point. She’s in Kindergarten right now. Good Luck fellow opter-outers!
went on to United Opt Out National website, ran off the opt out letter template for my state, put copies in colleagues mailboxes at school, in the teachers lounge, and handed them out to parents picking up their kids at the end of school day. I’d say easily 90% of the parents and some teachers as well weren’t aware that is an option.
Question for folks here: How is that you view the parent trigger as wrong, yet mothers opting out of testing as good? Not saying I necessarily disagree, but it seems that there is a double standard here – parents taking education into their own hands is good in some cases, and bad in others. Is it simply that folks here support opting out of testing, but not charter schools?
Ed, you are not splitting hairs, you are just not making sense.
The parent trigger is a theft of public property.
Opting out of testing is a parent protecting their child against unnecessary and abusiveness treatment.
Sorry if I can’t follow your reasoning.
Did you read Yasha Levine’s brilliant article about the deception and intimidation used to fool parents in Adelanto to sign a parent trigger petition?
If not, read it here: http://gfbrandenburg.wordpress.com/2013/04/17/what-the-parent-trigger-law-meant-in-practice/
Thanks for your reply Diane. I am very much against the parent trigger concept myself, but have not read the link. Will do shortly.
In response to your comments about not making sense, you are right in that the the end result of parent behavior (trigger vs opting out) is very different, but you are using the ends to justify the means. In essence, you are saying that if the end result is good (in your opinion), then parents subverting/circumventing public school decision-making is justified. If the end result is bad (and, from your angle), then parents subverting/circumventing public school decision-making is bad.
To me, the core discussion is about whether parents have the right to decide how public schools are run. Because they don’t have the training or experience, parent decision-making in certain capacities is uncalled for. We would never allow parents to choose special education curricula, for example, because they don’t have the training to do so. I don’t oppose parent trigger because I don’t like the end result (charter schools), but because I don’t believe parents have the expertise to understand that decision. They simply don’t have the capacity to evaluate the quality of a school or decide who should run one.
Let me phrase it this way: What if there were a “parent trigger” in which parents could decide to end state testing if such testing didn’t indicate academic achievement above a certain threshold? Would you support the parent trigger then? If so, you aren’t really against a parent trigger, but just against parent decisions that lead to charter schools.
If that’s the case, fine – I know you disagree with charters. But, don’t call it an issue with “parent trigger” – it’s just an issue with the trigger they are pulling.
“To me, the core discussion is about whether parents have the right to decide how public schools are run.” The parents aren’t deciding “how the public shools are run”, they are just deciding that a certain part of their child’s schooling is inappropriate and harmful to what they believe their child’s education should be. And that’s the way it should be.
Duane, I see that as a matter of degree – in both cases, parents are being given the right to set educational policy or practice – whether that be on a more grand scale (e.g., charter school taking over), or on a slightly smaller scale (e.g., opting out of tests). Fundamentally, though, I see both as being the same.
I checked out your blog ededed. I understand that you have probably come here to try and get some traffic on your own blog. Seems that no one has taken the opportunity to respond to any of the
anti-teacher, pro standardized testing articles on your blog as of yet. In the interest of full disclosure, what is your name and what do you do for a living?
This is how it is done…. My name is Betsy Marshall and I have been a teacher for 26 years. I have taught in private as well as public schools in two states, Pennsylvania and New York. NCLB is a failed policy and is harmful to our children. My students and I live with the negative consequences of bad education policy every day and have for more than ten years now.
Now your turn………
Anonymous EdEd also says this:
“More specifically, I’ve grown concerned with the growing divide between research/best practice and actual practice. From federal policies to nuanced classroom practices, it seems that the community serving struggling students consistently struggles itself with understanding and implementing of a variety of youth-related practices. From Response to Intervention (RtI) to Common Core State Standards (CCSS), sometimes confusion and poor implementation are the norm, rather than a quest for further understanding and fidelity of implementation.”
So he lumps the national standards in the category of research/best practice and he uses the term fidelity with the untested, forced national standards being sold as state led. Interesting since fidelity in this case implies accuracy in details, exactness and the coporate core national standards lack these details.
Even Arne is begging for support from corporate America. I guess the non stop Exxon Mobil commercials are not doing the job. Are they getting desperate?
Betsy, sorry – nothing could be further from the truth. I haven’t promoted my blog anywhere, nor do I really care if anyone visits. Interestingly, most of my comments on other sites tend to support Diane’s views, so to characterize me as “anti-teacher, pro-standardardized testing” is simply not accurate. If you’d like to quote me specifically and challenge that, I would be happy to respond. But, as it stands, I don’t see any support for your characterization. In fact, I’ve made numerous statements, including on this blog, that I do not support teacher/school evaluation via standardized test.
In terms of identify, I’m unfortunately not in a position where I have complete freedom of expression of my viewpoints, which is partly why I visit various sites – to be able to participate in discussion without fear of ramifications. My question to you would be this: If I’m wrong, would 26 years of teaching experience make me right? If I were for standardized testing and had 26 years, would you then accept my viewpoints? If said “state tests hurt children,” would you only agree with me if I had taught 31 years in a public school, or does that position stand to reason on its own?
One of my fundamental issues with some folks who comment/contribute to this blog is the personalization that occurs. Instead of discussing the issues, you want to discuss me (or others). This distracts from your main argument. Are you really contributing to this blog, Betsy, attack me, or to pursue the goal of ending state testing? How would attacking me lead to your goal? Do you feel that others, who may not agree with you, will suddenly change their mind because of the post you just made? Or, would your time be better spent addressing the substance of your argument?
In response to your first comment, Linda: Actually, if you reread my quote, you’ll see that I referred to CCSS as “youth-related practices,” but I do see how the misunderstanding came as I referred to best practices in my previous sentence. I apologize for any confusion. The core of my argument was not to identify CCSS or RtI as best practice, but to highlight that there is a difference between a strategy/program “as designed” and “as implemented,” and that I believe many educational issues today stem from the latter.
As an example, I’ve seen some school districts advocate for use of CCSS as a pacing guide, ignoring mastery learning and differentiated learning simply because a standard is in place for a particular time period. The error in this use of CCSS (or any set of standards) is that there is a difference between an ideal goal and actual instruction. If the goal is beyond the instructional level of students, it’s not best practice to still the content associated with that goal. Yet, I’ve seen teachers oppose CCSS because they or their district folks have misinterpreted standards as a pacing guide.
On your blog there is an about page, but there is no information about you. Why are you anonymous there? Also, it would be interesting to know exactly what your profession is and how you are involved in education if you are. You say this in one post:
5) They have amassed a following similar to Rush Limbaugh or other propaganda-oriented figures, in large part because they rely as much on propaganda as they do on fact. The sad truth is that there IS fact behind many of their arguments, but rather than taking the calm and analytical approach of using that fact, they sensationalize most stories, perhaps because they don’t think their followings will be able to grasp the truth?
The they is us…the Ravitch readers, correct? So you are calling Diane a propaganda oriented figure, correct? And we are too stupid to grasp the truth? So why post here….if that is your opinion and since many of us are educators, your opinion of teachers is now quite clear.
No need to respond…..your message is clear. Your anonymous stance may hide your true motivations.
Linda, I responded about the anonymous comment before. I’d also encourage you to consider that the vast majority of folks posting here and elsewhere online choose to remain anonymous for exactly the same reasons I do. Are you saying that everyone who posts here should have to reveal their full identity and place of work? Why is that you aren’t expecting others to do the same, even with Diane herself has not laid out this expectation? My guess is that you may think it’s more effective to try to attack my character than my viewpoints. Hopefully at some point you’ll realize that your approach looks immature and angry, rather than informed and focused on important issues.
To respond to your specific comments, yes – I’m referring to folks here, and on other blogs/forums/actual discussions that seem to believe its more effective to attack people rather than issues at times. There are many folks who post here who are very reasonable, but there are several folks who do not seem to be very reasonable, and more interested in personal attacks than a focus on the issues. With you in particular, you have countlessly decided to attack me and my motives rather than my ideas, despite multiple requests for you to return to the topic at hand.
“Am I calling Diane a propaganda oriented figure?” My impression is that Diane sincerely has the best interests of kids at heart, and I happen to agree with most of her viewpoints on education that she blogs about. However, I have noticed a trend to, at times, include material that isn’t relevant to the core issue, which I have interpreted as an attempt to rile readers into agreement on an emotional level. I’d be happy to quote specific posts if you’d need it.
“And we are too stupid to grasp the truth?” No, quite the contrary. If I believe this blog was filled with stupidity, you’re right – I wouldn’t bother. Actually, I believe that Diane (and some folks here) are some of the few in the country that are seeing some of the “reforms” for what they’re worth, which isn’t much. I respect the courage to stand against the multiple machines out there, and think Diane is an important voice today. What frustrates me, and what often compels me to chose to post some of my opposition, is NOT the substance, but the means. I don’t believe calling articles “dumb,” for example, is a professional or effective way to communicate with others in a way that will actually make a difference. Instead, the only folks who listen to posts like that tend to be people who already agree with Diane. I can imagine others tuning out such posts because they appear personalized and unprofessional.
The bottom line, Linda, is that I actually agree with you more than I disagree, but you seem intolerant of anything other than full support of Diane and her viewpoints. You, and others, seem so unwilling to have a discussion that you have remarkably characterized me as somehow against you, Diane, and exposing the truth. This, ultimately, is what I believe will lead to you and others being unsuccessful – not your position on the issues, but your approach in working to implement actual change.
On the subject of anonymity: I respect that teachers and principals must often mask their identity in order to protect their jobs. Otherwise they would be afraid to write candidly.
Quite frankly, I do not respect those who hide their identity as they use their comments to sneer at teachers and principals. They should have the decency to use their full name, as no one will fire them for their comments.
Thanks for weighing in Diane. I hope you haven’t found that I have sneered at teachers on your blog. Please call me out if you have found that I have.
Ed, so long as you are civil, you are welcome here.
Thanks Diane.
Are you for real? Close reading please. I never asked your name. Stating you taught 6 th grade science, for example, would not give away your identity. You’re not answering because you have no classroom experience. I don’t want your name….never asked it. You are deflecting because you have never worked directly with children providing instruction where you are solely responsible for their intellectual growth. Stop evading Bobby, Bill, Ed. What other professions are you an expert on where you never mastered the front line job? Policy wonk doesn’t count.
Kudos to you and thank you thank you thank you for being a crusader for this cause! I’m a fifth grade teacher in California and this afternoon I had to sit through the same video that I watch every year that tells me I am NOT ALLOWED to suggest to parents that they opt out of testing. Who makes the rules and produces the video? Well, the testing company of course! Grrrrr! So frustrating!
Eded. I think this is in the wrong place but can you tell us your teaching exp in the classroom. How many years, grades, subject areas, certification, setting, placement , etc.
Hi Linda, I think you responded to sward2020’s comment. As I’ve said, and as Diane has also replied, I’ve chosen to keep my identity not public because I don’t believe I have true freedom of expression in my position. However, I will say that I’ve held a variety of positions in public education and the nonprofit sector (not referring to charters) over the years.
No I want your classroom experience where you were responsible for educating children, planning lessons, attending 504’s, ppt’s, conferences. Time on the front line seeing, hearing and educating children. How many years, what ages, etc. stay anonymous. That’s fine. Have YOU ever been a k-12 teacher ever and give us the details?
Linda, if I give you my entire professional profile that would defeat the purpose of anonymity. However, I do see how knowing a bit about my experiences might help contextualize my comments more. I have held several positions in public school settings on the “front lines” as you mention (including teaching, but not limited to that), and have held several nonprofit positions, all youth-related. In terms of experience you’ve asked about, I’ve been extensively involved in planning lessons, attending 504s, and conferences (amongst other activities). I’m not sure what you mean by ppt’s unless you are referring to powerpoints?
I don’t think you were ever a classroom teacher if you don’t know what PPT’s are.
Professional Planning Teams? Linda, I’ve worked across multiple states and acronyms change.
Linda, I googled PPT and apparently that’s a “Planning & Placement Team” meeting, which apparently is a connecticut term. Apparently that’s where you are?
Yes but it is not just CT. How many years were you a classroom teacher, what grades and subjects?
Linda, what other states use that term? Perhaps if you tell me what it is I can tell you if I’ve attended something similar? In terms of years, I mentioned I wouldn’t give you all of details. I’ve indicated I’ve had a variety of experiences, including teaching, but it sounds like you are unsatisfied with my response and don’t believe me. I suppose there is nothing I can do to convince you short of giving you my full identity and meeting you in person to confirm, which I’ve mentioned I’m not going to do.
How about this – I do see your point that experience may help contextualize a situation, so if you read one of my comments and are wondering if I’ve had a particular experience (e.g., attending 504 meetings), I’d be happy to tell you if it seems relevant and doesn’t require me to give you my identity.
Or take a completely different approach – assume I’m Bill Gates, or Bobby Jindal. While I do see that one’s experience might be helpful in understanding someone’s comments, at the end of the day 2+2 is 4 – not because a math teacher says it, but just because it is. If I’m wrong, it shouldn’t matter if I’m Bill Gates or a classroom teacher with 40 years. I’m still wrong.
I am short on time today and not so efficient on the iPhone, but if you were a classroom teacher you would be so proud to share your stories about your kids and your experiences. If you are Jindal watch your back as the Feds are coming. If you’re Bill get a job and leave us alone. You are clueless. If it weren’t for your endless supply of $$$$ no one would listen to you and check out today’s edushyster. You are skewered. Nice to meet all of you.
Well, I have to commend you on your iPhone typing – I would not be as graceful! In terms of stories to share, Linda, I’ve had a lot of wonderful experiences and am grateful to have been a part of them all.
Ok so your constant dodging of the classroom teaching exprerience makes it clear you never were one, therefore you are just another dilettante pretending to be an expert in a profession you never mastered similar to most educrats today. Ring! Class dismissed.
Sorry, Linda – that’s a baseless conclusion. You’re saying because I won’t reveal my full resume that you have concluded I’ve never taught? Diane has, herself, just commented that she doesn’t find it necessary to reveal one’s full identity. You disagree?
edededucation,
Not only did you not make sense, your response revealed that you aren’t looking for any information. Your are seeking a platform. Get a life!
It appears so: http://edededucation.wordpress.com/
Linda, because I have made 6 blog posts on my entire blog (fewer than Diane usually makes in a day), I am somehow seeking a platform rather than being interested in having a real discussion? Do all people with blogs fall into the same category as me? If not, what makes me different? If you’re disagreeing with a post in particular, it may be more helpful to comment on that post in disagreement, or at the very least quote it here. You have done that in a previous post, and I appreciate your specificity there.
Peg, usually its effective when you disagree with someone specifically by addressing a specific post I made, or quoting me somehow. “Get a life” is typically a phrase that would be used by a middle school child in an argument, not a professional response about a serious issue. If you have a specific issue with anything I’ve said, I’d be happy to respond. Otherwise, I’d appreciate you not making assumptions about what I’m looking for without backing up your statement with specifics.
Very short response due to time but I don’t even agree what change is at this point. Those of us on the front lines will keep teaching and learning and advocating for children and their families. I am successful every day and so are my students. That’s all that counts.
Reinforcing attention seeking behavior results in more of the same. You have garnered more attention here than warranted.
Peg, again you have personalized the situation. I am very happy to receive no attention – just seeking to be a part of the discussion.
Right !
Again, Peg, specifics.