This teacher, now retired, reflects on the madness of giving standardized tests to students in special education. She sees hope in the determination and unity of the teachers of Chicago. She also reminds us why retired teachers must stay involved and speak up for their colleagues in the classroom, especially those whose lives are being heedlessly destroyed by pointless reforms:
| I was a special ed. teacher who was there before–and when– this craziness started. (Although there were always problems {& NOTHING even compares to the present-day intimidation, harassment}, I was lucky enough to be teaching when one could really teach. To get to the point–as a special ed. teacher, I had a front row seat to the suffering caused by the high-stakes tests. We had no business whatever making some of these students–who were often as many as three years behind (in reading &/or math)–take grade-level tests. We had students hide under their desks, cry, tell us they were stupid, throw pencils into the ceiling, have tantrums (In middle school!), scribble on the Scantron forms, connect all the bubbles, after filling in anything, etc. When I went to a state conference of LDA (Learning Disabilities Assn), I entered into a discussion about organizing a walk out–that is, EVERY special ed. teacher in the STATE would walk out, refusing to give the tests. Unfortunately, we couldn’t get a buy-in from others. I took a class in Special Ed. Law after my first year of teaching, as I worked in a school district where parents either: 1. wanted to do right by their children, but didn’t know how to get services or help; 2. were not readily available or were not involved in their children’s education. So, when administrators tried to tell me, “Oh, Mrs. X, you’re just a new teacher. Johnny doesn’t really need all that help. His parents aren’t here asking for anything, are they?” I’d whip out the rules and regs.and say,”Oh, well, we really can’t do that, according to Section 5, Part A…” I guess I could have gotten fired but, as aforementioned, it was a different world (although the superintendent–who was a real jerk–called me at home and badgered me!), and with knowledge, there was some power.However, there IS hope. Look at Chicago–FIVE THOUSAND red-shirted teachers turned the tide and brought about (and, hopefully, will continue to bring) a good first result. And they continue to show up. And parents/community organizers show up–there is going to be a rally RE: an ELECTED school board this week (City Council almost kaboshed the request for a referendum on this issue, but the people prevailed!). I can assure you that the attendance will be great.There is strength in numbers; attention will be paid. |
Diane Ravitch's blog 
Your students were blessed to have someone who cares so much and is brave to stand up for them. I am struggling with finding the intent of the various accommodations for my many inclusion students. I want them to succeed and I work hard to ensure that I meet their IEPs so they can participate fully and feel successful in my class. I have some with 20 different things checked on the IEP form, and rarely a para to help (they are wonderful but spread so thin I am surprised they haven’t quit). I feel I am failing these kids often, and that makes me very very upset. Some have parents who are very involved, others we never see or hear from even when we leave messages. I educate myself on the laws and how to meet the accommodations in an inclusion classroom or 33 students total. My biggest challenge is how some of the accommodations are interpreted by me vs the powers that be.
I really identified with your statement:
So, when administrators tried to tell me, “Oh, Mrs. X, you’re just a new teacher. Johnny doesn’t really need all that help.
His parents aren’t here asking for anything, are they?”
I taught English language learners (ELLs) for 28 years and have seem the same progression of testing. Why would we test students who have been int he U.S. less than 3 years and do not speak English. It is so frustrating to those of us who teach in the field. State standardized tests do not show how much ELLs know about math or reading. They may be highly proficient in these tasks in their native language. Or they may need extra support because their first language skills are low. You will never find this out by using a test that is designed for native speakers of English. And we will continue to be told these students are failing.
It doesn’t get much crazier than this:
ACT: EVERY (emphasis mine) 11th grade student in Louisiana public school student will participate in the ACT test March 19, 2013 (source Louisiana State Department of Education). Special education students count as zero on school performance scores. The state cannot/will not yet tell us what accommodations if any will be allowed.
Wonder what this is costing?
I have to wonder about kids with learning disabilities who make progress in reading at a very slow rate, and what will happen when they are denied diplomas in high school, due to failure at passing high-stakes tests. These are often kids with average or above-average intelligence, for whom taking the alternative test is not appropriate.
I teach several of these students. I know reading is a struggle. I know they have disabilities. I know they get discouraged. I am happy that they do make progress, albeit not at the rate of non-disabled students.
In a country that prides itself on equal protection under the law, and claims not to discriminate against its citizens on the basis of race, creed, gender, or disability, how is it possible to make children with learning disabilities jump over the same bar to graduate as students without disabilities have to jump over? And just what does it do to raise that bar, making the goal even more unattainable?
As with so much in special education, I’m guessing that this will change, but only after one or more lawsuits. How much better it would be if those who wrote the laws in the first place thought about these kids.