FW: Hearing testimony

[Diane Aoki <dkeikoa@hawaii.rr.com>]

Here is what I did o nmy first day of summer vacation.
Diane
------ Forwarded Message
From: Diane Aoki <dkeikoa@hawaii.rr.com>
Date: Fri, 02 Jun 2006 13:57:03 -1000
To: <nclbfeedback@aspeninstitute.org>
Conversation: Hearing testimony
Subject: Hearing testimony

To members of the NCLB commission,
    I am writing to submit testimony to your hearing on the successes and
challenges of the NCLB law that has been in effect for the past 4 years. I
am an elementary school teacher in a large, non-urban school on the Big
Island of Hawaii. This past year, based on scores from the 2003-2004 testing
and criteria, we were deemed in need of "restructuring." This was due to our
SPED population not making AYP. The restructuring plan was to pay America's
Choice approximately $400,000 to implement their program at our school.
Funny thing is, last fall, based on 2004-2005 scores and criteria, we made
AYP. Scores did not substantially improve (remember, we were already doing
okay, but for the SPED). What changed was that the state changed the number
of students used for a subgroup's scores to be counted for AYP.
     Yet, we are in restructuring. Yet, we lost positions for P.E.,
Technology and Music to pay for Literacy Coaches. Yet, we are scrutinized.
Yet, we are labeled. Yet, morale is low and this year there is a record
number of transfers and teachers not returning. Oh, we are improving. As it
should be. This is what we do as professional educators, always looking for
better ways of teaching, reaching kids, and helping them to achieve. If we
have success now, I refuse to attribute it to NCLB or America's Choice. We
succeed in spite of them. However, the short-term success we have now may be
overshadowed by negative long-term impacts if current trends continue.
    Because so much emphasis is being placed on the results of the tests,
how can we not "teach to the test?" Can you blame us if our class, or our
school, will be labeled, and shamed if they do not score well. Never mind
that it was only due to one subgroup, we will still be labeled failures. How
can we spend time doing engrossing projects, learning to play an instrument,
going on field trips, learning about the history of our country if that
means we don't have time to study for the test? This is what is happening.
    I fight it. For example, I was determined to do an outdoor education
project that could have taken the kids on 3 field trips for nature and
cultural studies. I took them on one, and then testing season came, and all
these other assignments and requirements and then there was quarterly
testing. And before you know it, time had run out. And this was me,
consciously trying not to be driven by the test. However, there is more at
play than just "the test" in the reform movement. There is also the
standards movement, which is beyond the scope of this testimony.
    Because of the emphasis on test results, testing is what is driving
public education. Raised test scores (or the appearance of them) seems to be
our only concern. We recently were praised by our district superintendent
for making AYP one year after being in restructuring. This is so absurd
because the reason we made AYP was because of the different criteria not
because of anything we did or did not do in the classroom. Giving the
appearance of improved test scores shows up in other ways. Students who are
"almost" at the cut point of meeting proficiency are given more attention
that the students who are way below and who will never make it no matter how
much help you give them. They will progress, but not enough to make a
difference in the scores, so the resources go to the "almost there" kids
rather than the "way below" kids.
    And yes, we must reveal the possibility that teachers feel so much
pressure that they will "review" items on the test they know they have not
covered after having a peek at the test before giving it to the students.
Our test took ten days. Ten different tests. So it is possible that a
teacher could have read the test on Day 1 for Day 2's test (and on and on to
Day 10) and made sure he or she "reviewed" items that are coming up on the
test with his/her students. I hear the outrage! I risk a backlash that by
revealing this those in control will want even more control because teachers
can't be trusted. I only reveal it to provide "reasonable doubt" that NCLB's
emphasis on high-stakes testing is a success. I myself don't have outrage
when I hear teachers doing this, I know where the behavior is coming from.
And I myself consciously fight making the test all-important. It is not
important enough for me to look ahead at the test and try to make a
difference at the last minute.
    That's the thing. I don't care how I do on the test. That's not true, I
can't help but care. Data is compiled and shared. Though names are kept
confidential, you don't want to be the one with the lowest scores, even if
you know that you have a challenging group of kids. So, I do care. But I
know that no matter what, I tried my best every day. I tried different
approaches when one wasn't working. I try and try and try to be better at
what I am doing. And I also try to connect to kids. I try to connect to them
and I try to make connections for myself, for what I know is true and real
and effective. I strive for truth in teaching. I am not satisfied with
students pretending to read (as observers who come into the classroom seem
to be), I am concerned that they are not really enjoying reading.
    Today is my first day of summer break, which is why I am taking the time
to write. NCLB is the wrong thing for public education, unless you want to
destroy public education and the love of teaching and learning. If that is
your intent, then NCLB is a success. Think about what you want for your
children and grandchildren and provide that for our students. Do you want
them to have exciting, joyful, well-rounded experiences in academics, the
arts, technology, physical education? Then this is what you must provide for
all students in the public schools.

Sincerely,
 Diane Aoki, Kona, Hawaii
    

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