Issue link: http://educator.cta.org/i/315828
Feature I T ' S N E I T H E R , A C T U A L LY. The student in Terri Jackson's sixth-grade math class is supposed to be practicing for the new, com- puter-based Smarter Balanced Assessment Field Test, solving a ratio problem of having three elm trees to every two pine trees inside a square. "That was a funny example of students practicing for the test," says Jackson, a teacher at Stewart Elementary School in Pinole and CTA Board member. "I told him he needed to take it seriously, but it's hard when students are used to playing games on computers instead of taking tests on them." In a "debrief" after the practice test, students say they enjoy being tested on the computer because it's fun. Others say they miss the old California Standards Tests and being able to answer questions without explaining their work. The practice test is in preparation for the field test being administered to all students statewide in grades 3-8 and 11 between March 18 and June 6, in what some call a "dress rehearsal." The field test of more than 3 million students will evaluate the qual- ity of test questions to ensure they are valid and fair, and serves as a barometer to assess schools' computer and server capacity, as well as the computer skills of students. Gov. Brown and lawmakers approved AB 484, a CTA-supported bill, which eliminated outdated standardized testing this year and provided a year of field testing only on the new standards. The law also created a three- year moratorium on using state testing results for accountability purposes. Going from a multiple-choice, fill-in-the- bubble paper test to an open-ended computer test is a huge leap. While there are still some multiple-choice questions, multimedia technology allows students to respond in new ways, such as editing text or drawing an object. Students are asked in some cases to demonstrate and explain how they arrived at their responses. The test is "adaptive," which Common Core in their district, and of these, just 24 percent feel they have been heard. A poll of CTA members shows there's a disconnect between what teachers need most, time to prepare and learn new technology, and what is made available to them (see graphic above). Teachers, says Vogel, must make their voices heard loud and clear, especially when it comes to demanding collaboration time, professional development and resources necessary to make implementation successful. CTA has helped several chapters bargain teacher participation in CCSS implementation and also in bar- gaining for collaboration time. (For more information on CCSS bargaining issues, see page 34.) "Don't underestimate your authority," says Vogel. "Teachers are still some of the most respected people in the communities where they teach. If you feel the Common Core is unfolding differently than it should be, you have a right and responsibility to communicate that to your district and management teams — and to parents whose kids you serve." Looking to the future Forrest describes herself as an optimist: The second-grade teacher believes she will be ready by fall. To prepare, her students are doing more partner work or "pair share" activities. In math, she's learning what to leave out (fractions) and what to add to her curriculum (the study of money). "The Common Core is somewhat like changing grade levels," she muses. "It's so hard at fi rst because you have to learn a new curriculum as you go along. Then it gets easier. I'm thinking that is how it's going to be with changing over to Common Core. I believe change is good. Change makes you ask questions such as 'What's the point of what I am teaching?' and 'What can I do to help my students thrive?' So far I'm happy with changes I've seen." Lemus is also hopeful about the future. "I am a teacher, and I will fi nd a way to be successful," he says. Harris, the Common Core coach, believes that the new standards will be an easier adjustment for students than teachers anticipate. "They are more technolo- gy-savvy than we are. They are ready to let go of the bubbles and worksheets. They are ready to start talking about things in a meaningful way. I can hardly wait." Survey by Greenberg Quinlan Rosner Research WE REPEAT, THIS IS ONLY A TEST A student moves trees all over his computer screen with abandon, and soon the entire screen is covered in trees. Is the student creating an art project — or perhaps playing his own version of a video game to see who can move trees into squares the fastest? CTA members say they don't always get the resources they need from their districts Planning time Updated materials Model lesson plans Inservice training Percentage of teachers who say a resource is helpful for adopting CCSS Percentage of teachers who say a resource is available 82% 64% 57% 46% 39% 9% 24% 75% 16 M AY 2 0 1 4 Educator 05 May 2014 v1.7 int.indd 16 5/17/14 9:37 AM