Ahoy, ISATs! Next week is ISAT testing week, I think, after another big snowstorm. The Board's request for a one-month reprieve didn't pan out. Nor did its belated efforts to get approval for IMAGE or to do a replacement version. Here are all the logistical details from ISBE. Just for fun, click here to read about all the snafus from two years ago. Remember too how the test got changed last year and everyone's scores went up. Are there any big changes on the tests this year, in terms of substance or procedures? Has your school been doing anything different than usual?
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Fri Feb 29, 2008 at 11:49 AM
Ahoy, ISATs!
To the Orr Family, the third crime that you committed was to be a general high school. As the general high school for your area you must take in all students who cannot go anywhere else from September to June! You have an all minority student body with over 90% qualifying for free or reduced lunch. You have over 30% Sp. Ed. students! How come you can't make bricks without straw? Have a good day.2
Fri Feb 29, 2008 at 1:28 PM
Ahoy, ISATs!
the Board should hold off a month to make up for all the snow
days we have had
days we have had
Fri Feb 29, 2008 at 5:36 PM
Ahoy, ISATs!
Isn't next week also (Wednesday, March 5, 4:00 p.m., Plumbers Hall, 1340 W. Washington) going to see another Chicago Teachers Union House of Delegates meeting?
And won't that give Marilyn Stewart another chance to explain how all the stuff that's going on inside her administration is "None of your business" (her response last month when asked about the split inside the UPC) and that "There is nothing, really we can do" when asked about all the school closings and teacher screwings being done by the Board and Arne Duncan?
Actually, it's worse than that. On Monday's press conference, Stewart basically asked the Board for permission to fire all those "bad" teachers herself. Dal Lawrence (from Toldeo, Ohio) at the CTU press conference -- while Stewart looked on an nodded approvingly -- bragged that under the union plan for peer review he had helped get rid of more "bad teachers" than any school superintendent in the USA had ever done. Then the principal of Fulton (again, at the union press conference) said that Fulton had already "turned itself around" but that there were many many "bad schools" out there that needed to be turnarounded (that's a very now you know, so it has to have a past tense).
And won't that give Marilyn Stewart another chance to explain how all the stuff that's going on inside her administration is "None of your business" (her response last month when asked about the split inside the UPC) and that "There is nothing, really we can do" when asked about all the school closings and teacher screwings being done by the Board and Arne Duncan?
Actually, it's worse than that. On Monday's press conference, Stewart basically asked the Board for permission to fire all those "bad" teachers herself. Dal Lawrence (from Toldeo, Ohio) at the CTU press conference -- while Stewart looked on an nodded approvingly -- bragged that under the union plan for peer review he had helped get rid of more "bad teachers" than any school superintendent in the USA had ever done. Then the principal of Fulton (again, at the union press conference) said that Fulton had already "turned itself around" but that there were many many "bad schools" out there that needed to be turnarounded (that's a very now you know, so it has to have a past tense).
Fri Feb 29, 2008 at 9:26 PM
Ahoy, ISATs!
I know the media spin on last year's improvements in scores was due to BIG changes in the ISAT. But the only changes that I know of were printing the thing in color, allowing 10 extra minutes and changing the cut scores on the 8th grade math test.
Would printing the test in color and allowing 10 additional minutes really explain the increases in scores? Or, is this a case of media and corporate cynicism? God knows, teachers and the public school system can't do anything right!
Would printing the test in color and allowing 10 additional minutes really explain the increases in scores? Or, is this a case of media and corporate cynicism? God knows, teachers and the public school system can't do anything right!
Sat Mar 1, 2008 at 5:26 AM
Ahoy, ISATs!
"...Would printing the test in color and allowing 10 additional minutes really explain the increases in scores..." (BIG changes, yesterday).
Yes.
The more important part is the extra time. Any timed test gets improved results, up to a point of no return, when extra time is provided. This is especially true where a large part of the sample population will include slow but careful (and accurate) readers (a situation you get when you have large ELL populations, for example).
You'd be better off if you began demanding that the tests be abolished as a measure of "accountability" than bemoaning the ISAT facts as they existed in Illinois during the year Governor Blagojevich was running for re-election. As you must know, test data of these kinds (including these so-called standardized state tests) statistically spread into a bell curve that matches more closely to family income (and two or three other factors), so that in gross numbers, when you use so-called "standardized" tests to measure schools (and you, as a teacher) you are measuring as much about the economic realities facing your students and their families as you are about what is taking place in your school.
I know that every teacher who cares also wants to tell me about the outliers they've known. So what?
Next month AERA meets in New York City. Last year, they met in Chicago. CPS boycotted the thing because the CPS "research" people are not really researchers -- last year or this year. They are clever and hugely compensated political hacks (usually with their degrees in something mushy like "public policy") who have never subjected anything they've written to peer review.
February 2008 was another example of that. From the cherry picking of data to "prove" that schools have "failed" (or were "underutilized") to the final reporting on the closings after last Wednesday's Board meeting, the same ugly game was going on. Lies through "data", then public lynchings of those who "failed" because they were sabotaged to the point where they could never have succeeded.
It's not wrong to teach as well as you can and do the best, at great sacrifice, for your students.
It is very wrong to continue promoting a set of beliefs (i.e., test scores) that braid the rope that will become the noose when Arne Duncan and his corporate masters decide its time to hang you (and your school, and your colleagues). As long as you play games within their playing field, you are going to lose. And, as Orr, Harper, Fulton, Copernicus, Howe, and Morton learned during the past 30 days) losing can mean losing very big.
Yes.
The more important part is the extra time. Any timed test gets improved results, up to a point of no return, when extra time is provided. This is especially true where a large part of the sample population will include slow but careful (and accurate) readers (a situation you get when you have large ELL populations, for example).
You'd be better off if you began demanding that the tests be abolished as a measure of "accountability" than bemoaning the ISAT facts as they existed in Illinois during the year Governor Blagojevich was running for re-election. As you must know, test data of these kinds (including these so-called standardized state tests) statistically spread into a bell curve that matches more closely to family income (and two or three other factors), so that in gross numbers, when you use so-called "standardized" tests to measure schools (and you, as a teacher) you are measuring as much about the economic realities facing your students and their families as you are about what is taking place in your school.
I know that every teacher who cares also wants to tell me about the outliers they've known. So what?
Next month AERA meets in New York City. Last year, they met in Chicago. CPS boycotted the thing because the CPS "research" people are not really researchers -- last year or this year. They are clever and hugely compensated political hacks (usually with their degrees in something mushy like "public policy") who have never subjected anything they've written to peer review.
February 2008 was another example of that. From the cherry picking of data to "prove" that schools have "failed" (or were "underutilized") to the final reporting on the closings after last Wednesday's Board meeting, the same ugly game was going on. Lies through "data", then public lynchings of those who "failed" because they were sabotaged to the point where they could never have succeeded.
It's not wrong to teach as well as you can and do the best, at great sacrifice, for your students.
It is very wrong to continue promoting a set of beliefs (i.e., test scores) that braid the rope that will become the noose when Arne Duncan and his corporate masters decide its time to hang you (and your school, and your colleagues). As long as you play games within their playing field, you are going to lose. And, as Orr, Harper, Fulton, Copernicus, Howe, and Morton learned during the past 30 days) losing can mean losing very big.
Sat Mar 1, 2008 at 9:09 AM
Ahoy, ISATs!
February 29, 2008
Dear Colleague:
We understand that many parents, principals and teachers have been apprehensive about the prospect of our English Language Learners having to take the ISAT next week. Please know that we share those concerns, and we have been fighting hard for months to get a reasonable solution from the US Department of Education and the Illinois State Board of Education. This critically important issue affects approximately 55,000 children statewide, about 22,000 who attend our schools.
We have repeatedly offered to have the math and science portions of the test translated, at our own cost, into the students’ native languages. We’ve called, cajoled, conferred, and corresponded with state and federal officials on countless occasions to fight the prospect of giving our students a test they won’t be able to read. Mayor Richard M. Daley stood with us and a contingent of our principals, elected officials, and other school district representatives on February 15 at Nixon Elementary School to call for a common-sense solution to this problem. And this week, a letter signed by every member of the Illinois Congressional Delegation was sent to the US Department of Education, calling for a reasonable solution for our children. (That letter and a number of other ELL-related correspondence and documents are attached to this email.)
And now, on the last school day before testing begins, we received word that the US Department of Education would allow ISBE to delay the submission of AYP data in order to push the testing window back for ELL students so that translations could be done. The federal approval came, however, with some concerns about the state’s ability to maintain test security and validity while the questions were being translated. These are concerns that, while they pose some risks, we feel we could adequately address with the state and test vendor.
But we just learned a short time ago that ISBE has denied our request. The state has remained unwilling to show the courage needed to do the right thing for our ELL students.
ISAT testing begins on Tuesday, and we have decided—with great frustration and disappointment—to administer the test to our English Language Learners.
One critical issue that parents should not have to worry about is whether test results will affect a student’s ability to be promoted to the next grade. We will not use ELL students’ ISAT scores to determine promotion decisions.
I’m convinced that this test will not accurately assess what our ELL students have learned. These students may very well know the answers, but simply won’t be able to read the questions. Over the next few months, we will convene a working group of principals, AIOs, teachers and parents to ensure that the ISAT data for ELL students does not jeopardize the integrity of our school-accountability policies, scorecards and performance-management systems.
We appreciate everything that parents, educators, and community members do to make improvements at Chicago public schools and to fight for what’s right for our children.
Principals and Teachers: If you have questions about ELL students taking the ISAT, please call the CPS Department of Student Assessment at 553-2430 or the Office of Language and Cultural Education at 553-1930. Thank you for your hard work all year leading up to this testing period. Know that we appreciate your assistance in alleviating the anxiety among students and parents. We know that they trust your leadership and commitment to their education.
Sincerely,
Arne Duncan
Chief Executive Officer
Dear Colleague:
We understand that many parents, principals and teachers have been apprehensive about the prospect of our English Language Learners having to take the ISAT next week. Please know that we share those concerns, and we have been fighting hard for months to get a reasonable solution from the US Department of Education and the Illinois State Board of Education. This critically important issue affects approximately 55,000 children statewide, about 22,000 who attend our schools.
We have repeatedly offered to have the math and science portions of the test translated, at our own cost, into the students’ native languages. We’ve called, cajoled, conferred, and corresponded with state and federal officials on countless occasions to fight the prospect of giving our students a test they won’t be able to read. Mayor Richard M. Daley stood with us and a contingent of our principals, elected officials, and other school district representatives on February 15 at Nixon Elementary School to call for a common-sense solution to this problem. And this week, a letter signed by every member of the Illinois Congressional Delegation was sent to the US Department of Education, calling for a reasonable solution for our children. (That letter and a number of other ELL-related correspondence and documents are attached to this email.)
And now, on the last school day before testing begins, we received word that the US Department of Education would allow ISBE to delay the submission of AYP data in order to push the testing window back for ELL students so that translations could be done. The federal approval came, however, with some concerns about the state’s ability to maintain test security and validity while the questions were being translated. These are concerns that, while they pose some risks, we feel we could adequately address with the state and test vendor.
But we just learned a short time ago that ISBE has denied our request. The state has remained unwilling to show the courage needed to do the right thing for our ELL students.
ISAT testing begins on Tuesday, and we have decided—with great frustration and disappointment—to administer the test to our English Language Learners.
One critical issue that parents should not have to worry about is whether test results will affect a student’s ability to be promoted to the next grade. We will not use ELL students’ ISAT scores to determine promotion decisions.
I’m convinced that this test will not accurately assess what our ELL students have learned. These students may very well know the answers, but simply won’t be able to read the questions. Over the next few months, we will convene a working group of principals, AIOs, teachers and parents to ensure that the ISAT data for ELL students does not jeopardize the integrity of our school-accountability policies, scorecards and performance-management systems.
We appreciate everything that parents, educators, and community members do to make improvements at Chicago public schools and to fight for what’s right for our children.
Principals and Teachers: If you have questions about ELL students taking the ISAT, please call the CPS Department of Student Assessment at 553-2430 or the Office of Language and Cultural Education at 553-1930. Thank you for your hard work all year leading up to this testing period. Know that we appreciate your assistance in alleviating the anxiety among students and parents. We know that they trust your leadership and commitment to their education.
Sincerely,
Arne Duncan
Chief Executive Officer
Sat Mar 1, 2008 at 2:09 PM
Ahoy, ISATs!
How do the year round schools on multiple tracks deal with ISAT and other tests? Do they schedule all 3 - 8 grades to be in the school on this week?
Sat Mar 1, 2008 at 2:14 PM
Ahoy, ISATs!
George,
I have to disagree with you regarding the impact of extending the time limit by 10 minutes for the ISAT test. As someone who has administered the test several times, before and after the changes, I can tell you that very few children need the extra time, and those using the time are completing the extended response portions of the test. Yet, when I've examined the results, there are significant increases on the SAT-10 portion of the test (multiple choice). Also, none of my students are ESL students, so that issue doesn't apply. Sorry to disappoint, but my students, and the students at many schools did in fact experience significant gains in their ability to meet state standards.
I appreciate your position regarding standardized testing. However, as long as tests are used to determine which students are accepted into selective enrollment high schools (and colleges), and decide which schools remain open or closed, I will continue to prepare my students to perform as well as they possibly can, and brag about their performance.
With charter folks and Ren 2010 advocates taking cheap shots at neighborhood schools, teachers in struggling schools don't need ideologues like yourself undermining our accomplishments.
I have to disagree with you regarding the impact of extending the time limit by 10 minutes for the ISAT test. As someone who has administered the test several times, before and after the changes, I can tell you that very few children need the extra time, and those using the time are completing the extended response portions of the test. Yet, when I've examined the results, there are significant increases on the SAT-10 portion of the test (multiple choice). Also, none of my students are ESL students, so that issue doesn't apply. Sorry to disappoint, but my students, and the students at many schools did in fact experience significant gains in their ability to meet state standards.
I appreciate your position regarding standardized testing. However, as long as tests are used to determine which students are accepted into selective enrollment high schools (and colleges), and decide which schools remain open or closed, I will continue to prepare my students to perform as well as they possibly can, and brag about their performance.
With charter folks and Ren 2010 advocates taking cheap shots at neighborhood schools, teachers in struggling schools don't need ideologues like yourself undermining our accomplishments.
Sat Mar 1, 2008 at 4:01 PM
Ahoy, ISATs!
Does he think we believe he cares about the kids? This is the only time he has ever stepped up for what is right for students and it is just because he doesn't want CPS scores to look bad. He doesn't give a crap how this will affect students. He wants his scores to look better.
Sat Mar 1, 2008 at 4:21 PM
Ahoy, ISATs!
Comrade Schmidt,
I am intrigued, please do explain this AERA boycott by CPS "research" people? Before you slam a group as a whole, don't forget that although many of the leaders of the "research" department may indeed be members of the bourgeoise, many of our comrades in arms work to bring accountability into the system.
Someday may the proletariat arise against this Tsarist regime (i.e., Led by Vladimir Richard Daley Lenin and his colleague) so we can have the one true way that you have outlined to us all as the right way in your Manifesto!
I am intrigued, please do explain this AERA boycott by CPS "research" people? Before you slam a group as a whole, don't forget that although many of the leaders of the "research" department may indeed be members of the bourgeoise, many of our comrades in arms work to bring accountability into the system.
Someday may the proletariat arise against this Tsarist regime (i.e., Led by Vladimir Richard Daley Lenin and his colleague) so we can have the one true way that you have outlined to us all as the right way in your Manifesto!
Sat Mar 1, 2008 at 5:17 PM
Ahoy, ISATs!
I think the problem is that Accountability is the same department as Research. This is the same problem as Immigration and Naturalization being in the Department of Justice; that is the business of admitting and welcoming people is the same department that arrests and kicks people out.
It's a conflict of interest to have research controlled by the department in charge of making the policies of the Board look as though they are being successful.
This kind of ethical conflict is very common in CPS - tuition-out Special Ed schools are paid by the Board to tell them if special ed children are ready to come back; and consultants who came in to audit the district staying to direct projects and initiatives the success of which are in turn audited by the same consultants. This is one of the main reasons Arthur Andersen no longer exists, and they'd actually made a half hearted attempt to split up their consultancy from the auditing entity.
As long as Accountability is parsing the data to look as though things are happening (and never let the 'data' be available except as PowerPoint and PDF pictures and graphical forms that can't be analyzed), they'll never have any research that would pass muster for presentation to actual researchers. They'd never make it past the call for presenters.
It's a conflict of interest to have research controlled by the department in charge of making the policies of the Board look as though they are being successful.
This kind of ethical conflict is very common in CPS - tuition-out Special Ed schools are paid by the Board to tell them if special ed children are ready to come back; and consultants who came in to audit the district staying to direct projects and initiatives the success of which are in turn audited by the same consultants. This is one of the main reasons Arthur Andersen no longer exists, and they'd actually made a half hearted attempt to split up their consultancy from the auditing entity.
As long as Accountability is parsing the data to look as though things are happening (and never let the 'data' be available except as PowerPoint and PDF pictures and graphical forms that can't be analyzed), they'll never have any research that would pass muster for presentation to actual researchers. They'd never make it past the call for presenters.
Sun Mar 2, 2008 at 7:47 AM
Ahoy, ISATs!
George,
Where is the link of the press conference that you claim to quote from, or are you just pulling this from your ass again?
Where is the link of the press conference that you claim to quote from, or are you just pulling this from your ass again?
Sun Mar 2, 2008 at 8:57 AM
Ahoy, ISATs!
What quote from a "press conference"? I'm talking about every one of the hearings at which the Board's "accountability" person Enronned the data to destroy the schools, principals, and just about everyone else so they could be turned over to:
AUSL (Moses Vines; AASTA; EXCEL; Morton; Howe).
Some "turnaround" thingy out of the University of Virginia that nobody in Chicago ever heard of, let alone vetted (Harper; Fulton; Copernicus).
New question: What is the vitae of the Board's new "Turnaround" Chief Officer -- and when was there public discussion about creating a "Turnaround Office" at a cost of at least a million dollars a year?
Next question?
AUSL (Moses Vines; AASTA; EXCEL; Morton; Howe).
Some "turnaround" thingy out of the University of Virginia that nobody in Chicago ever heard of, let alone vetted (Harper; Fulton; Copernicus).
New question: What is the vitae of the Board's new "Turnaround" Chief Officer -- and when was there public discussion about creating a "Turnaround Office" at a cost of at least a million dollars a year?
Next question?
Sun Mar 2, 2008 at 9:07 AM
Ahoy, ISATs!
By the way, the reason why those two questions (about the "Turnaround Office" and the "Chief Turnaround Officer") are relevant as we discuss this stuff as it relates to the ISAT is that as of September 30, 2007, neither existed. CPS has no "Turnaround Office" and no guy named Alan Anderson was working for CPS.
So who created these things, and why, and on what basis?
Within a few months, they are going to have enormous impact on most schools' existences, as "low" scores are again dragged out to justify everything from crazed probation schemes to teacher firings ("data driven" of course). And, also, the general high schools will be forced to pay millions for those structure curriculum thingies (privatized, naturally).
Such questions should be more broadly asked, even in Chicago. Just because a guy has smooth talk and wears a thousand dollars worth of suit, tie, and shoes doesn't mean anything, as most people know and anyone who's watched The Wire has learned if they didn't know it already.
So who created these things, and why, and on what basis?
Within a few months, they are going to have enormous impact on most schools' existences, as "low" scores are again dragged out to justify everything from crazed probation schemes to teacher firings ("data driven" of course). And, also, the general high schools will be forced to pay millions for those structure curriculum thingies (privatized, naturally).
Such questions should be more broadly asked, even in Chicago. Just because a guy has smooth talk and wears a thousand dollars worth of suit, tie, and shoes doesn't mean anything, as most people know and anyone who's watched The Wire has learned if they didn't know it already.
Sun Mar 2, 2008 at 10:46 AM
Ahoy, ISATs!
Does everyone realize that we spring forward on March 9th and most of us will be testing on March 10th? I wonder how many kids will come late or be really tired?
Mon Mar 3, 2008 at 7:28 AM
ISATs give Daley/Duncan cover.
Let's face it, ISATs are big business and a band-aid on the problem that elected and Board leaders can't/don't want to address.
All sorts of contracts let to write and yearly revise the tests; then there are the publishers of "test prep" books.
Focusing on test scores allows elected officials and the Board some cover as they avoid addressing underlying social and economic causes for poor achievment in schools.
It gives them fodder in their effort to hand the inner city over to real estate developers, while appearing to close "failing" schools.
If they really cared about our students, there'd be a revolution in funding for schools, early childhood education, social workers and health clinics galore.
Don't blame teachers for problems rooted in centuries of isolation, racism and economics.
All sorts of contracts let to write and yearly revise the tests; then there are the publishers of "test prep" books.
Focusing on test scores allows elected officials and the Board some cover as they avoid addressing underlying social and economic causes for poor achievment in schools.
It gives them fodder in their effort to hand the inner city over to real estate developers, while appearing to close "failing" schools.
If they really cared about our students, there'd be a revolution in funding for schools, early childhood education, social workers and health clinics galore.
Don't blame teachers for problems rooted in centuries of isolation, racism and economics.
Mon Mar 3, 2008 at 8:23 AM
Ahoy, ISATs!
here are a couple of articles from today's news roundup:
CPS gives bilingual students a break on tougher state tests Sun Times
As Illinois students who are still learning English prepare to take, for the first time, the same achievement tests given to all other students, Chicago Public Schools chief Arne Duncan said Sunday he will not use their scores to decide who gets promoted...Even with about 20 accommodations -- such as a teacher reading scripted test questions or students using a bilingual glossary -- Duncan said the tests will make for a frustrating and difficult couple of days for the students. "We'll have some zeros,'' Duncan said. "It's heart-breaking.''
Schools draw parents into ISAT prep game Tribune
Critics contend that making testing a family affair is yet another sign of a nation that puts too much stock in standardized exams.But parents say they're simply supporting their children's education. Some believe it will help hone testing skills that will serve their kids for life.
-- alexander
CPS gives bilingual students a break on tougher state tests Sun Times
As Illinois students who are still learning English prepare to take, for the first time, the same achievement tests given to all other students, Chicago Public Schools chief Arne Duncan said Sunday he will not use their scores to decide who gets promoted...Even with about 20 accommodations -- such as a teacher reading scripted test questions or students using a bilingual glossary -- Duncan said the tests will make for a frustrating and difficult couple of days for the students. "We'll have some zeros,'' Duncan said. "It's heart-breaking.''
Schools draw parents into ISAT prep game Tribune
Critics contend that making testing a family affair is yet another sign of a nation that puts too much stock in standardized exams.But parents say they're simply supporting their children's education. Some believe it will help hone testing skills that will serve their kids for life.
-- alexander
Mon Mar 3, 2008 at 8:25 AM
Ahoy, ISATs!
here's an advisory about the CPS press event announcing the changes in how ELL scores are going to be used:
School Officials to Discuss Issue of
ISAT Testing of English Language Learners
CPS Starts State Standardized Testing on March 4
WHO: Arne Duncan, CPS Chief Executive Officer
Barbara Eason-Watkins, CPS Chief Education Officer
Parents, community members, and elected officials
WHAT: Discussion of issues surrounding this year’s first-ever ISAT testing of English Language Learners.
WHEN: Casimir Pulaski Day, Monday, March 3, 2008
11 a.m.
WHERE: Casimir Pulaski Academy, 2230 W. McLean Ave.
This year, for the first time, students who are not yet proficient in English (termed “English Language Learners”) will have to take the Illinois Standards Achievement Tests, which are entirely in English. There are approximately 55,000 ELL students across Illinois, about 22,000 of them in Chicago’s public schools.
The CPS and several other school districts tried unsuccessfully to convince state officials to allow for a delay in the testing of ELL students in order to allow for translations of portions of the test into students’ native languages. On the Pulaski Day holiday (the eve of ISAT testing in the CPS), school officials will discuss the implications of the state’s policy on the testing of ELL students. The press conference will be held in the Logan Square community at the Casimir Pulaski Academy, which has about 200 ELL students.
School Officials to Discuss Issue of
ISAT Testing of English Language Learners
CPS Starts State Standardized Testing on March 4
WHO: Arne Duncan, CPS Chief Executive Officer
Barbara Eason-Watkins, CPS Chief Education Officer
Parents, community members, and elected officials
WHAT: Discussion of issues surrounding this year’s first-ever ISAT testing of English Language Learners.
WHEN: Casimir Pulaski Day, Monday, March 3, 2008
11 a.m.
WHERE: Casimir Pulaski Academy, 2230 W. McLean Ave.
This year, for the first time, students who are not yet proficient in English (termed “English Language Learners”) will have to take the Illinois Standards Achievement Tests, which are entirely in English. There are approximately 55,000 ELL students across Illinois, about 22,000 of them in Chicago’s public schools.
The CPS and several other school districts tried unsuccessfully to convince state officials to allow for a delay in the testing of ELL students in order to allow for translations of portions of the test into students’ native languages. On the Pulaski Day holiday (the eve of ISAT testing in the CPS), school officials will discuss the implications of the state’s policy on the testing of ELL students. The press conference will be held in the Logan Square community at the Casimir Pulaski Academy, which has about 200 ELL students.
Mon Mar 3, 2008 at 10:17 AM
Ahoy, ISATs!
It really bothers me when CPS officials discuss better schools for "the best and the brightest" it begs the question what are the majority of the students considered to be "the worst and the dullest"? Also when addressing the" talented young teachers" they are hiring" as opposed to the old untalented teachers, these comments usually made at press conferences are discriminatory, and extremely elitist and supports exclusion rather than inclusion. Some comments being made are usually based on test scores. Again when you condemn our teachers you condemn all the Colleges ,Universities and professors that graduate these teachers.
Mon Mar 3, 2008 at 10:30 AM
Ahoy, ISATs!
Last year our over zealous administrators, decided to give ISAT practice test every week, for approximately 2 months prior to testing. We worried about "test burnout". The scores dropped about five points. Our students were saying, Oh Man not again, when we introduce the test.
Mon Mar 3, 2008 at 3:01 PM
Ahoy, ISATs!
Wow - I cannot believe the inaccuracies in this thread.
1) CPS boycotting AERA...what a load of crap. There were several presentations made by CPS researchers last year, as there are every year (one presentation even included BEW).
2) As for Research and Accountability being in the same office - I also find that odd and it definitely gives off a whiff of impropriety. But the idea that Accountability controls Research and the researchers 'Enron' the numbers - puhleese. Are you telling me that all those researchers just roll over, ignore their personal and professional ethics, cover up the real data, and spin a party line? That would be one impressive conspiracy!
3) As for the availability of data - the REA website has a massive amount of data that can be publicly downloaded in Excel for you to analyze to your heart's content. There's no student level data - but that's because of those finicky privacy laws. Just because you don't like the decisions that CPS makes doesn't mean they're falsifying the data.
4) I know Alan Anderson - nice guy. He's as real as you and me, he used to work in REA, and he's now working for the Turnaround schools.
1) CPS boycotting AERA...what a load of crap. There were several presentations made by CPS researchers last year, as there are every year (one presentation even included BEW).
2) As for Research and Accountability being in the same office - I also find that odd and it definitely gives off a whiff of impropriety. But the idea that Accountability controls Research and the researchers 'Enron' the numbers - puhleese. Are you telling me that all those researchers just roll over, ignore their personal and professional ethics, cover up the real data, and spin a party line? That would be one impressive conspiracy!
3) As for the availability of data - the REA website has a massive amount of data that can be publicly downloaded in Excel for you to analyze to your heart's content. There's no student level data - but that's because of those finicky privacy laws. Just because you don't like the decisions that CPS makes doesn't mean they're falsifying the data.
4) I know Alan Anderson - nice guy. He's as real as you and me, he used to work in REA, and he's now working for the Turnaround schools.
Mon Mar 3, 2008 at 7:24 PM
Ahoy, ISATs!
Attachment to Secretary Simon letter of Feb. 27, 2008
Assessment Accommodations
for Students Who are Limited English Proficient (LEP)
Illinois State Board of Education staff have finalized the list of accommodations that may be used when administering the Illinois Standards Achievement Test (ISAT) and the Prairie State Achievement Examination (PSAE) to our students who are Limited English proficient (LEP). We have compiled a wide array of accommodations because we know this is a diverse population with varying levels of English proficiency. It should also be noted that this is the first time in Illinois that any accommodation with native language has ever been used.
In compiling this list of accommodations, agency staff researched best practices for statewide assessment of students who are LEP in other states and received valuable input from the State Testing Review Committee. Staff also worked under many constraints, as do you. We must comply with state and federal laws, and we are further constrained by contractual, monetary and other issues.
Prior to the administration of this spring’s ISAT and PSAE, staff will schedule multiple regional training sessions to help educators better understand the appropriate use of these accommodations. It is our goal that by providing this training and variety of accommodations, district personnel will be able to utilize those most appropriate for each individual student.
A guidance document is currently under development and soon will be available. A list of dates and locations of training sessions is posted on the Student Assessment Division home page.
Illinois Standards Achievement Test Accommodations for
Students who are Limited English Proficient (LEP)
AND
Have Been Eligible* for Language Support Services (Transitional Bilingual Education/Transitional Program of Instruction) for Up to 5 years
Timing/Scheduling
* Extended assessment time
* More frequent breaks
Setting
* Administration of assessment in a distraction-free space or alternate location (e.g., Bilingual/ESL setting, or location within the room) with appropriate supervision
* Administration of the assessment in a small group
* Administration of the assessment on an individual basis
Presentation
* Reader scripts and audio recordings (in English) for math and science
* Directions
o Scripted test directions written in native language read to student**
o Repetition of scripted directions (English or native language) based on student request
o Restatement of directions in simplified/modified English (unscripted)
o Emphasis on key words in directions
o Verification of the student’s understanding by having the student repeat the directions in English
* Word-to-word glossaries providing translation of English noncontent-based words into native language for math and science**
Response
* For extended-response items, dictated responses (in English) transcribed to standard answer document
*Further explanation will be available on the ISBE website through http://www.isbe.net/assessment.
**The languages for which ISBE is attempting to have translations available for directions and glossaries include: Spanish, Polish, Arabic, Urdu, Korean, Philipino/Tagalog, Cantonese, Gujarati, Vietnamese and Russian.
Prairie State Achievement Examination (PSAE) Accommodations
For Students who are Limited English Proficient (LEP)
AND
Have Been Eligible* for Language Support Services (Transitional Bilingual Education/Transitional Program of Instruction) for Up to 5 years
Timing/Scheduling
* Extended time for Day 1 ACT tests
* Standard time for Day 1 ACT multiple-choice tests -- extended time for Day 1 ACT writing test
* Extended time for Day 2 tests
* For both Day 1 and Day 2, standard time with stop-the-clock breaks or testing over multiple days
Presentation
* For both Day 1 and Day 2, reader script (in English) for all tested subjects
* For both Day 1 and Day 2, audiocassettes (in English) for all tested subjects
* For both Day 1 and Day 2, audio DVDs (in English) for all tested subjects
* For both Day 1 and Day 2, translated verbal test instructions written in native language read to the student**
*
Response
* For Day 1 ACT writing test, dictated response (in English) transcribed to standard answer folder
Previous Correspondence:
* In November 2007, ACT sent a letter to PSAE Test Accommodations Coordinators informing them about accommodation options for Day 1 and Day 2, including options for LEP students. http://www.isbe.net/assessment/pdfs/PSAE_TAC_Nov_Ltr.pdf
* In November 2007, ACT sent a letter to principals of special schools that had declined an earlier invitation to be established as a PSAE test site for 2008. The letter required them to revisit their decision given the Illinois State Board announcement that all grade 11 LEP students are required to take the PSAE this year. http://www.isbe.net/assessment/pdfs/LEP_Ltr_Prin_Nov07.pdf
Key Dates:
* November 1, 2007 – January 30, 2008
Schools established as PSAE test sites for 2008 order PSAE test materials on the Web at PSAE TestSites Online.
* February 19 – 28, 2008
PSAE training workshops conducted for Test Supervisors, Back-up Test Supervisors, and Test Accommodations Coordinators from schools established as PSAE test sites for 2008.
* March 7, 2008
Deadline for Test Accommodations Coordinators at schools established as PSAE test sites for 2008 to submit applications for Day 1 State-Allowed Accommodations for individual LEP students to ACT.
*Further explanation will be available on the Illinois State Board of Education Web site at http://www.isbe.net/assessment.
**The languages for which ISBE is attempting to have translations available for test instruction include: Spanish, Polish, Arabic, Urdu, Korean, Philipino/Tagalog, Cantonese, Gujarati, Vietnamese and Russian.
Assessment Accommodations
for Students Who are Limited English Proficient (LEP)
Illinois State Board of Education staff have finalized the list of accommodations that may be used when administering the Illinois Standards Achievement Test (ISAT) and the Prairie State Achievement Examination (PSAE) to our students who are Limited English proficient (LEP). We have compiled a wide array of accommodations because we know this is a diverse population with varying levels of English proficiency. It should also be noted that this is the first time in Illinois that any accommodation with native language has ever been used.
In compiling this list of accommodations, agency staff researched best practices for statewide assessment of students who are LEP in other states and received valuable input from the State Testing Review Committee. Staff also worked under many constraints, as do you. We must comply with state and federal laws, and we are further constrained by contractual, monetary and other issues.
Prior to the administration of this spring’s ISAT and PSAE, staff will schedule multiple regional training sessions to help educators better understand the appropriate use of these accommodations. It is our goal that by providing this training and variety of accommodations, district personnel will be able to utilize those most appropriate for each individual student.
A guidance document is currently under development and soon will be available. A list of dates and locations of training sessions is posted on the Student Assessment Division home page.
Illinois Standards Achievement Test Accommodations for
Students who are Limited English Proficient (LEP)
AND
Have Been Eligible* for Language Support Services (Transitional Bilingual Education/Transitional Program of Instruction) for Up to 5 years
Timing/Scheduling
* Extended assessment time
* More frequent breaks
Setting
* Administration of assessment in a distraction-free space or alternate location (e.g., Bilingual/ESL setting, or location within the room) with appropriate supervision
* Administration of the assessment in a small group
* Administration of the assessment on an individual basis
Presentation
* Reader scripts and audio recordings (in English) for math and science
* Directions
o Scripted test directions written in native language read to student**
o Repetition of scripted directions (English or native language) based on student request
o Restatement of directions in simplified/modified English (unscripted)
o Emphasis on key words in directions
o Verification of the student’s understanding by having the student repeat the directions in English
* Word-to-word glossaries providing translation of English noncontent-based words into native language for math and science**
Response
* For extended-response items, dictated responses (in English) transcribed to standard answer document
*Further explanation will be available on the ISBE website through http://www.isbe.net/assessment.
**The languages for which ISBE is attempting to have translations available for directions and glossaries include: Spanish, Polish, Arabic, Urdu, Korean, Philipino/Tagalog, Cantonese, Gujarati, Vietnamese and Russian.
Prairie State Achievement Examination (PSAE) Accommodations
For Students who are Limited English Proficient (LEP)
AND
Have Been Eligible* for Language Support Services (Transitional Bilingual Education/Transitional Program of Instruction) for Up to 5 years
Timing/Scheduling
* Extended time for Day 1 ACT tests
* Standard time for Day 1 ACT multiple-choice tests -- extended time for Day 1 ACT writing test
* Extended time for Day 2 tests
* For both Day 1 and Day 2, standard time with stop-the-clock breaks or testing over multiple days
Presentation
* For both Day 1 and Day 2, reader script (in English) for all tested subjects
* For both Day 1 and Day 2, audiocassettes (in English) for all tested subjects
* For both Day 1 and Day 2, audio DVDs (in English) for all tested subjects
* For both Day 1 and Day 2, translated verbal test instructions written in native language read to the student**
*
Response
* For Day 1 ACT writing test, dictated response (in English) transcribed to standard answer folder
Previous Correspondence:
* In November 2007, ACT sent a letter to PSAE Test Accommodations Coordinators informing them about accommodation options for Day 1 and Day 2, including options for LEP students. http://www.isbe.net/assessment/pdfs/PSAE_TAC_Nov_Ltr.pdf
* In November 2007, ACT sent a letter to principals of special schools that had declined an earlier invitation to be established as a PSAE test site for 2008. The letter required them to revisit their decision given the Illinois State Board announcement that all grade 11 LEP students are required to take the PSAE this year. http://www.isbe.net/assessment/pdfs/LEP_Ltr_Prin_Nov07.pdf
Key Dates:
* November 1, 2007 – January 30, 2008
Schools established as PSAE test sites for 2008 order PSAE test materials on the Web at PSAE TestSites Online.
* February 19 – 28, 2008
PSAE training workshops conducted for Test Supervisors, Back-up Test Supervisors, and Test Accommodations Coordinators from schools established as PSAE test sites for 2008.
* March 7, 2008
Deadline for Test Accommodations Coordinators at schools established as PSAE test sites for 2008 to submit applications for Day 1 State-Allowed Accommodations for individual LEP students to ACT.
*Further explanation will be available on the Illinois State Board of Education Web site at http://www.isbe.net/assessment.
**The languages for which ISBE is attempting to have translations available for test instruction include: Spanish, Polish, Arabic, Urdu, Korean, Philipino/Tagalog, Cantonese, Gujarati, Vietnamese and Russian.
Mon Mar 3, 2008 at 7:46 PM
Ahoy, ISATs!
360,000 online sample tests taken as nearly 1 million students prepare for annual ISAT testing
Nearly 3,000 tests per hour being accessed during the school day
SPRINGFIELD – The Illinois State Board of Education (ISBE) announced today that more than 360,000 interactive Illinois Standards Achievement Test (ISAT) practice tests have been accessed online as students get ready for statewide testing. The ISAT tests will be administered during the next few weeks in schools throughout Illinois and the interactive tests can be found online at http://metacat2.com/iltestlinks.html.
“The interactive tests provide parents and students with an idea of the type of questions to expect on the ISAT, which will, hopefully, relieve some test anxiety and help students to be more confident as they prepare to take the tests,” said State Superintendent Christopher A. Koch. “I think the amount of interest in the website demonstrates the emphasis No Child Left Behind has placed on state testing.”
For the next few weeks, through Friday, March 21st, about 940,000 students in third – eighth grades will take the ISAT in reading and mathematics. In addition to the reading and math tests students in fourth and seventh grades will be tested in science and students in the fifth, sixth and eighth grades will be tested in writing.
Since the practice, interactive multiple choice tests were made available on February 4 – four weeks prior to state testing – the website has been averaging 3,000 tests being accessed per hour during regular school hours and 100 tests per hour during evenings and weekends. After completing the sample test, each student is shown the number of correct and incorrect answers, as well as the percentage of correct answers. The sample test summary also highlights the correct answer in green and the student’s answer in red, if it is incorrect.
The sample questions in the interactive tests are the same questions in the ISAT Sample Books that were posted online in November and mailed to each school in January. The sample books are available online at
http://www.isbe.net/assessment/htmls/sample_books.htm.
Other ISAT testing facts:
* During this school year the state will spend nearly $17.5 million dollars administering the ISAT.
* Illinois was singled out in 2007 by the U.S. Department of Education as being one of the top 4 states in closing achievement gaps.
* Between 1999 and 2007, ISAT reading performance increased at grades 3, 5 and 8.
* ISAT mathematics performance increased at grades 3, 5 and 8 between 1999 and 2007.
Results from the 2008 state testing will be released this fall in the annual school, district and state Report Card. The Report Card offers a wealth of useful and important information for students, schools and districts, as well as parents and community members including overall student performance; performance on state assessments; student demographics; and financial information.
In addition to student performance, attendance rates and graduation rates from the 2007-2008 school year will be used to determine if schools and districts met Adequate Yearly Progress (AYP). The federal law, No Child Left Behind (NCLB), requires all states to measure each public school’s and district’s achievements and establish annual achievement targets for the state. The overreaching goal is for all students to meet or exceed standards in reading and mathematics by 2014.
In April, students in 11th grade take the Prairie State Achievement Exam (PSAE), which tests students in math, reading, science and writing.
Nearly 3,000 tests per hour being accessed during the school day
SPRINGFIELD – The Illinois State Board of Education (ISBE) announced today that more than 360,000 interactive Illinois Standards Achievement Test (ISAT) practice tests have been accessed online as students get ready for statewide testing. The ISAT tests will be administered during the next few weeks in schools throughout Illinois and the interactive tests can be found online at http://metacat2.com/iltestlinks.html.
“The interactive tests provide parents and students with an idea of the type of questions to expect on the ISAT, which will, hopefully, relieve some test anxiety and help students to be more confident as they prepare to take the tests,” said State Superintendent Christopher A. Koch. “I think the amount of interest in the website demonstrates the emphasis No Child Left Behind has placed on state testing.”
For the next few weeks, through Friday, March 21st, about 940,000 students in third – eighth grades will take the ISAT in reading and mathematics. In addition to the reading and math tests students in fourth and seventh grades will be tested in science and students in the fifth, sixth and eighth grades will be tested in writing.
Since the practice, interactive multiple choice tests were made available on February 4 – four weeks prior to state testing – the website has been averaging 3,000 tests being accessed per hour during regular school hours and 100 tests per hour during evenings and weekends. After completing the sample test, each student is shown the number of correct and incorrect answers, as well as the percentage of correct answers. The sample test summary also highlights the correct answer in green and the student’s answer in red, if it is incorrect.
The sample questions in the interactive tests are the same questions in the ISAT Sample Books that were posted online in November and mailed to each school in January. The sample books are available online at
http://www.isbe.net/assessment/htmls/sample_books.htm.
Other ISAT testing facts:
* During this school year the state will spend nearly $17.5 million dollars administering the ISAT.
* Illinois was singled out in 2007 by the U.S. Department of Education as being one of the top 4 states in closing achievement gaps.
* Between 1999 and 2007, ISAT reading performance increased at grades 3, 5 and 8.
* ISAT mathematics performance increased at grades 3, 5 and 8 between 1999 and 2007.
Results from the 2008 state testing will be released this fall in the annual school, district and state Report Card. The Report Card offers a wealth of useful and important information for students, schools and districts, as well as parents and community members including overall student performance; performance on state assessments; student demographics; and financial information.
In addition to student performance, attendance rates and graduation rates from the 2007-2008 school year will be used to determine if schools and districts met Adequate Yearly Progress (AYP). The federal law, No Child Left Behind (NCLB), requires all states to measure each public school’s and district’s achievements and establish annual achievement targets for the state. The overreaching goal is for all students to meet or exceed standards in reading and mathematics by 2014.
In April, students in 11th grade take the Prairie State Achievement Exam (PSAE), which tests students in math, reading, science and writing.
Mon Mar 3, 2008 at 10:31 PM
Ahoy, ISATs!
Inaccuracies on this thread by Comrade George? But his propaganda vehicle Substance would never do anything like that! And while we are on the subject, neither would the leaders of Mother Russia. Workers unite to overthrow the capitalist pigs!
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