6 comments on “Some thoughts on DPAS Year One Implementation

  1. John Young says:

    Reblogged this on Transparent Christina and commented:
    Well thought out response. There are indeed multiple issues lying in wait for the EA’s around the state, and the DOE is indeed generally clueless on the issues that impact teachers and their classrooms and students.

  2. […] Transparent Christina has it covered as does The Mind of Mr. Matthews  […]

  3. Ancora Imparo says:

    Mike – Thank you for continuing to stand up. As an educator, I get so frustrated that I am confusing my flexible, professional, collaborative role with acceptance of subpar standard. My frustration is compounded because I am a parent. In listening to your comments, I reacted more from my parent role than educator role. (Interesting what someone is willing to accept in the workplace  ) From the parent side, I cringed to think that “the test” would be the teacher’s greatest concern in my child’s education. When Ms. McGilicutty is making planning, curriculum, instruction, assessment choices, “the test” will drive what my child will/won’t learn. If it’s not tested, it’s not taught. The Governor can require 6 years of language but if it isn’t tested… Schools will opt into the latest packaged professional development and I will get a teacher who is rewriting all her lessons in UBD format or some other template rather than reflecting, evolving on diagnosis of student needs. When you commented on testing in March, I thought about the kid who not only has 3 months of material to learn but 3 months of academic skills development and maturity. (This can mean a great deal to a boy in grade 8 ) It seems they are being robbed and then labeled. I thought about the counseling needed as kids walk around stating, “I am a mid 3 – what are you?” This seems to destroy the path of empowerment.
    You said you felt DOE just didn’t get it. My fear is that they don’t care to get it. As you stated, these are the already written plans. The Trojan horse is in the city. If you want these plans reversed, DE DOE and Governor Markell needs this to fail so they can have a data driven conversation at the federal level. Is that really fair to Delaware kids?

  4. […] We need to use the talent of teachers in our race to the top. The obvious thing that is holding us back, is that piece of the arbitrary rating system which appears not to accept that in the field of education, things often happen that are beyond a teacher’s control, like not enough computers to take ones tests at the proper time… […]

  5. kavips says:

    This is the Texan answer to testing end of the year before the end of the year…

    Thought it might dove tail nicely with your piece. This trend you bring up with Ms McGillicuddy, apparently is not something that “just happened” in Delaware. It seems to be the trigger part of the program designed to trip up schools for whatever is their motive…..

  6. Melanie says:

    The timing of instruction and DPAS goes beyond insane.

    My daughter has autism and a genetic disorder, so her needs are very unique even compared to children on the autism spectrum. She is high functioning, but her language is about a 4 year old. My challenges continue with our district because they are pushing her, and the more they push the more she regresses and shows more anxiety about school. This is why so many parents are homeschooling! As I told her IEP team last week, I could care less about DOE and Common Core. I just want my daughter to be where she was in pre-k!

    When the time comes, she will be on the “alternative testing option”, I hope down the road she will need less supports, but I do have concerns about “teaching to the test.” I started my career in higher ed, and it was clear that many students did not have critical thinking skills needed when they entered as freshmen. Many children with autism compartmentalize; they are are unable to apply the skills they learned in school. This is a huge concern, and something needs to be done that all students are individual, but students with special needs develop differently.There is no evidence that standardized tests increase academic achievement for students with special needs.

    “Teaching to the test” is becoming more common with therapists and IEP goals. When are we going to start addressing students with special needs learn differently, and do not develop at the same rate as their peers?? When a child does not have a strong foundation, the affects will last a lifetime. Our children with special needs deserve better, our teachers deserve better. Every special needs child that goes the “alternate testing route” is calculated. This is one reason why districts are not always “transparent.”

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