Below Is a Copy of Remarks Sent to Mr. Brizard, Chairman of the Burrillville School Committee

Below is a copy of remarks sent to Mr. Brizard, Chairman of the Burrillville School Committee concerning excessive testing:

February 25, 2015

As you may be aware, the NEA and NEARI have been working hard to get the message out that there is an excessive amount of standardized testing and assessment taking place across the United States, Rhode Island and, we believe, Burrillville. The reasons for these beliefs include the tremendous loss of instructional time due to testing, the large expenditure of resources devoted to the implementation of excessive standardized testing and the unnecessary burden and stress placed on our students. At Burrillville High School, many hours and days are spent on practicing ELA and Math PARCC like activities, doing trial runs and the actual PARCC testing. PARCC testing in ELA and Math for 9th and 10th graders will consist of approximately 90 minutes of testing over 20 days; a schedule which will disrupt the entire high school’s normal day. In addition, 11th graders will be taking the NECAP science test over three days this spring. At the Middle School, testing includes multiple days for DRP, Tech Literacy, NEAP, the YBR Survey, PARCC and NECAP. At all schools when a student is absent they will miss additional class time when they are pulled for makeups. Steere Farm and Callahan have a similar testing schedule for PARCC and NECAP Science. PARCC testing must be coordinated with each school since each grade level will be taking the test on the same day at the same time, with most of testing taking place on Chrome books. In addition, fourth grade also has NAEP testing. Steere Farm and Callahan students have benchmark writing assessments 3 times a year, new math common assessments for each unit, MBSP three times a year, DIBELS three times a year, running records three times a year, and science assessments after every unit and at the end of each kit. In addition, by next year, grades 2-5 will most likely have ELA common assessments as well. At Levy, Kindergarten students are tested with DIBELS, screening for Math and Reading 3 times a year, and DRA Reading level and comprehension tests, also three times a year In grade 1, students are tested with DRA 2 for reading level, comprehension, and words read per minute three times per year, with May test scores reported to the state. In addition, DIBELS are done three times per year. These tests do not include the progress monitoring that teachers do weekly or bi-weekly for students scoring Strategic or Intensive levels. Grade one students also do three formal writing prompts during the school year. Math Testing (MBSP), is administered bi-weekly from September through December and then weekly from January through June. Word problem tests, aligned with the CCSS, are administered in September, February, and May. In addition, a formalized Social Studies and Science assessment is being developed to assess CCSS and proficiency. At all the elementary levels the lowest readers also need weekly assessments for RTI purposes. All of these time consuming assessments and tests are in addition to the normal progress monitoring (tests, quizzes, lab activities, projects, reports, classwork and homework) that teachers do as part of their normal teaching. Our teachers firmly believe that progress monitoring of students is an essential part of teaching and learning. However, the current excessive situation has created great anxiety and stress for our students, has increased concerns among parents (many who want to “opt out”), has placed a tremendous financial burden on local school districts to support the testing, and has created a situation where educators “teach to the test.” The future use of student standardized test scores for teacher evaluations has created a “test, label, and punish” environment. We need an accountability system that is centered on our students and their needs, not test scores. Less mandated testing would free up time and resources and allow educators to focus on what we believe is the most important: instilling a love of learning in our students. The Burrillville Teachers’ Association supports using an approach known as “grade-span” testing (once in elementary, once in middle, and once in high school). This would allow teachers to have more one-on-one time with students, especially those most in need of extra help. The time recovered from fewer tests could be used to support performance-based and project- based learning and assessment, and to ensure students have access to well-rounded courses, including fine arts and physical education, instead of the narrowed curriculum that was an unintended consequence of NCLB testing mandates. We also believe parents should be able to opt out of testing without penalty. It is our understanding that RIDE gives discretion to local school committees to enact policies that they feel are best for the students in their districts. For example, School committees do not have to have policies requiring student participation in PARCC testing. RIDE expects all students to participate in state assessments; however expectations are much different than requirements. In a poll conducted by the BTA of Burrillville Teachers, the vast majority (over 88%) felt that the school committee should not require student participation in PARCC testing, should not require students receive a passing grade on the PARCC test, nor should students be penalized for not participating in PARCC testing.

When considering new graduation requirements and policies for Burrillville, we urge the school committee to consider the school children of Burrillville before taking RIDE suggestions to LEA’s as mandates. Please help reduce the amount of assessment and testing and help restore our children’s love of learning. We urge you not to institute new graduation requirements requiring participation in or passing of PARCC assessments. The NEARI executive committee has recently passed a resolution stating that we believe parents must be made aware that they have the right to opt out their child from testing, that data from students who opt out of testing will not be used in any punitive way, and that no teacher can be disciplined in any way for discussing the option that parents have to opt out their students from high-stakes standardized assessments. The BTA thanks you for your careful consideration of our beliefs.

Sincerely,

Nicholas Servidio President, Burrillville Teachers’ Association