And We Are - Done!

Testing is over. Thank goodness! I am so proud of my kiddos.... they changed up the ACCESS testing a little this year .... that really freaked me out (especially when I learned about it only two weeks before we started testing). But they did great!

Our focus is now switching to the language of math - so the 3rd and 4th graders and I are working on fractions. Here are two things I purchased on tpt. The kids can't wait to do bingo from Miss Math Dork next week :) and I am loving all the activities and ideas in the Fractions Rock unit. Ashleigh works through fractions, identifying fractions, comparing fractions, and equivalent fractions... perfect for what my kiddos are learning about, AND practice for the upcoming state testing! Win - Win!

We also started an Interactive Notebook.... so far we have fraction vocabulary, but we will add information about 'groups of' types of fractions. I am trying to make some cute foldables for when we start working on the equivalent fraction part of the unit.... I will keep you posted on that! Wish me luck! :)

the test mess...and data driven instruction

So - I've been administering the ACCESS test to my EL's this week... and for the next two weeks...

Some are easy... others are not. The scheduling has been the biggest headache for me so far. 

Easy - Kindergarten - they take about an hour, have 6 sections, and you are done. 

Not So Easy - 1st -5th grade

Each of these is broken into three sections

writing

speaking

listening and reading

and each is based on their ability level - so I have 4 fourth graders, but I have three versions of the test; one for the level A's, one for the level B's, and one for the level C's. 

I know you're jealous... :) 

Overall - I am happy with what I have seen from my kiddos. I'm never a 'teach to the test' kind of teacher. I'm a firm believer that a good teacher can test prep without practicing sample after sample of previous tests. This is my first year giving THIS type of test... and it's interesting to see what this test is like. It will help me plan my instruction and activities to better meet the needs of my EL's. 

Reflection is the key - I always need to think about how to do it better... I graph everything and record data on my kiddos all year (yes, yes I am a DORK!), but it really helps me focus on what the objective is, how they are doing, and what I can do better. 

In my part of the world we call it "Data-Driven Instruction". 

I went to trainings and everything... 

pre-test - look for patterns

set a goal

teach only the skills the children need!

(if they have already mastered it - don't waste your time on it!) - this is where small groups are AWESOME!

test - look for patterns

reteach if needed....

it sounds so uptight formal... :) 

Even simple things like anecdotal notes can be used to collect data - who 'gets' it and who doesn't!

or

looking at a math test - and noticing that almost everyone missed the same question..

It's just a fancy way to reflect on my own teaching...

What are some other informal assessments you use in your classroom? 

training, testing, and security...

Today was my last day of training before the ACCESS testing window opens. The ACCESS test is a yearly test given to all EL's to determine their level of English proficiency. Each child is assessed in 4 areas; reading, writing, listening, and speaking. Some of them can be completed in small groups, others need to be completely independently. I have three weeks to test all my EL's, which means . . .  three weeks of not pulling them for ESOL classes.  

(and three weeks of not going to the bathroom until all my testing materials are locked up)  <

There are a few groups - there is the Kindergarten group - each child tested independently - up to an hour at each seating. 

Then they cluster 1st and 2nd - but within that cluster - there are 3 groups.

The last cluster (that I teach...) is 3rd-5th - with 3 groups in this as well - a,b,c - depending on their level of proficiency. 

The clusters tell you their grade level, but the a, b, or c gives you information about their level of English proficiency. 

Confused yet? 

I'm sad that I won't get to see my kids everyday - but I'm also freaked the heck out STRESSED! 

This test is no where as difficult or has so much depending upon it - like state testing. 

This is a big deal for me - I want to see my kids grow - 

I want to see them speaking better, understanding more, writing in complete sentences and forming complete ideas to write about - and most of all - understand what they are reading! 

So - like any teacher - I want to make sure I taught my kids everything they need to be successful. Sometimes I think testing is more stressful on the teachers and parents, than on the kids.... Anyone else? 

I tend to take their mistakes very personally, feeling as if I've let them down in some way. 

(And I'm seriously tearing up as I write this...) 

Maybe I'm crazy to take it so personally... Am I alone here? 

Spring Break :) and Testing Anxiety

It really couldn't have come sooner - I can not believe that we are in the home stretch of the school year with 35ish days (give or take a few) to go. I am always surprised how quickly the year goes by once we actually get into the meat of it. The scary part is also to come though - the testing, prodding, quizzing, crying... (I will probably be the one crying...) We have worked all year for it to come down to these last 6 weeks, and this is when being a teacher becomes unbelievably nerve-wracking. There is no cramming, or jamming anything else in there - what you taught is it - will it be enough?

I do not believe in teaching to the test or teaching the test. I have always firmly believed that good teaching doesn't require test-prep. You can practice test taking techniques all year long - why wait until the last few weeks? Test-taking techniques (skills and strategies) are essential for all children to learn - so why not begin those at the beginning of the year...mixed with all of the other essential curriculum. We don't learn essential skills in isolation, so why wait until the last few weeks; before the HUGE test, to practice something that the children could have learned all year. If anything the complete change in curriculum and focus would be stressful for me to teach, let alone for my children to understand. I think it would just call attention to something that you are trying not to make a big deal - IMHO. Anywho - I am most likely rambling. I have no business posting today :) (I had surgery yesterday, and I am still a bit 'off')

YES - This is what I am thinking of on my spring break... Sad? Probably. True? Totally.