Teach - May 2010

Published by the TENNESSEE EDUCATION ASSOCIATION  May 2010  Vol. 41, No. 9

How to Ace the Test

Your Questions About TVAAS Answered, p. 5

The Johnella Martin/TEA Statewide Minority Affairs Conference

“

2 May 2010

W

e Can, We Must, We Will Educate!” was the theme of this year’s Johnella Martin/ TEA Statewide Minority Affairs Conference held at the DoubleTree hotel in Chattanooga at the end of March.

Keynote speeches were delivered by Barry Scott, founder and artistic director of the American Negro Playwright Theatre in Nashville, and Dr. Ternae T. Jordan, Sr., a second-generation Chattanooga minister, who spoke of his community-shaping initiatives.

The delegates attended sessions on TVAAS 101 and teacher effect scores, cutting edge technologies in teaching, as well as creating a school climate for achievement, among others.

Visit the entire photo gallery at www.flickr.com/ photos/teateachers.

Speaking Out for You

teach (USPS 742-450) is published monthly (except for July and December) by the Tennessee Education Association, 801 Second Avenue North, Nashville TN 37201-1099. Periodical postage paid at Nashville, TN. The subscription price of $3.65 is allocated from annual membership dues of $254.00 for active members; $127.00 for associate, education support and staff members; $16.00 for retired members; and $10.00 for student members.

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MANAGING EDITOR: Alexei Smirnov asmirnov@tea.nea.org PUBLISHER: Alphonso C. Mance MANAGER OF COMMUNICATIONS: A.L. Hayes

Tennessee Education Association 801 Second Avenue North Nashville, TN 37201-1099 Telephone: (615)242-8392, Toll Free: (800)342-8367, (800)342-8262 Fax: (615)242-7397 Web site: www.teateachers.org

BOARD OF DIRECTORS PRESIDENT: Earl Wiman* (800)342-8367 VICE PRESIDENT: Gera Summerford* (865)436-5637 DISTRICT 1 Karen Anderson (423)610-6030 DISTRICT 2 Melinda Reese (423)587-2120 DISTRICT 3 Patsye Thurmon (865)457-1636 DISTRICT 4 Kim Waller* (865)594-1345 DISTRICT 5 Sandy Smith (423)991-8856 DISTRICT 6 Beth Brown (931)779-8016 DISTRICT 7 Pamela Jones (615)904-3870 DISTRICT 8 Cindy Young (931)205-0399 DISTRICT 9 Erick Huth (615)973-5851 DISTRICT 10 Amanda Fields* (615)643-4526 DISTRICT 11 Melanie Buchanan (615)305-2214 DISTRICT 12 Debbie D’Angelo (731)247-3152 DISTRICT 13 LoMay Richmond (901)867-1541 DISTRICT 14 LaVerne Dickerson* (901)416-7122 DISTRICT 15 Stephanie Fitzgerald (901)872-4878 ADMINISTRATOR EAST Carmelita Perry (865)594-4471 ADMINISTRATOR MIDDLE Margaret Thompson (615)643-7823 ADMINISTRATOR WEST Barbara Gray* (901)353-8590 HIGHER EDUCATION Donald Sneed BLACK CLASSROOM TEACHER EAST Tanya T. Coats (865)594-1330 BLACK CLASSROOM TEACHER MIDDLE Alzenia Walls (615)230-8144 BLACK CLASSROOM TEACHER WEST Sarah Kennedy-Harper (901)416-4582 STATE SPECIAL SCHOOLS Mary Rinehart (615)231-7300 ESP Marilda Smith (931)859-5252 TN NEA DIRECTOR Stephen Henry (615)519-5691 TN NEA DIRECTOR Diccie Smith (901)482-0627 TN NEA DIRECTOR Diane Lillard* (423)478-8827 STEA MEMBER Renata Rogers (901)628-4491 TN RETIRED Gerald Lillard (423)478-8827 NEW TEACHER LarryProffitt(423)608-7855 * Executive Committee

TEA HEADQUARTERS STAFF EXECUTIVE DIRECTOR: Alphonso C. Mance; ASST. EXECUTIVE DIRECTOR, AFFILIATE SERVICES: Mitchell Johnson; ASST. EXECUTIVE DIRECTOR, PROGRAM SERVICES: Carol K. Schmoock; ASST. EXECUTIVE DIRECTOR & TEA GENERAL COUNSEL; Bryan McCarty; MANAGER OF BUSINESS AFFAIRS: Stephanie Faulkner; INFORMATION TECHNOLOGY & SYSTEMS MANAGER, Galen Riggs; MANAGER OF UNISERV: Ronny Clemmons; MANAGER OF UNISERV & BARGAINING COORDINATOR: Donna Cotner; STAFF ATTORNEYS: Tina Rose Camba, Katherine Curlee, Virginia A. McCoy; MANAGER OF GOVERNMENT RELATIONS: Jerry Winters; GOVERNMENT RELATIONS ASSISTANT: Antoinette Lee; MANAGER OF COMMUNICATIONS & GRAPHICS: A.L. Hayes; WEB MASTER & COMMUNICATIONS ASSISTANT: Tanya Ruder; MANAGING EDITOR & COMMUNICATIONS ASSISTANT: Alexei Smirnov; MANAGER OF RESEARCH & INFORMATION: Melissa Brown; RESEARCH & INFORMATION ASSISTANTS: Susan Ogg, Yixiu Zhou; MANAGER FOR INSTRUCTION & PROFESSIONAL DEVELOPMENT: Terrance Gibson; INSTRUCTION & PROFESSIONAL DEVELOPMENT COORDINATORS: Susan Dalton, Nicki Fields; COORDINATOR OF MEMBERSHIP & AFFILIATE RELATIONS: Duran Williams; PLT—UNISERV FIELD ORGANIZERS:JeffGarrett,CherylRichardson,RhondaThompson.

UniServ Staff Contact Information can be found on page 12.

Earl Wiman, President

Al Mance, Executive Director

We Believe, Therefore We Belong!

TEA & First to the Top Act: Where Are We Now?

“What do I get for my money?”

It’s a legitimate question, and one that a lot of prospective Association members ask.

The answer is simple. You get ownership in an organization whose sole purpose is the creation of great public schools for every child, as well as the protection of educator’s salaries, rights and benefits.

Your membership means that you accept the responsibility of speaking up—and speaking out—for public education.

Association membership isn’t something you buy. It’s not a service or a product. It’s the belief that, together, when we improve our working conditions, we improve our students’ learning conditions.

Our unified Association is the only professional organization for public educators with a proven track record in winning improvements for the profession and public education. If our circle is broken and our voice becomes weaker, who will benefit? Not Tennessee’s students! The Association is our voice and our strength.

There are other groups working to weaken our voice. It would be wise to ask ourselves, what’s in it for them? When the voice of the Association is weakened, who benefits and who loses?

Let me encourage you to examine the interests of the national groups linked to those that would sell you cheap liability insurance. They are typically against public education and against employees having any say in their working conditions. I want an Association that is working to better my profession as well as public education.

With your membership, you are joining tens of thousands of your fellow school employees in Tennessee, and 39 million nationwide, who believe the following: School employees deserve 60 percent retirement benefits, 80 percent state-paid health insurance, and 90 percent of the national teacher salary paid through the BEP (for more information on TEA’s 60-80-90 campaign, please visit www.teateachers.org).

Students deserve smaller classes, safe and modern schools, and access to effective learning materials and technology.

Communities deserve schools that meet their children’s needs, have stable and predictable funding and are as good as schools in any other community.

Of course, the Tennessee Education Association has programs and services, some of which have been recognized as the best in the nation. But if that’s all you think Association membership is, you’re not seeing the entire picture. Whether it’s protecting tenure, improving salaries, reducing class sizes or increasing school funding, at the heart of those battles you’ll find Association members, standing together shoulder-to-shoulder to fight for what’s right for public schools.

We believe in ourselves and our students and act to make our schools stronger.

Join us!

There is never a time in public education when only one thing is going on. May 2010 is no different. The state won one of only two first-round Race to the Top grants and received virtually everything it asked for, $501 million dollars. The implications of the successful grant application for teachers, students and local school systems are at the top of the agenda right now.

Prior to submitting the grant application, Governor Phil Bredesen called a special session of the General Assembly to pass legislation that would make Tennessee more competitive. The General Assembly gave the governor what he requested and the application was successful. The application carried with it a promise to use the resulting funds to improve education in the “four assurances.” The activities designed to carry out these improvements are described in Memorandums of Understanding (MOU) about the Scope of Work, which each participating local education agency agreed to implement. Parts of the Scope of Work primarily involve policy changes. Other parts involve mandatory subjects of negotiations.

According to federal department of education guidelines, participating local school systems would have 90 days from the date notice that it would receive RTTT funding to negotiate mandatory subjects of bargaining. When Tennessee received notice that it would get the grant, the state also notified LEAs. It then gave them an abbreviated period to submit the Scope of Work for the first year. It set an initial due date of May 14, 2010, which was extended to May 21, 2010. Negotiation is in order.

Remember, when local association leaders sent letters to Directors of Schools expressing a willingness to sign the MOUs to make Tennessee’s application more competitive, they included a statement of readiness and intent to bargain the related subjects at the appropriate time.

Most local associations have since submitted letters requesting to bargain the related mandatory subjects and indicating readiness to go to the table. It is the intent of the federal Department of Education that the appropriate areas be negotiated. The Department has steadfastly held that the implementation of the RTTT program must be collaborative, transparent and inclusive. TEA and every local affiliate must keep these commitments before every school system administration and Board of Education.

It is not required that bargaining be completed by May 21. It is almost impossible that it will be completed and every local must insist that all mandatory subjects be bargained.

TEA has received reports that a small minority of directors of schools have stated that they do not intend to negotiate any aspect of the Scope of Work. It is important that no local association tolerate that attitude. All local associations that bargain must continue to insist upon negotiating the mandatory subjects. You must also insist upon being included in the decision making around the relevant policy issues.

Non-bargaining locals must insist upon being full partners in shaping the policies and the approach to handling working condition issues that would otherwise be negotiated.

Meanwhile, the Teacher Evaluation Advisory Committee has been appointed and organized and has met at least twice. Consultants have been made available to give advice about effective evaluation systems. NEA is making available to TEAC an expert in the use of value-added assessment data in teacher evaluation. This consultant, Dr. Laura Goe, has written books and articles on the topic.

The new evaluation system is scheduled to go into effect July 1, 2011, along with an evaluation appeal procedure.

We will not shrink from our commitment to improve the conditions of teaching and learning for TEA teachers and Tennessee’s boys and girls.

You count.

It pays to be an NEA member.

Specif ically, $20.

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4 May 2010

TVAAS: Your Questions Answered Last spring, delegates to the TEA RA and members across the state were invited to ask questions about the state’s testing program.

The questions were presented to Dan Long, executive director of the office of assessment and evaluation at the Tennessee Department of Education (TDOE). The questions were answered

by Long and Marcy Tidwell, associate director for assessment literacy.

We publish this Q&A as a resource for you and your colleagues. All 45 questions and answers are also available at www.teateachers.org under Teaching in Tennessee.

1. What is the process for creating test questions/ items, and to what degree are Tennessee educators involved?

Creating new test items is a multi-step process: a) Vendor consultants write test items based on Tennessee curriculum standards (SPIs). The vendor, Educational Testing Service (ETS), reviews and revises the test items based on Tennessee specifications. b) Next, the Tennessee Educator Item Review process takes place. Item Review Committees consist of content and bias review committees. Content Review Committees are comprised of current Tennessee educators (general educators, special educators, ELL educators, etc), while Bias Review Committees are comprised of current Tennessee counselors, administrators and supervisors. During item reviews, groups of Tennessee educators read, discuss and suggest edits for each and every test item, reviewing for content accuracy, curriculum alignment, bias and sensitivity. During this structured process, Item Review Committees can accept an item “as is”, accept an item with edits, or reject a test item. c) ETS then reviews and revises test items based on input from the Item Review Committees. Tennessee curriculum and instruction specialists, along with assessment specialists, review these items. d) Accepted items are field tested and field-test item statistics are then evaluated. Items with acceptable statistics are eligible for operational testing.

2. How do teachers get involved in creating and evaluating test questions/items?

Teachers are invited to participate in the Item Review Process based on recommendations from administrators and supervisors.

3. What is the process for reviewing previous year’s test items in order to address item validity and curriculum alignment?

Item validity is determined during field testing of items. An in-depth item analysis is completed for each and every field-tested item before it ever becomes operational on a TCAP test. Tennessee teachers determine whether a test item is aligned to the curriculum during the Item Review process. Items that appear on the operational test are reviewed annually.

4. Who is responsible for training proctors and teachers about testing regulations?

Local Education Agencies (LEAs) are responsible for training all personnel involved in the testing process on Tennessee’s test security law, security guidelines, local policy and test administration procedures. LEA’s retain training documentation for system records. The Tennessee Department of Education (TDOE) provides training on test security at the system level twice yearly.

5. Where are the duties of the proctor spelled out?

While the assigned duties of a proctor vary by system, there is a list of suggestions on working with proctors in the Teacher Directions booklet. Proctors serve as additional monitors to help the test administrator assure that testing occurs in a fair and ethical manner.

6. How do we get more proctors?

Proctor procurement practices vary by system. Some systems rely solely on volunteers, while others offer some incentives to qualified proctors. In all cases, early planning and scheduling of proctors is key to uniform test administration.

This is a system decision and qualifications vary by system. The state is not involved unless a request is received from the LEA. 10. Are building-level test coordinators paid a stipend or supplement?

This is a system/school decision and varies by system/ school. The state is not involved in these decisions.

11. Are school counselors required to be building-level test coordinators?

This is a system/school decision and varies by system/ school. The state is not involved in these decisions.

12. Who should oversee classes during TCAP testing dates when special education teachers are engaged in one-on-one testing outside of the classroom all day?

This is a system/school decision and varies by system/ school. The state is not involved in these decisions.

13. Why can’t the test be given during the last threeto-four weeks of the school year?

The final regulations of Public School Choice and Supplemental Educational Services (SES) in No Child Left Behind (NCLB) require districts to notify parents of eligible children of the option to transfer their child to another public school no later than 14 days before the start of the school year. Therefore, all adequate yearly progress (AYP) data must be calculated and reported to systems/schools no later than 14 days before the start of any school year.

In order to get all scanning, scoring, statistical analysis

7. Are test proctors “best practice” or mandatory?

Proctors shall be utilized to the extent possible.

Although the use of proctors is not mandated by the state, it is highly advisable as an added measure to assure that testing occurs in a fair and ethical manner.

8. How much time are test proctors given to read the test material before administering the test?

Proctors should not read the test material or administer the test. Proctors are intended to serve as additional monitors to help the test administrator assure that testing occurs in a fair and ethical manner. Proctors should not be responsible for administering the test themselves.

9. How does a person become a district-level test coordinator?

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maintain valid test results, so we can spend more time on instruction and less on testing?

Each content-specific TCAP test must have enough items to satisfy validity and reliability requirements and must be long enough to adequately measure Tennessee curriculum standards. The length of a test mirrors the number of standards found in that content area in the Tennessee curriculum.

17. What dates and/or times of year do neighboring states administer mandated standardized test under NCLB? A key component for comparison relates to the start and close of schools. Some states have laws, rules or policies dictating this. Tennessee statute now requires starting school for a traditional-year program no earlier than August 1, unless the local school board establishes another schedule such as a year-round school calendar.

Kentucky provides a two-week window in spring (April 19-30, 2010) Georgia provides a nine-day window in spring (April 6-May 8, 2009)

and reports completed before this deadline, TDOE must set the window earlier than the last three-to-four weeks of the school year.

TDOE sets a test window for achievement tests, and systems decide which six days within the window they will test.

14. How are the TCAP achievement test valid measures if students are tested two months before school ends?

TCAP assessments are used to sample a student’s knowledge of subject-related concepts as specified in the Tennessee curriculum standards and to provide a global estimate of the student’s mastery of the material in a particular content area. The test is valid and reliable in that it is aligned to the curriculum standards and measures mastery of those standards, skills and concepts. The test is scheduled to be administered prior to the end of the school year so it can be scored and reported in a timely manner to meet all statutory requirements.

15. Is the Tennessee Department of Education exploring the creation of online versions of the TCAP assessments?

Yes, current contracts in all TCAP assessments have this as an optional methodology for delivering the assessments. This methodology requires that local infrastructures for technology (Internet, wiring, hardware, etc.) meet minimum requirements. Unfortunately, a significant number of Tennessee schools do not have adequate infrastructure in place to offer this option currently.

16. Is there a way to reduce the amount of time allotted for administering TCAP achievement tests and still 6 May 2010

18. Who scores the test and how?

TDOE is responsible for receiving, scanning and processing student tests. In doing so, TDOE shortens the time for reporting and saves the state millions of dollars each year by eliminating the cost of vendor scanning and initial scoring. TDOE then sends the results to the vendor who produces score reports that are available for students, parents, systems and schools.

Plans. ELL accommodations may be used by students who meet the specified criteria for ELL services.

Test design elements require that all levels and depth of knowledge be tested. Items are designed to differentiate student ability from the lowest to the highest achievement levels.

21. When are TCAP portfolios due?

The binders should have been shipped to Measurement, Inc. by February 10, 2010.

22. Can the TDOE, under NCLB, allow a special education student (a student with specific learning abilities) with an I.Q. of 70 or above to take tests on functioning level rather than age-appropriate level?

No, students must test on grade-level curriculum standards. TDOE does not test out of level. Options available to students with disabilities include TCAP-Alt Portfolio Assessment (alternate curriculum standards), Modified Academic Achievement Standards (MAAS) Assessment and Alternative Performance-Based Assessments.

23. Why was the decision made to pilot the special education TCAP immediately after the general education TCAP? How can this pilot give accurate data for the standardization?

In order to receive the most accurate data on these items, the Modified Academic Achievement Standards (MAAS) Assessment was piloted during the same time of year that these students would normally receive the TCAP test.

Extended time is available as a special accomodation for special education students and English-language-learner (ELL) students only.

19. In the reading portion of TCAP, how can the time limit be extended?

Extended time is available as a special accommodation for special education students and English-language-learner (ELL) students only. For special education students, extended time limits must be determined by the Indvidual Education Program (IEP) team or 504 Review Committee.

20. What is the value of differentiated instruction if it isn’t measured using differentiated assessment?

Although TDOE does not commonly refer to its varied assessments as “differentiated”, there are options available for students at varying levels of learning ability— e.g., TCAP Alt-PA Portfolio Assessment, Modified Academic Achievement Standards (MAAS) Assessment, Alternative Performance-Based Assessments (EOC), English Linguistically Simplified Assessment (ELSA)—in addition to the regular assessment.

In addition, TDOE has specified numerous testing accommodations within the test administration manuals.

Allowable accommodations may be used by any student as needed. Special accommodations may be used by students who are receiving special education services or services under Section 504 and have the need for the accommodations documented in their IEPs or 504 Service

24. How are test scores of gifted students taken into account?

It is a system/schoollevel decision on how gifted student scores are utilized.

Gifted students are considered general education students for AYP reporting purposes.

25. Is the LEA or the TDOE responsible for training teachers on how to interpret/read Tennessee Value-Added Assessment System (TVAAS) data?

It is the LEA’s responsibility to provide for training/ professional development on the TVAAS. TDOE makes available TVAAS training sessions at no cost to the school or system but requests must come from system/schoollevel administrators. TDOE Assessment Literacy Training is provided to educators at all levels throughout the state in an effort to provide assistance concerning the appropriate use of TVAAS results for the identification of strengths and opportunities for improvement.

26. Does the state allow all teachers access to the TVAAS Web site?

TDOE strongly recommends that teachers be given access to the TVAAS Web site. However, the final decision rests with the Director of Schools in each system. Currently, a learning module is being developed to show how

Tennessee CAREs to Close the Achievement Gap addressing

Culture, Abilities, Resilience and Effort

there is not one easy solution for dealing with this issue. LEAs have access to TDOE federal programs consultants that may provide best practices for scheduling of students. Also, teacher-effect student-teacher linkages allow teachers to share the responsibility for students by percentage of time they spend with other educators.

29. Why do we test students who speak no or very little English?

All students are expected to achieve the same high standards.

1200 Conference Center Boulevard, Murfreesboro, TN 37129 The Tennessee’s English Language Learners (ELL) testing policy Register online: states: “The purpose for including www.teateachers.org our student population of English Language Learners in our Tennessee Comprehensive Assessment For more information on this upcoming conference, Program is to help ensure that please contact Susan Dalton at 615-242-8392 or e-mail sdalton@tea.nea.org children who are limited English proficient, including immigrant children and youth, attain English proficiency, develop high levels of academic attainment in English, and meet the same challenging state academic content and student academic achievement to navigate and how to interpret the Web site. Go to tvaas. standards as all children are expected to meet.” NCLB sas.com and click on learning modules for those presently requires “all” students to be assessed by states. available.

June 14 – 16, 2010 Embassy Suites Murfreesboro

27. How does a teacher get access to the TVAAS student/classroom/district data via the Web site?

This varies by system/school, but usually teachers will be able to obtain access from either their principal or system supervisor IF they are employed in a system that allows teacher access to TVAAS. What about access to a teacher’s specific report/effect data?

In the past, individual teacher reports have been delivered via hardcopy to teachers. TVAAS teacher reports will be delivered via the Internet in 2010. To ensure the confidentiality of all teachers is protected, each individual teacher will receive a unique school user account registered to his/her e-mail address. To access the account, the teacher will need to supply a user name, password and his/ her unique Tennessee teacher identification number.

28. There are students in my class who are pulled out for Title I intervention programs. The schedule is packed so full that there is no time to make up for the lost instruction. However, these students are still assessed on these subjects on TCAP and my performance as an educator is still judged by these scores. Is there any way to improve this issue?

Scheduling for pull-out programs during the school day is an area of concern for many Tennessee educators. Since Title I programs are handled differently across the state,

33. Are students required by the state to take the ACT? Public Chapter No. 273 states: As a strategy for assessing student readiness to enter and succeed in postsecondary training, every public school student shall take a series of three (3) examinations, one (1) administered at grade eight (8), one (1) administered at grade ten (10), and one (1) at grade eleven (11). These assessments shall be approved by the Commissioner of Education and provide educators with diagnostic information to assist in developing interventions for the purpose of increasing high school graduation rates and improving student preparation for postsecondary achievement. Each year, the results of such examinations shall be analyzed and reported by the Commissioner of Education to the Select Oversight Committee on Education.

The assessments approved for this purpose are ACT or College Board Products: • ACT – EPAS (ACT for 11th Grade, PLAN for 10th Grade, Explore for 8th Grade) • College Board (SAT for 11th Grade, PSAT for 8th and 10th Grade).

Additionally, LEAs are required to choose the same products for the 8th and 10th grade assessments.

While all systems in the state have chosen the ACT family of products, the state does not endorse a particular product. TDOE supports the use of several nationally recognized frameworks, including ACT and the National Assessment of Educational Progress (NAEP).

34. Does the state incur a cost for administering the ACT to high school students?

30. Who creates and monitors the rules/policies impacting the testing of ELL students in Tennessee?

There are federal mandates surrounding the testing of ELL students. TDOE’s Office of Assessment and the Federal Programs Title III office work together in carrying out the process of testing ELL students.

31. What will happen to special-needs students in regard to receiving diplomas with the implementation of the new end-of-course exams?

If the student (entering high school in 2009-10 and thereafter) passes the course, the student will receive the credit needed for graduation.

32. Are LEAs required to take the entire time allotment for special education students, even when the students have clearly finished? (This year, we were required to make them sit for the complete allotment of extended time even though they were all finished. The TCAP administrator’s manual and teacher directions clearly state that when every student is finished, the subtest may be ended and you may move on to the next subtest.)

The IEP may state “extended time” without a specific time period assigned. The procedure outlined in the test administration manual allows teachers to stop test administration when appropriate.

7

Funds are appropriated to each system’s BEP funds for participation in the ACT or SAT for each student. Additional costs related to administration services are absorbed by the TDOE’s Office of Assessment.

35. What research and resources does the state use to address the racial, ethnic and income biases with which parents confront teachers regarding ACT results?

There are many assertions related to racial, ethnic, gender and income biases and test taking. Numerous research studies are available which can be found at http://www.act.org.

36. Are teachers/schools held responsible for the TCAP scores of students who transfer in from private and home schools (e.g., on the 11th grade writing, Algebra I, etc)?

According to Tennessee’s Accountability Plan, public schools are held accountable for any student who enrolls during the first reporting period regardless of where they were previous to the enrollment. In other words, for a student to be included in AYP data for a school, they must have enrolled sometime within the first 20 days of school and must have maintained continuous enrollment.

The rules are different concerning Teacher Effect. A student’s anticipated enrollment/attendance/availability for instruction must be at least 150 days (traditional schedule) and 75 days (modified schedule) for that student’s record to be fully attributed to a specific teacher for teacher effect.

Will the teacher be penalized for having knowledge of the test?

No. If a teacher is required to read the test orally as a specific test accommodation, then that teacher must have access to the test items. Even so, discussion of test content with students, parents or other teachers is strictly prohibited to protect the validity of the test.

39. Why is the TCAP 11th grade writing assessment not given twice a year (once per semester)?

The TCAP Writing Assessment is a benchmark test that is given only once in fifth, eighth and eleventh grade. It is not course specific and is not designed to measure how a student performed in one course, but measures cumulative writing progress throughout a student’s academic career.

40. Why are the results from the 11th grade writing assessments not returned to teachers and students earlier so that the data can be used to improve student writing? (Students are given scores with final grade cards and teachers never know what writing strengths or weaknesses have been identified.)

The TCAP Writing Assessment uses a holistic scoring process which requires hand scoring by two readers. While results are reported to the school system as soon as the scoring process is complete, this “hand” scoring requires intensive training for readers and many checks on the reliability of scoring. These scores are returned by the end of the year and certainly may be used the next year to assist with continued writing improvement.

All students who test in the school are included in the school effect reports found on the TVAAS Web site. For teacher effect, there are rules surrounding availability for instruction.

37. I have witnessed students filling in answer sheets without reading the questions. I was told this was not an irregularity and was held responsible for the student’s test result. What should teachers/administrators do when a student does not read the test materials and just marks anything on the answer sheet?

Motivating students to try and do well on standardized tests is a challenge that all teachers, schools and districts face. While it is a school-level decision on how to handle each particular situation, it is a good idea to identify students early who might exhibit this type of behavior and develop a plan that will best fit the needs of that student.

Certain allowable accommodations (or special accommodations for students with disabilities) are available for students who may perform better in a separate testing setting or during specific periods of the day.

38. If a teacher is reading the TCAP to a group of students who are tested orally and sees what he/she believes is an error on the test, what should this teacher do?

The teacher should report the perceived error to the Building Test Coordinator. The Building Test Coordinator will report to the System Test Coordinator who then will report to the state.

8 May 2010

41. Do students who are chronically absent count toward teacher and school value-added scores?

All students who test in the school are included in the school effect reports found on the TVAAS Web site. For teacher effect, there are rules surrounding availability for instruction. Teachers must claim students who were available for instruction by being in attendance and enrolled for the appropriate number of days in that school, and for that subject for that academic year.

42. If a seventh grader is socially promoted at the end of the first semester to eighth grade because he/she turns 15, how does that student’s test score impact the teacher and school?

If the child tests as an eighth grade student, was enrolled sometime within the first 20 days of school, and maintained continuous enrollment, he/she will count toward eighth grade AYP data. The student will also be included in the school effect reports for eighth grade found on the TVAAS Web site.

For teacher effect, the student’s anticipated enrollment/attendance/availability for instruction must be at least 150 days for that student’s record to be fully attributed to a specific teacher. If the student’s anticipated

enrollment/attendance/availability for instruction is > 75 days up to 149 days, that student’s record will be partially attributed to a specific teacher. Any student with anticipated enrollment/attendance/availability for instruction of less than 75 days may be excluded from Teacher Effect.

43. In a small LEA, why are scores made public when there is only one teacher in that grade or subject?

The value-added scores made public on the report card or TVAAS public site are considered school-effect data rather than teacher effect regardless of how many teachers are in a school/grade/subject. The calculations for reporting school effect are different than the calculations used to report teacher effect. Additionally the populations of students included in the two calculations are different: school effect includes all students; teacher effect excludes special education students and students who may not have had the required enrollment/attendance/availability for instruction. Therefore, the gains that will show up on the TVAAS reports for a subject and grade may be very different from the gains that show up on a teacher- effect report even if there is only one teacher in that grade and subject.

Also, the district report card reports achievement and uses a minimum number of students, not teachers, for reporting data.

44. Do students who pass a Gateway Exam, but fail the associated course, have to retake that Gateway exam as their final exam when retaking the course?

If a student has already passed the Gateway exam but failed the course, then that student will be required to retake the course and will also be required to again take the end-of-course (EOC) examination associated with that course because the exam grade must be included as part of the course grade.

45. Is training/orientation available to parents on the numerous assessments and the parameters of each assessment that a student will experience while in Tennessee public schools?

It is the responsibility of each LEA to provide parents with information, training or orientation about Tennessee assessments. The delivery of this information varies by system/school. TDOE provides resources to help schools/ districts disseminate assessment information to parents. Many of the resources available to systems/schools can be found on the Office of Assessment Web site at http://www.state.tn.us/education/assessment/.

Parent brochures are provided on an annual basis with individual student reports.

TEA to Collect Used Cell Phones During 2010 Representative Assembly TEA members are encouraged to give or send used cell phones and unopened toiletries to their local president or delegates to the TEA Representative Assembly, which will be held in Nashville on June 4-5. The cell phones and unopened toiletries will be donated to organizations supporting children and families in need.

2010 TEA Spring Symposium Gatlinburg, Tennessee

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The 2010 TEA Spring Symposium in Gatlinburg in March focused on teaching, learning and leading. Visitwww.flickr.com/photos/ teateachers for all photos.

1. Contributors to the TEAFCPA Fund; 2. Gatlinburg skyline; 3. TEA Vice President Gera Summerford hands out door prizes; 4. TEA President Earl Wiman and NEA Executive Committee member Joyce Powell; 5. Keynote speaker Clifton Taulbert and TEA Executive Director now Al Mance.

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2 CALENDAR OF EVENTS TENNESSEE EDUCATION ASSOCIATION June-July 2010

June 2010 June 1

June 4-5 June 14-16

June 17 June 17-19 June 26-29 June 27-29 June 27-29

June 28-29

June 29

June 29

June 30/July 2 June/July

Deadline for submitting nominations for Don Sahli-Kathy Woodall Graduate Scholarship TEA Representative Assembly, Nashville, TN TEA Political Academy, Paris Landing State Park TEA Board of Directors, Franklin TEA Summer Leadership Academy, Franklin NEA Student Conference, New Orleans, LA NCUEA, New Orleans, LA NEA-Retired Annual Meeting, New Orleans, LA NEA Joint Minority/Women's Conference, New Orleans, LA NEA Fund for Children and Public Education Meeting, New Orleans, LA NCSEA Annual Summer Meeting, New Orleans, LA NEA Board of Directors, New Orleans, LA 2009-2010 Coordinated District Membership Meetings and Membership Contacts by Staff to Local Leaders Who Do Not Attend (as scheduled by UniServ Staff)

July 2010 July 1-6 July 4 July 24 July/August

NEA Annual Meeting, New Orleans, LA Independence Day TEA Board of Directors, TEA Building Local AR Membership Training (as scheduled by UniServ Staff)

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TEA, NEA Host Family Engagem

Left: Delegates discuss issues during the Family Engagement Summit at the Martin Development Center in Nashville; TEA Vice President Gera Summerford delivers summit recommendations The Tennessee Education Association, in partnership with the National Education Association and 22 other organizations in the state, hosted the Tennessee Family/School/Community Engagement Summit in mid-April, a dialogue on policy and practice for improving family engagement in schools.

The daylong event brought together nearly 300 educators, lawmakers, parents, faith-based groups and other stakeholders from all across Tennessee at the Martin Professional Development Center in Nashville.

While research shows that a critical indicator of student achievement is parental and family involvement, in an economic climate of record unemployment, those in attendance acknowledged the seemingly impossible obstacle many parents and families face in being active in their child’s education.

“Having been the principal of a very high poverty school, it’s not easy to forget that the reason we don’t sometimes get the parental and family support is that we have parents working two jobs just to keep food on the table,” said TEA President Earl Wiman. “That can’t be discounted. That needs to be a part of the discussion here today. How do we support parents and families? How do we encourage parents and families?

We’ve got a lot of folks out there doing all they can do to help their children succeed, but it sometimes falls short because of the economic pressures they face.”

Yet, while money is important, former Senator Bill Frist, who now heads the Tennessee State Collaborative on Reforming Education (SCORE), issued a firm reminder that school-family collaboration must be at the heart of any real effort to ensure students graduate prepared for higher education or the workforce.

“The family, the community, the engagement at the local level is what will define us,” he said. “Either it will make this real, or not. Money really doesn’t matter very much.

Sure, it makes things happen; it sort of stimulates people. But it is the alignment of all interests that is key. That is why this is so important.”

Part of the day had attendees participating in small groups, challenged to discuss the changes in policy, practice and/or actions necessary at various levels (building, district and state) to increase family engagement.

Participants also discussed the unique engagement challenges posed by rural, at-risk and non-English speaking students.

Frequently discussed at the summit was Tennessee’s status as one of only two states to receive $500 mil-

“We cannot achieve the goals we’ve set for our schools and our students without the commitment of all education stakeholders.”

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May 2010

TEA President Earl Wiman, former U.S. Sen and Governor Phil Bredesen attend the sum

ment Summit in Nashville lion in phase-one Race to the Top funding. Tennessee’s outgoing leader, Governor Phil Bredesen, widely praised for bringing all education stakeholders together to deliver a winning application, made the important connection between education and government.

“We can’t have a functioning democracy, we can’t have functioning self-governance without an educated population,” he pointed out. “Thomas Jefferson first talked at length about that and an awful lot of people over an awful lot of years since have reiterated it.”

Gov. Bredesen commented on the important role of families and communities in ensuring school success. “We cannot achieve the goals we’ve set for our schools and our students without the commitment of all education stakeholders—without students who show up at school every day, on time, prepared to learn from the opportunities provided; without parents and families who respond when teachers request a conference, who read with students and who send their students to school, ready to learn, every day; and without communities and businesses who value and support public schools and who provide the resources schools need during the school day and year.”

At the end of the day, the Tennessee summit had a goal of not only facilitating discussion, but also developing and disseminating policy and practice recommendations. A compilation of measures suggested at the summit that local and state policymakers should consider and ultimately implement has been sent to all participants. A final report on the summit will also be disseminated to participating organizations and will be posted on the TEA Web site, www.teateachers.org.

In addition to the event in Tennessee and a summit already held in North Carolina, NEA is working with its affiliates in Nebraska and Wisconsin to convene state policy summits which will bring together key stakeholders to examine and address barriers to meaningful community engagement in public education. The state events—together with a national summit in Fall 2010—will fortify coalitions for the purpose of increasing student achievement, reducing dropout rates and promoting school success.

Other organizations supporting the Tennessee Family/School/Community Engagement Summit include: AARP Tennessee, ASCD Tennessee, ARC of Tennessee, Big Brothers, Big Sisters of Middle Tennessee, Conexion Americas, Hyde Family Foundation, Mid East Tennessee Regional P-16 Council, National Board for Professional Teaching Standards, Niswonger Foundation, Office of Governor Bredesen, Stand for Children, Support & Training for Exceptional Parents (STEP, Inc.), Tennessee Alliance for Children and Families, Tennessee Department of Education, Tennessee NAACP, Tennessee Parent Information Resource Center, Tennessee Parent Teachers Association, Tennessee Retired Teachers Association, Tennessee School Boards Association, Tennessee State Collaborative on Reforming Education (SCORE), United Way of Tennessee and Urban League of Middle Tennessee.

nate majority leader Bill Frist mmit

Summit participants prepare recommendations

A Sampling of Recommendations from the Tennessee Family/School/Community Engagement Summit • Create a climate where parent participation is valued by holding parent meetings at different times of the day and providing professional development for all staff on what it means to be family friendly.

• Develop and implement training and tools for parents to enable them to be full partners in student achievement and school success.

• Provide opportunities for extended learning for students outside the classroom through internships, online learning, externships, immersion, professional development and links to trade and professional organizations.

• Allocate resources for a parent liaison/social worker position and for additional personnel so school counselors are available to direct students to careers and scholarships/funding.

• Integrate community and parental engagement as a factor in the new evaluation tool for educators.

• Develop a forum for faith-based and educational leaders to partner and collaborate in identifying resources and enhancing educational opportunities for children. Such opportunities may include life-skills training, job training, social services and mentoring.

For a complete listing of the recommendations from the Tennessee Family/School/Community Engagement Summit, visit the Parent Center at www.teateachers.org.

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Need information, services?

Mitchell Johnson Assistant Executive Director for Affiliate Services Ronny Clemmons & Donna Cotner Managers of UniServ Tennessee Education Association, 801 Second Avenue North, Nashville, TN 37201-1099 (615) 242-8392, (800) 342-8367, FAX (615) 259-4581

UniServ Coordinators

Scott Sloan, French teacher at Grundy County High School and Grundy Co. EA member, shares the photos of his French E-pals Club (above, right) and its sister school in France, Lycée Condorcet. “We exchanged flags, and now the Tennessee flag flies proudly in Schoeneck, France, outside Lycée Condorcet,” writes Sloan. At the end of April, Sloan’s class held a live video conference with their friends in Schoeneck.

4 Works Me Susan Dreyfus, a creative writing teacher at A. Maceo Walker Middle School in Memphis:

“

I have a tip for all of us who are overloaded with grading. In order to keep the paperwork at a manageable level, I grade one class per day. I take up papers from first period on Monday, second period on Tuesday, etc. This has kept me up to date, and my students get almost immediate feedback!”

Please send your classroom news and teaching tips to asmirnov@tea.nea.org.

NEA’s Green Across America Program Accepts Applications Engage and inspire your K-12 students to increase sustainable, earth-friendly behavior in their neighborhoods and communities.

NEA’s Green Across America grants of up to $1,000 are available to help you implement your innovative education program, activity, lesson or event to excite students about going green, caring for the earth and creating a sustainable future.

The Green Across America Program is sponsored by Target, which supports K-12 schools through innovative giving programs.

Go to http://www. neamb.com/green and click the Apply Now button to submit the online application before July 30, 2010.

Stay Connected… www.youtube.com/TennesseeEA www.facebook.com/TennesseeEA www.twitter.com/TEAEducators www.flickr.com/photos/teateachers

District 1 — Harry Farthing, P.O. Box 298, Elizabethton, TN 37644; phone: (423)262-8035, fax: (423)262-8053; Assns: Carter, Johnson, Sullivan, Bristol, Kingsport, Northeast State C.C. District 2 — Marilyn Hankins, P.O. Box 396, Jonesborough, TN 37659-0396; phone: (423)7539444, fax: (423)753-6144; Assns: Greene, Greeneville, Unicoi, Washington, Elizabethton, Johnson City, ETSU District 3 — Mike Lee, 1607 Solod Drive, Morristown, TN 37814; (423)587-8001, fax: (423)587-8550; Assns: Cocke, Newport, Hancock, Hamblen, Hawkins, Rogersville, Walter State C.C. District 4 — VACANCY; Assns: Claiborne, Grainger, Jefferson, Union District 5— Jim Petrie, Knox County Education Association, 2411 Magnolia Ave., Knoxville, TN 37917-8289; (865)522-9793, fax: (865)5229866; Assns: Knox, UT-Knoxville, Pellisippi State C.C. District 6 — Reba Luttrell, 503 Cardinal St., Maryville, TN 37803; phone/fax: (865)983-8640; Assns: Blount, Alcoa, Maryville, Monroe, Sweetwater, Loudon, Lenoir City District 7 — Donna Jerden, P.O. Box 222, Wartburg, TN 37887-0222; phone/fax: (423) 346-6165; Assns: Anderson, Clinton, Oak Ridge, Campbell, Morgan, Scott, Oneida, TSD District 8 — Jim Jordan, P.O. Box 4878, Cleveland, TN 37320; phone/fax: (423)472-3315; Assns: Bradley, Cleveland, McMinn, Athens, Etowah, Meigs, Polk, Rhea-Dayton, Cleveland State C.C. District 9 — Dannise McKinney, P.O. Box 117, Kingston, TN 37763; phone/fax: (865)882-8211; Assns: Bledsoe, Cumberland, Fentress, York Institute, Roane, Sequatchie, White, Van Buren, Roane State C.C. District 10 — Rhonda Catanzaro, Hamilton County Education Association, 4655 Shallowford Rd., Chattanooga, TN 37411; (423)485-9535, fax: (423)485-9512; Assns: Hamilton County, Chattanooga State C.C., UT-Chattanooga District 11 — Emily Watson, 207 Country Estates Drive, Winchester, TN 37398; phone/fax: (931)967-0175; Assns: Coffee, Manchester, Tullahoma, Franklin, Grundy, Marion, Warren District 12 — Shannon Bain, 1001 Rhett Place, Lebanon, TN 37087; phone: (615)547-7769, fax: (615)5477879; Assns: Clay, DeKalb, Jackson, Macon, Overton, Pickett, Putnam, Smith, Trousdale, TTU District 13 — Arthur Patterson, 101 Copperas Court, Murfreesboro, TN 37128; phone: (615)907-9912, fax: (615) 907-5490; Assns: Cannon, Wilson, Lebanon S.S.D., Volunteer State C.C. District 14 — Susan Young, P.O. Box 422, Madison, TN 37116-0422; phone/fax: (615)865-9700; Assns: Cheatham, Murfreesboro, MTSU, Rutherford, TSB, TN Department of Education District 15 — Miley Durham, P.O. Box 10, Lawrenceburg, TN 38464; phone/fax: (931)766-7874; Assns: Bedford, Giles, Lawrence, Lincoln, Fayetteville, Marshall, Moore, Motlow State C.C. District 16 — Alice Spicer, 106 Stillwater Trail, Hendersonville, TN 37075; (615)826-1394, fax: (615)826-4589; Assns: ClarksvilleMontgomery, Robertson, APSU District 17 — Forestine Cole, Ralph Smith, Theresa Turner, Metro Nashville, 531 Fairground Court, Nashville, TN 37211; (615)726-1499, fax: (615)726-2501; Assns: Metro Nashville, Nashville State C.C., TSU, Department of Higher Education District 18 — Jackie Pope, 2326 Valley Grove Dr., Murfreesboro, TN 37128; (615) 898-1060, fax: (615) 898-1099; Assns: Lewis, Maury, Williamson, Franklin S.S.D., Columbia State C.C., District 19— Melinda Webb, 56 Lakeview Cove, Linden, TN 37096; (931)593-3532, fax: (931)593-3543; Assns: Decatur, Dickson, Hardin, Hickman, Houston, Humphreys, Perry, Wayne District 20 — Maria Uffelman, P.O. Box 99, Cumberland City, TN 37050; phone/fax: (931)827-3333; Assns: Benton, Carroll (West Carroll) Central, Clarksburg, Huntingdon, McKenzie, Gibson, Bradford, Humboldt, Milan, Henry, Paris, Stewart, Weakley, UT-Martin, FTA District 21 — Lorrie Butler, P.O. Box 387, Henderson, TN 38340; (731)989-4860, fax: (731)989-9254; Assns: Chester, Hardeman, Henderson, Lexington, Jackson-Madison, McNairy, Jackson State C.C. District 22 — Karla Carpenter, P.O. Box 177, Brunswick, TN 38014; (901)590-2543, fax: (901)382-1433; Assns: Crockett, Dyer, Dyersburg, Haywood, Lake, Lauderdale, Obion, Union City, Tipton, Dyersburg State C.C. District 23 — Zandra Foster, 3897 Homewood Cove, Memphis, TN 38128; phone/fax: (901)3779472; Assns: Fayette, Shelby, Univ. of Memphis, Southwest Tenn. C.C., University of Memphis. Priority Local Team Field Organizers — Jeff Garrett, Cheryl Richardson, Rhonda Thompson, 801 Second Avenue North, Nashville,

TN 37201; (615)242-8392 or (800)342-8367 Assns: Sevier, Sumner, Trenton. MEA — Ken Foster, Executive Director;

Susanne Jackson, Terri Jones, Tom Marchand, Herman

Sawyer and Marilyn Webley, MEA, 126 South Flicker Street, Memphis, TN 38104; (901)454-0966, fax: (901)4549979; Assn: Memphis.

www.teateachers.org

www.teateachers.org www.nea.org

12 May 2010