Standardized Testing and the EC Student
I have often wondered why students identified with learning disabilities are expected to demonstrate mastery of grade level skills at the same time as non-disabled students. What is the rationale in expecing children, who don’t learn at the same rate as others, to take the same standardized test, at the same time? Yes, accomodations are made (i.e. extended time, multiple testing sessions, separate room, read aloud, etc.) but it doesn’t change the fact that these students are being tested on the same material as their non-disabled peers. They, in essence, have had the same amount of time to learn the same amount of material as other, non-identified students. Does that make any sense? Here are these children, who require different instructional techniques, different pacing, and different assessments in the classroom, who are often faced with failure at the end of the year when they are assessed in the same way as those not identified with disablities. If we as teachers are struggling to teach all the material to “regular ed” students before the test, think of what teachers of EC students are faced with. They, too, are expected to follow the same pacing guide, and yield the same results as those whose students are not identified. For the first time, I am teaching an inclusion class. I am amazed at the levels of disabilities that are grouped together. I have students who struggle to write their name on a piece of paper, can not yet add or subtract fluently (I teach 5th grade), and who read on a 1st grade level. They have taken the EOG each year, and are expected to take it again this year. These students have never passed the EOG, and, despite the progress they have made in their personal academics (IEP goals), do not recognize themselves as successful. Regardless of the praise they recieve for their progress or efforts, they are faced with the disappointment of failing the “big” test. As if that weren’t enough, they get to endure the treacherous burden of remediation and retesting that comes after they fail the test the first time. (Just think… they get to look forward to taking it 2 more times!) I really don’t know what the answers are. I do know that there must be other ways to test these children. The “one size fits all” approach we have for testing is just not working.
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I taught inclusion for three years, two in VA and one in NC. I too understand where you are coming from when you say you have multiple disabilities in one classroom. Some positives for you are: we had many children pass the SOLs and EOGs, they had plenty of review before the tests. We had students who didn’t pass as well, but we tried to make the reviews more engaging so they wouldn’t feel it was a punishment for not passing.
I completely understand what you are saying about them not being able to be on the same pacing guide as “regular” students, however when they enter the “real” world the IEPs are gone, and they are held accountable just as much as the “regular” people. So I am right there with you, on how can we do better for these children? They have to be held accountable, but maybe a different test would be more acceptable. I don’t have the answers, but I understand your struggle.
I completely agree with you that expecting EC or even ESL students to perform at the same level as other students on standardized tests is ridiculous. This is a problem that I deal with everyday working in a high school and teaching US History. I have seen over the past couple of years that no matter what we do for these students, that they struggle on these tests. Last year I taught two students who were in the EC program at their parents’ request (both should have been OCS), and because of that they were mainstreamed. These students had the reading and writing capabilities of third or fourth graders. If these kids had came in with the group of freshman we had last year, they would have been expected to follow the new Graduation Exit Standards for NC (which requires that they get a 3 on all EOC’s to graduate). How fair is this? Not only is retention going to go up across the state, but EC and ESL students are most likely going to have to repeat classes or in the end settle for a certificate instead of a diploma.
Did your students take the Extend 2? It is a shorter version of the EOG with less answer choices and a larger font. I had seven students with IEP’s last year and was encouraged when I heard about the modified test they were eligible to take in lieu of the EOG. Unfortunately, it was still way above the level that my students were performing at and they all scored below grade level. Every student that took the Extend 2 at my school scored below grade level. Through conversations with teachers at other schools, I have heard similar results. I like that state leaders are trying to better assess exceptional students but I don’t agree with the way it’s done. I feel it may serve them better if we formally assess the goals outlined on their IEP’s at the end of each year.
Inclusion does add challenges to the classroom teacher and students as well. What I like about inclusion is the fact that it gives all students the “opportunity” to be successful. Truly, it is difficult to manage at times because of the various learning levels but it has some benefits. I have had students who tested out of EC once they were placed in the regular classroom because of inclusion. Those are the moments we hope will happen to many of the EC students. In some school many students are placed in EC classes because of behavior or they did not test well. Studies show that in certain areas students are labeled EC unjustly. Your situation sounds like an extreme case. One recommendation I have is to remain calm and take things minute by minute. Your “positiveness” will flow to those students who struggle and will encourage them to try harder.
Inclusion is a great idea, if it is implemented correctly. Unfortunately, there are no legal guidelines for which students should participate in an inclusion classroom. It’s often left to the discretion of the school/district administration as to who should be placed in an inclusion classroom. Testing remains a major issue, but so does classroom instruction. What is really best for these children? For some, inclusion is best, but for others, it makes their disability stand out even more. Even though some are offered the opportunity to take NCCLAST or NCExtend 2, the number of students per school that can take those EOG alternatives is limited. As a result, EC children are often times expected to take a test that is nearly impossible for them to pass. I completely agree with the idea of using their IEP goals to assess their progress. It would provide attainable goals for these children, and would be a more accurate determination of progress.