Teacher Socks It to Superintendent

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Two boxers represent volley of comments about CSCOPE with teacher socking it to the goals of the superintendent. Superintendent Perry, Malakoff I.S.D.  defends CSCOPE  Here.

Following is one of Superintendent Perry’s Goals for his school district:

Data driven decisions based on the needs of the individual student. This is where DMAC, color coding, meetings with colleagues, vertical teaming, the portfolios you are keeping on the students in your class, meetings with your principal to discuss the individual students and their status and needs for remediation and tutoring come in to play. We are still a small enough district that we can know the individual student and care for their specific needs.

What a CSCOPE Teacher thinks of Superintendent Perry’s goal

I am a teacher. Data driven instruction should be called teachers-driven out of the classroom instruction. It is nothing more than an attempt to apply business model quality control initiatives to education.

There is one big problem. Students are human beings.

We teachers are not building widgets on a conveyor belt. Just reading the description of Superintendent Perry’s goal  to include meetings and vertical teaming, portfolio building, and meetings, meetings, meetings, blah, blah, blah makes one ask,

“Gee, when do those poor teachers at Malakoff have time to actually plan quality instruction, grade papers, and interface with parents?”
The answer is, “They don’t.”

Teacher Morale

The morale of Texas teachers is at an all time low. How can burned out teachers going through the motions of CSCOPE lead our children to academic excellence?

CSCOPE is a Sad and Faulty Social Experiment.

Schools aren’t factories and the all important “data” that is driving instruction—those numbers are really little human beings. I teach students. I don’t need reams of data produced by ill-formatted, error-laden CSCOPE assessments. It doesn’t matter how many ways you crunch numbers and aggregate data. What I need, in case anyone cares, is time. We teachers need protected time to design amazing lessons, to gather and prepare materials for amazing lessons, to connect with the parents of our students, to do all the paperwork necessary to give students feedback, and to rest so we arrive back in the classroom reinvigorated and ready to face another day.

Suggestions for Superintendents

If Superintendent Perry wants to serve as a champion of education for children in Texas he will roll up his sleeves, and take this challenge: Take the place of one teacher, go to all those meetings and analyze all of that data during conference periods at school, and then when the sun goes down, take out the bag of work that teachers carry home every night and start planning real instruction, and grading papers. Enter grades, call parents in the evenings, run off papers, write lessons plans. As the saying goes, “Walk a mile in my moccasins.”

CSCOPE Wastes Valuable Class Time 

One out of every five school days in a classroom is thrown away assessing students using invalid CSCOPE assessments. For what? We can’t possibly use the tsunami of data to design instruction because by the time we get the data back there is another wave about to hit.

Children’s Education Traded for Personal Gain

Data driven instruction sounds good. Reality paints a much darker picture. Our Texas students are just pawns in an adult game of high stakes testing. Our students are being sold for a few pieces of silver.

Where are the superintendents with true integrity?

Where are the principals willing to do what is right for children?

I will tell you about data we should be using. We have plenty of norm referenced test data from high performing schools. They use textbooks and traditional teaching methods. Their minority students emerge performing equitably upon graduation.

Public schools have become a folly.

Our Texas schools are a revolving door of fads and gimmicks. Many of the superintendents who have purchased CSCOPE did not bother to acquire a genuine understanding of the theory and philosophy of instruction that is featured in the lessons.

Shame on the administrative leaders that would implement this on such a large scale without due diligence. For the sake of children we must stand up.

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  1. Has Had It Up To Here,,,, says:

    I’ll second that Amen and must add… Pearson testing company plays a very BIG and greedy part in this entire MESS! Dangerously so…talk about selling out our children, and using them for profit!

    • So True! Before Obumbo was elected Dame Marjorie Shiparo, CEO of the main office in London, made a statement to the UK Telegraph 2007, that (Paraphrased) ” When Obama gets in office, we will be getting more business for Pearson with the No Child Left Behind law.”
      So YES there is greed and corruption to the hilt.

      I saw Pearson facility in Austin and it is overwhelming the scope of this monster facility that soaks up the pomp and circumstance of the TEA. Unbelievable that we have stooped so low to allow a company such as this one to dominate all the testing printing for Texas children.

      So involved in the CSCOPE monopoly, who have educators like me and other concerned individuals, worried that the tax paying we are doing is going toward the monsters like Pearson, TASA, political influence, and our regional service centers. These people are the socialists that we should be protecting our children from. We Texans do not need Obama’s Common Core (CSCOPE) push and shove to reshape the minds of our kids. We must stand strong and demand the fools who are behind this must pay the price for slamming this program into our schools.
      We are not even sure who the writers of CSCOPE are other than regional service centers and TASA input. I have to also ask….what part did TEA play in this scheme? I will not remain idle and watch what is happening without being vocal on its train wreck.

  2. Judy Eledge says:

    I am a retired conservative educator who has been wary of standards for many years. I served on our state School Board when the standards movement began in early 90s. Sounded much like “outcome based education,” which because of its failure was renamed and recycled. I work now as a consultant in rural Alaska and even though I am not fond of the standards movement I do know there has to be a standard. New teacher do not come with the background knowledge to teach many of the content areas (blame that one on teacher training programs) and some teachers just do not want to be accountable. Some of the older teachers just want to keep teaching how they have always taught and if everyone does not get it, so be it. I believe strongly in data driven instruction. For way too long teacher have said, “Your child is just fine, they will learn to read.” Well many don’t. If what you are doing is not working you must change your instruction. Collaborative meetings are much better time spend that ridiculous one day in-service training which amount to nothing. If teachers do not understand the research and reason for the assessment then we have cost precious time. So even though I, like many of you, have concerns about many of the things happening in education today, data driven instruction is not one of them. Sorry, I have seen us fail way too many kids in our system because teachers wanted to do nothing different.

    • I agree that teachers must continuously improve their techniques and use updated methods. This is not
      what CSCOPE is about. Instead, CSCOPE is not about education at all. The lessons are a means to the objective of mind control—sounds like a horror movie, but it is happening. The CSCOPE lessons are anti-american==Anti-Christianity–
      Kids don’t memorize multiplication tables–don’t learn how to read or write in script. Has the number of kids labeled as dyslexic increased because kids just have not been taught to read during the formative years? Why send a kid to school if the child is to bring the knowledge with him to share with other kids?

    • speaking 4 the kids says:

      i would like to respectfully respond to the consultant who supports standards, which no teacher objects to, and data-driven instruction, which is an entirely different topic. State mandated testing has turned schools into testing factories where children have become a number along a conveyor belt. Here in Texas we are testing for one out of every five school days, or according to a recent statistic, 45 school days out of the year. Because you make your living in this world, you know that testing is big business. As a teacher in a classroom, I am sick and tired of our children being sold for profit. Your way of doing business is going to drive parents and students from public schools in droves. I hope the day comes very soon that you have no one left to test. Perhaps, these children will one day experience the real joy of reading and learning something that isn’t turned into a bite- sized piece of pablum on a test.