Thread:I'm always a fan of more data made available to the public. @dcpublicschools shared their interpretation of literacy data in a provided statement, so now it's time to hear from teachers. @DCPSChancellor @MayorBowser @WTUTeacher 1/23 https://twitter.com/PerryStein/status/1322229417196793857

DCPS highlighted learning loss percentages for the DIBELS assessment but did not provide information for the TRC. Although these two exams are different, they are typically administered and analyzed together to develop holistic reading profiles for students. 2/23

In my opinion and experience, my strong preference when analyzing a child's literacy level leans towards the TRC (Text Reading and Comprehension) assessment because it measures comprehension and fluency based on the reading of a leveled text. 3/23

DIBELS measures isolated skills using a testing booklet (Envision a paper with letters spaced out in rows of 5 or so where kids need to name as many letters as possible in 60 seconds). Desperate for a page-turner? Peruse this DIBELS scoring guide: https://dibels.uoregon.edu/docs/materials/admin_and_scoring_6th_ed.pdf 4/23

Multiple teachers, specifically ECE and K teachers, have shared that DCPS did not provide adequate technology in the spring when schools closed. As well, they also reported that when schools reopened it took months before students received the necessary tech for class. 5/23

So, not only did some students (Kindergarten) take an assessment they'd never taken before, they had to do so virtually, with limited technology practice, and with limited internet access. For DCPS not to acknowledge their responsibility for this shortfall is a problem. 6/23

Learning loss happens during the summer. Learning loss happens during a pandemic. Additionally, the publisher of DIBELS released guidance stating that it recommended caution when interpreting remote scores. DCPS never shared this caveat. https://dibels.uoregon.edu/docs/materials/d8/2020-2021-BOY-DIBELS-Testing-Guidance.pdf 7/23

We can also bring into question why DCPS isolated one subset of data. Where are the data points for other assessments? Where are the data points for other grades and subjects? Why are we honing in on academics while dismissing SEL needs during a pandemic? 8/23

DCPS cites this widening achievement gap as a justification to return in person. For anyone familiar with racism, classism, and DCPS, you'll know that this achievement gap existed prior to the pandemic. 9/23

Many teachers and education researchers prefer to use the term opportunity gap because this highlights that any disparities in test scores are the result of the inequitable distribution of opportunities and resources within schools and districts. 10/23

DCPS never forgets to share that their mission is focused on equity, but the resounding cry from those working in schools is that this claim couldn't be more removed from the truth. 11/23

In Title I schools, positions for Librarians and other Special subject teachers are cut while schools in wealthier areas have these positions funded by PTOs. Schools in wealthier Wards are more likely to be renovated while schools in Wards 7 and 8 are left untouched. 12/23

Some schools have one-to-one technology for students while other schools have to share a few barely functioning laptops. Teachers beg for copy paper, pencils, tissues, and books. Teachers often need to share one book for the whole grade level. 13/23

Some schools have new tables and learning stations for students while in others, classrooms are overcrowded and teachers don't have enough desks. Students share desks or they sit on the floor. 14/23

A few years ago before my school was renovated, teachers (myself included) would run around the building to poach extra tables so our students would have a place to sit. These tables were often in poor condition or broken. I could continue but my hands are tired. 15/23

Instead of DCPS listening to what teachers and students need (both pre- and mid-pandemic), we get a new Cornerstone! We get an update on our evaluation! We get mandated curricular tasks! We get more high-stakes assessments! 16/23

I am here for reporting this opportunity gap. More people need to know about it and share our outrage. This should be our focus. But for DCPS to ignore their complicity in perpetuating and maintaining this unequal system is dangerous. 17/23

Report the scores? Absolutely. Ignore how DCPS Central Office leaders maintain an unequal system that perpetuates an opportunity gap? Absolutely not. 18/23

When we levy our critiques against individual schools and teachers, we ignore the ways in which racist and classist systems are designed to maintain this inequality and imbalance of power. DCPS is complicit. 19/23

Furthermore, DCPS is using these numbers as a way to overshadow their poorly designed plan. Their reopening plan is bad. It is nonsense. It is confusing. It is inequitable. It is dookie. There was no collaboration with teachers, administrators, students, or families. 20/23

There is no amount of data DCPS can use to try and scare the public that will magically improve their plan that has been molly wopped by literally everyone. A return to in-person doesn't make the gap disappear. And a plan designed with no collaboration won't help either. 21/23

We all want to return to school. However, for DCPS to try and weaponize these opportunity gap numbers as a rallying cry to reopen prematurely obfuscates their mismanagement of the reopening process. These tactics are, for lack of a better word, tacky. 22/23

We all deserve to work with a school system that supports us and wants to work with us. It's one thing for a system to say it prioritizes equity, collaboration, and community. It's an entirely different thing to show up and do it. 23/23