How are teachers helping non-proficient students become proficient?

Not only are teachers teaching above and beyond the PSSA test, they are also using previous scores to help better prepare students. During the annual curriculum review, academic areas are attempting to align their curriculums with the state standards. Although this has been done before, teachers are trying to not only model and mirror the PSSA standards, but they are also trying to add additional information and requirements that even better prepares the students. For example, the PA state standards requires students to “Read and respond to nonfiction and fiction including poetry and drama” (Standard 1.3.11.F). Instead of simply having the students read and respond to the pieces of literature, the teachers are also requiring that students can respond in various ways including writing short stories and essays, creating multimedia projects, identifying what constitutes fiction and nonfiction and be able to categorize various works under their designated category. Thus, every academic area can cover the material, and more, that will help every child be successful on the PSSA’s. In addition, the teachers are made aware of the students who have performed at either a basic or below basic level. The teacher develops lessons and supplemental materials that both address the PA standards and also meet the needs of the individual students. Any non-proficient student also has the opportunity to have an individual learning plan and have full access to Study Island at both school and at home to improve their skills and knowledge.

So what ARE the benefits to NCLB?

Of course there are always two sides of a story. NCLB is no special case. There are some benefits to NCLB that have emerged from the law. Below are some:

• The creation of a revised reading curricula to assist lower level readers
• More reading materials made available for student access
• Hire new staff that better meets the needs of the students

• Reassignment of existing instructional staff that is capable
• Hiring of reading/writing specialists
• Hiring of reading/writing coaches
• Reassignment of reading specialists to meet student needs
• More access to professional development

So NCLB does have its perks but too often, schools cannot afford to restaff, buy new materials, pay for specialized instruction etc. If the school does not meet AYP, they do not receive ANY additional funding for that school year. So then, how does the state expect schools to pay for these sorts of accomodations especially in an economy like this one?

NCLB varies from state to state

So why does every state use a different test and standard to decide whether its schools are reaching the required progress under law? Why don't we have mandated tests across the country that are absolutely identical?

With some states accusing one another for lowering their bar by using easier tests and lower standards to make their school look better, there needs to be a universal test for every state. All states should have the identical test as each other so that all the states are teaching the same information for the same test. With a variation in test, some states are teaching less valuable information and/or are teaching at a much different rate than other states. Some states are performing far better than other states on the PSSA's and thus receive more recognition and funds for their school. However, they are receiving these perks unfairly. By lowering their bar and/or having an easier test, schools are providing misleading information.

Why can't we all just have the same test?
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But What About the Special Education Students?

So NCLB may or may not assure that student is really left behind in school. The way I see it is the 'regular' students are definitely given the attention and tools they need to succeed with the PSSA's. They are trained in writing, reading, answering questions, critical thinking, application, synthesis and analysis to perform well on the big PSSA test. Students practice thier vocabulary and the development of a sufficient 5-paragraph essay throughout the school year so that they are thoroughly prepared for the test in the spring. So, maybe NCLB is not so bad for these 'regular' students that take the test. But, what about those students who do not have to take the test. That is, what happens to the special education kids? Why does NCLB not refer to or really suggest guiding these students to be able to take a reformed PSSA test? Why does NCLB only effect the 'regular' students? Why is it that yet again, special education students ARE being left behind?

How does teaching to the test make teeaching/learning more difficult?

Because of the PSSA's being a requirement in school:

1. Teachers have to teach to the PSSA test even if they think the material is unimportant or not worth teaching.

2. Students learn information based only on the test

3. Months of time are spent on teaching the PSSA

4. Students have a difficult time making outside connections to the information they learned (except for the connection to the test)

5. Students feel extreme pressure on test days

6. Teachers are overwhelmed with what they have to teach the students and how to best prepare students for the test

7. Students miss out on some valuable knowledge and the opportunity to read quality literature because they are spending their time on test preparation.

What do you think the benefits to teaching to the test are?

Are their benefits?

Do you think the PSSA's are a good representation of student knowledge?