During a Team Meeting at the school a teacher asked when we were to start and organize a Pull-Out Program for students who are struggling in Math to get them ready for state mandated exams. In my customary style I grimaced (internally).
My thought is why pull-out a student from an elective or athletics to have them cram for a STAAR test. I know that I want our students to be successful on the STAAR exam, but the results are not the only indicator of student mastery.
The teacher is requesting Pull-outs so that students get extra practice so scores go up so they decrease the likely hood of extra meetings on what we are going to do to increase scores or what can we do differently so that our students are more successful on STAAR.
If we place all this emphasis on STAAR data, shouldn't we also place the same amount of emphasis on other College and Career Ready data. How much emphasis, how many meetings, how much analytics is placed on data of PBL performances or DBQ's or CER's?
I know I receive more data, emails, training on how STAAR mandates than any other performance driven activity. Is this the education system that is best for kids.
Lets say that we don't have Pull-Outs. Scores are not as high as we would like. Are administrators going to have conversations with teachers that put a high degree of emphasis on higher scores. Do we have the same conversations with teachers on other indicators. See Community Based Accountability.
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