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Today's educational leader faces multiple challenges in today's world of accountability and vanishing resources. Even with reduced resources more and more is being expected of schools and ultimately of school leaders. Of the many challenges facing today's schools (review the List of Issues provided in your course) which issues seem to be the most pressing in your school world?

Parent contact is one of the most pressing issues we are faced with. Even though we send out mid-terms every three weeks and then progress reports at the end of every six weeks, we are still to contact parents by email or phone if a student's grade falls. For a senior who is failing, we are required to contact their parents on a monthly basis to keep them updated. It seems students are not being held accountable for any of their actions. We send progress reports home all the time and parents still get mad because they say they did not know how bad their child was doing. So it's the teacher's fault a parent does not know about their kid's grade? What about maybe fussing at your child for not being up front with you? I wonder how these young "adults" are going to make it in the real world. Jerad Ward

The top ones that seem to grab the most attention are NCLB and student's with disabilities. NCLB has done a lot to raise the bar and expectations for all students. This is consistent with the general theme of leadership standards (ISLLC) which is to ensure we serve all students. As you think about this challenge, what are some appropriate ways to move toward a growth model for AYP?

I believe we get so wrapped up in NCLB that we lose sight of what we are doing half the time. We got to trust we know what we are doing and as school leaders we got to make sure we hire the proper personnel to ensure that our students are getting a great education. Everything has standards/goals we must meet. I don't agree with how high they are but we have got to stick to our guns and know what got us this far. For example, the state has set the goal of 100% pass rate for the 2013 school year. This seems to be out of reach for most schools, but that is the bar the stae has set and we must strive as educators to meet that. However there are some who are not up to par and those needs should be addressed. As a school leader, one must take into account of how we manage our schools to create a safe and positive environment. I feel that we as educators have a leg up on these standards if we have consistency good teachers and teaching strategies. I know for our county they are cracking down on VGLAs and eventually will be done away with them. This seems to be even more of a scare for meeting AYP and NCLB. Although as principals and teachers meet they find out what works with those students and the different strategies so we as administrators and teachers can seek to implement those same strategies. There are more web based programs along with other new innovative technologies that also enhance student achievement. (IJEASTER)

My High School missed AYP but just a few students, in particular special ed students. We missed it by 4. This is such a big deal that our administrators have been going over all of the students that failed their SOL and seeing if they can get them exempt on technicalities or special circumstances. This is a big use of manpower and resources to meet the letter of the law, which is a law with good intentions. But administrators scrambling and spending time trying to avoid penalties means that the spirit of the law is suffering. On the bright side, the principals are already grilling special ed teachers and us core inclusion teachers on what we can do different and better to get more special ed kids to pass the test. AYP needs provisions to encourage educators meeting the spirit of the law without jumping through hoops (and eating up time and money) for the letter of the law. (Alan Janney) Another issue facing administrators and schools when meeting AYP and other benchmarks worth mentioning is that of community involvement. My division is split about 80/20 with meeting AYP each year. Having the school community on board seems to be the breaking point when a school is on the fence of meeting AYP or not. This outside influence has a LOT to do with students and their attitude to succeed. As an administrator it is in our best interest to find ways to have the community active and involved within our school. Having parents who are pushing their children to do their homework and strive towards higher learning is vital. Also, having a community that is providing resources for the school that in rough financial times can afford any longer. Simply put, if the involvement of the school community helps to enusre the success of every child in our building then it is our responsibility to break that barrier wide open and invite them into our schools. Unfortunately, in most schools not meeting AYP or other standards set forth the school community is non-existent.

In my opinion, instructional leaders must be careful not to get caught up in all of the quick fix programs with the new catch phrases and fancy tag words that promise to move toward a growth model for AYP. Do not get me wrong, there are solid programs that are research based that can assist us as we move toward a growth model for AYP, but we must be thougthful and purposeful as we move in the correct direction. I agree. Sometimes the programs presented appear to be the Miracle Drug. However, the miracle drug at for one school system, may be the "final straw" for another. Each division's needs in the state of VA, I would venture to say, is different. Aspects could be borrowed from many plans, but no "one" plan could fix all of needs. (Laura Deel-Stanley) Very true, you simply can not cookie cut schools or school divisions, but it seems that is what all these programs and resources are attempting to do. The students and communities are different for zip code to street, so why should they be expected to learn at the same rate for every subject? That is what I find is so frustrating with teaching to state standards. As the statement above mentions, many students do not learn at the same pace. I feel this is one of the toughest aspects of teaching these days. You have to have multiple teaching strategies to reach all the learning styles which make up a classroom. If not, then you lose the one's who do not "catch on" as quickly as other students. Once you start losing these students, they fall further and further behind. Once you lose these students, making AYP becomes an issue. Jerad Ward I agree as well. Anytime there is a problem or new issue, it seems everybody has the miracle cure. I have no problem with sound, research-based programs, but I doubt all of these can be applied the same at every school. We forget that schools are different from community to community, the community itself being what helps to make it different. I would prefer programs that can be approached according the specific school, but we can't forget the possibilities of a good, solid curriculum backed by excellent instructional practices and the necessary educational services. (Robert Sturgill)

Focusing on developing excellent teachers with a toolbox of research based teaching, learning, and assessment strategies is very important. In my school division, we are in our third year of focusing on Formative Assessment. We have learned so much about how formative assessment helps teachers make sound decisions on how to teach students. It focuses on giving meaningful feedback to students so that they can be a part of the instructional process as well. Most importantly, Formative Assessment is a part of the instructional process. It provides the information needed to adjust teaching and learning while they are happening. We have seen some real success stories with children with disabilities, children that are English Language Learners, children that are receiving titile one services, etc;

When we focus on ideas such as formative assessment that help teachers, students, and parents become more metacognitive, we are taking a step in the right direction to help ALL CHILDREN become successful learners in our schools and in our communities. (Amanda G. Gibson) There are a lot of good points being made here, but I think the bar is set so high that most schools are right at the passing point. I know one situation we experience at our school is the increase of IEP and 504 students. This poses a serious threat to our AYP status because we are at the point where our resources are becoming limited in light of our economic issues. Our school has made a valiant effort so that they have not had to cut anyone, but at the same time, they have not replaced all the positions that have retired or resigned. A lot of times this occurs in our sp. ed. department which can be very detrimental to how well we do on AYP. However, with the new technologies, a lot of administrators are finding these new interactive strategies and techniques to not only be used for special ed. students, but for all students. In light of all these researched based strategies and techniques, students can grasp the same standards and objectives to become able to pass the formal assessments necessary to make AYP. (IJEASTER)

I think that we as educators get too wrapped up in the politics of it all, not because we want to, but because we are forced to. Everything that we are taught is said to be for the success of students, but are the people who say this truly thinking about what it means? I have found that teachers who want to ensure success for ALL students will do whatever it takes to meet those needs. I have a hard time with administrators and teachers finding that they need to scramble to meet the needs of special ed students in order to avoid penalty. Where were the deep passion for ensuring the success of ALL students before AYP? I guess my question is "Why wait" .... I am very close to a situation in which waiting occured and now a special needs child is having to play catch up. I have to ask myself "What what if passion was put into ensuring the success of this child before someone else stepped in?" I agree with Alan manpower needs to be put into what we can do differently and better to help kids with special needs pass the tests. ( Alana Sexton)

I agree with most of what has been said to this point. The politics and the fear of losing one's job involved with AYP, NCLB, and SOL has taken much of the enjoyment out of teaching and learning. I have no problem with being held accountable as a teacher, but I think there are some things that need to be changed. We are supposed to be all about ensuring the success of ALL students, but there are plenty of kids who fall through the cracks. At least NCLB is forcing us to take those students into consideration. I teach the Alternative Program at Virginia Middle School, and my class is full of students who have been written off but because of NCLB the administration expects me to do my best to teach these students. Another problem with NCLB is that it takes away from the vision of a school. Instead of our visions being high reaching and all-inclusive, they are revolved around that magic percentage that will get everbody off our backs for at least one more year. I think the problem with NCLB and the other ominous acronyms is that the policies are being handed down by the politicians in Washington. I think the process for determining the policies, requirements, and tests should include the national, state, and local levels of education. It is ridiculous to expect the exact same things from every student in Virginia, because every student in Virginia is not the same.

As far as students with disabilities go, I know we will not make AYP this year, because we will no longer be doing VGLA and our scores in this category were just barely above the passing rate last year. My school gives so much attention to students with disabilities, but it doesn't seem to be paying off for us or them. I think our creativity as a team of teachers, from the administration downward, needs to become more important. I think there is still too much rote learning taking place in our schools and this needs to change. For students with disabilities we need to be considering such items as more inclusion for certain students, differentiation of instruciton to accomodate different learning styles, scaffolding to accomodate for different levels, etc. Administrators need foster the creativity of their teachers and be more open to their ideas. Ultimately, I think if we really focus on our goal of ensuring the success of ALL students, work as a team of teachers, and apply our unique creativity to the problems we face then NCLB and the other requirements will take care of themselves. (Robert Sturgill)

I think one of the most pressing issues facing education today, in regard to leadership, is that the focus on being educational leaders first and foremost has taken a back seat to, as someone said earlier, the politics of it all. We have politicized our educational system with SOLs, AYP, NCLB, etc. All these acronymns ... I think we have just forgotten about the plain old ABCs! If leaders did not have to worry about criteria established by the 'higher-ups,' then they could focus on assisting instructors in their schools preparing each child, each INDIVIDUAL child, for life outside of public education's walls. No funding, but requirements to make everyone 'cookie cutter' individuals... enough said!

I have no idea what our school is going to do over the next few years as the standards keep going up. We're already exhausted and doing everything we can, and now the scores have to be higher. Well, I suppose we're not doing everything we can but we certainly are doing a lot. We teach prep classes, tutor, look for look-holes, etc. How high will the standards go, anyone know? I feel like the expectations are getting close to silly. (Alan Janney)

I agree with the above statements about how the bar keeps getting raised for scores. However, I also know that no matter how stressed we get, we have to look back and realize where the raising of standards have gotten us to. I also stress about the standards, but I do have to look back an reflect upon where we have came from. I think it is amazing at the growth we have achieved in the past few years as we have strived to meet the increasingly difficult standards. I agree that this is a pressing issue in schools today, but look at us, as educators we meet the tasks that are put before us because we want to ensure the success of each child. (Alana Sexton)

I know it seems like it is a never ending cliche about achieving higher scores, but I believe that educators who are concerned with this and their students are the ones who work the hardest and make a difference in their student's lives. I feel that we put to much emphasis on the test and raising the bar that we forget that they are children and they need to enjoy school and life. I know I feel so overwhelmed sometimes, but then I look at what I am doing and see that I am making a difference.Even though they may not be acceptable to our leaders it is why I am in education. Through our trials and troubles we have to keep on trucking and try different approaches to meet AYP and NCLB. Sometimes I feel that there is no way that we as a school can meet this, but we have to keep teaching and working not just as teachers in the classroom, but as a school system as a whole. There are more innonvative strategies and methods for us to use, but we feel we have done as much as we can. Its then we have to recharge ourselves and become the best educaot possible with the help of our fellow co-workers, administrators, and our central office as well. (IJEASTER)

I believe that there is a great amount of emphasis on high stakes testing in our state and in the world of education. Like mentioned above it is very difficult for a teacher and a administrator to reach AYP and to be successful with d windling resources from the federal and state governments. We as educators have to balance and juggle so many different things and importunely we have to pick and choose what is most important. Along with juggling so many things there are so many other things that we are required to do that sometimes can make it seem overwhelming. I think with everything administrators must do, they have to keep the students interests in mind. jbmorris4 I also agree that we are juggling things like crazy! I feel that sometimes we get so caught up in the hustle and bustle of the politics and duties of being a teacher, we forget about what we ever became a teacher for. We need to reflect upon what is best for the students and bring back the passion for education. However this task is made so much more difficult with the accountability that teachers face on a daily basis. Do standardized test truly benefit anything? Isn't there a better way to ensure successful teacher and students. (Alana Sexton)

The requirements for everyone in the school setting can be overwhelming. Especially for the educators that are trying to do everything for the students in their classroom. I think there are better ways to determine the success of teachers and students other than high stakes testing. The problem is that no one has any answers what it can be, the purpose of education is to prepare students to become members of society. What type of society are we portraying to our kids? With requirements and standards and not the simply enjoyment of learning something kids are going to use. As a student, I would like to see kids getting the chance to learn in their own way. I do not believe standardized testing is a part of that learning. However, instruction has improved over the last 10 years, but I still think there is a better method out there. The answers are something we need to find out. jbmorris 4

I think most educators believe that high-stakes testing is not the route we want to go with our educational system. We are falling further and further behind the world when it comes to the status our students hold as opposed to other countries' students. Of course, there is a catch-22 with this, though. Everyone does deserve an equal education, and we have tended to leave some students behind in the past. Now, everyone must pass the same test, but is that truly ensuring an equal education? Everyone does deserve an equal education; however, does that mean that everyone should possess the same knowledge? No, it just means that the test is the same ... knowledge comes at different levels at different times. A test is not going to help equalize things out, though.

It is quite unfortunate that the standards are so high. 100 percent is not a realistic goal in an imperfect world. However, I do agree that as educators we should always work as hard as we can to reach the students with disabilities. Sometimes there are not enough people advocating for them, differentiating for them in the classroom, or taking the time to find out what resources or training needs to be done to meet their needs. This is where an administrator can help. I had an administrator who was a wonderful advocator for a student who had disabilities. I did not know how to help him and it was very frustrating, but he kept asking Central Office to help this student by getting myself and the special ed teacher training, reading material, etc. It was wonderful to see an administrator who cared so much about children. (Shelly Goad)

I agree with Shelly. NCLB and AYP are unrealistic expectations. These are good ideas for those sitting in Washington who have never seen that child who tries day after day to struggle to meet these standards and stress to the point of tears, while another sleeps the year away to pass a standardized test and receive credit. If you all can remember when all children were to take the SOL, there was no alternative test for students with disabilities. Then came along the watered down version of the SOL which is now called a VGLA and VSEP. This was just a way for school systems to meet the requirements what the government felt was a great way to hold ALL teachers and students accountable. Now schools are frowning on giving these assessments because of the overuse of the assessments. I do agree the there should be some sort of way to hold students and teachers accountable but I feel we are going at this all wrong. We are told to differentiate instruction so what standardized test can measure that? (dkbyrd8)

Although the last post seems that I am totally against the idea of NCLB, there is a misconception. I have also seen the advantages of incorporating students with disabilities into the mainstream classroom. Before NCLB, many students who were more than capable of the regular classroom work and were placed in self-contained classrooms. These students missed out on a level of education that students with disabilities are now getting.(dkbyrd)

Darin, I completely agree with you! You are so right, where are these people in Washington when a child's tears need to wiped because they just can't perform on a test due to a disability. Shelly, you and I have both worked for both ends of that spectrum. One with an administrator that was supportive of meeting all students needs and another who didn't provide teachers the resources needed to help differentiate activities in order to best support students with disabilities. In order to uphold what we have all agreed to do, we must strive to meet the needs of ALL students. (Alana Sexton)

I am going to have to agree with Darin and Alana. I think there are so many decisions made by people that have never taught in a public school and know what it is like to have 30 faces staring at you while you are teaching. Not to mention some of those faces are not getting the most basic skills at home or anywhere else. Some of them are worried what they are going to eat or if there parents are going to be at home when they get there. Along with adminstrators that will or will not be supportive if your efforts as a teacher. All of these things are what we have to deal with on a daily basis. I am sure that decision makers do not have a grip on these type of varaibles in a classroom. So all we can do is the best we can and hope our students will get everytihng they need to be successful. jbmorris4

Meeting the needs of all students should be the goal of all teachers -- intrinsically, at least. I just do not feel it is fair that those of us who do attempt to meet those needs should be TOLD to do it or FORCED to do it on some test. Showing students have made some type of progress from their current level is something that should be required, yes; however, expecting everyone to be at the same level is just not feasible.

Our English workroom is right next door to a classroom that houses the 'Drama' elective. This situation has graphically demonstrated one of the NCLB testing benefits. This Drama class has no SOL and doesn't make much of a difference in AYP (to the best of my knowledge) and so there is almost no oversight. This class watches videos constantly, like Whose Line Is It Anyway. The teachers sends all the students into a deserted part of the hallway to practice crying and saying lines. This class is taught by an English teacher (who is excellent) who teaches 2 classes of AP English. I believe all of her energies go into the AP classes, and because Drama has no SOL test that she lives or dies by...it's a gimme-class for her. Put on a video or send them into the hallway. The SOL model provides a LOT of structure which I have directly observed can be a needed and necessary tool. (Alan Janney)

Alan, this situation sounds as if it should be addressed by some administrator by means of alligning shared responsibilities. Teaching across the curriculum, even through the drama class, should be a focus of the school. Although I do not understand the entire situation, I feel a teacher who does not teach an SOL tested class should also share in the responsibility of the school's vision. Encore teachers should meet with the core classes to develop and plan the shared curriculum.(dkbryd)

Needed and necessary tool? Is it truly fair to say everyone needs to be teaching the same way? Some people may be able to cover a topic more succinctly than others, thus taking a lot less time. This may be needed for newer teachers, but should all veteran teachers, who have taught pre-SOL and accomplished much, be required to, pardon the expression, but 'dumb' down their instruction for the sake of providing cookie-cutter instruction?

I would have to disagree with every class needing a directive with the teacher to be teachign certain ways. When you venture into the arts it seems there is a different method of teaching and learning. I will not venture into the areas I know little about, but the classes need to be in a totally different structure. Everyone teaches and learns differently. I just think that no person should make assumptions what is going on in another room with knowing the entire experience. Heck, I would love to learn how to act and to be able to show emotions in front of other people on cue. That is not something you are going to learn in an English classroom. jbmorris4

The drama teacher, in my estimation, is overwhelmed with the 2 AP classes, and since the arts are so rarely funded, she probably does not have resources that help her keep her students on task. Without funding, this teacher is probably limited as to what she can do with the class ...﻿ I am in the situation of your English/Drama teacher. So, as I was going to address scheduling as a major source of our problems, I can start here. My school is a "football" school. Therefore, any class that is considered an "elective" is 95% a dumping ground. Until this year, my guidance counselor (also head football coach) would load the 4th block elective classes with athletes so they could be "pulled" to help line the field, receive treatments....you know athletic stuff. With elective classes (such as performing arts) the students should be enrolled based upon interests. Not, because it is an "easy" class. Anyone who has any visual or performing arts experience, knows that is never easy. :-) I appreciate your recognititon of the funding and her AP schedule. It means a lot to know that our peers outside our content area recognize what we do. (Laura Deel-Stanley)

I recently attended a conference and listened to Dr. Donna Ford of Vanderbilt University. One of the topics she discussed was the overrepresentation among Black, Hispanic, and low income students in our special education programs across the country. She also discussed the underrepresentation of the students in our Gifted Programs, AP classes, etc;

She spoke about research she and other colleagues have done on building teachers' knowldege of characteristics of these various groups of individuals so that they were not placed in special education programs based on "Deficit Thinking" characterizations, etc; She also discussed how these same "deficit thinking" characterizations were keeping these children out of AP classes, gifted programs etc;

She has some excellent strategies she shares in many of her publications that speak to how to increase exposure of learning experiences to these children and teaching these children explicitly learning processes of goal setting, graphic organizers, how to succeed in school, etc; that many times they have not been exposed to at home. I think this goes right in line with our AYP discussion as we are looking at these populations specifically and how we can help these children achieve in our schools.

(Amanda G. Gibson)

Another pressing issue is one of drug testing. Should teachers be drug tested? We do not seem to find it hard to allow students to be drug tested. If doing drugs impairs a teacher's ability to perform (as drugs impair students' ability to perform), why should that be a problem? It seems to me that if students' best interests are at heart, then teachers should not be afraid of drug testing. After all, if there is nothing to hide ... why protest?

I am all for drug testing teachers. Most other professions enforce drug testing of their employees to make sure there is a safe and successful working environment. If I am sending my child to school, it is nice to know they are being given the best education possible. If one of his teacher's is a drug addict, then he is not going to receive the education he deserves. So I would most definately support drug testing teachers. Jerad Ward

Our county's policy is to drug test student athletes (This includes academic competitors who fall under VHSL rule requirements.). I think this has totally proved a deterent to these students in regard to drug use. If a student wants to play sports or participate on an academic team like PACE, drama, or forensics, then that desire will far outweigh the desire to do drugs ... especially if they think they will be caught. What type of example are we, as educators, setting if we act like it's OK to test them and not want to have our own persons tested?

I totally agree with this statement. As a teacher and a parent, I know how we can be viewed. I feel as though submitting to drug random drug tests actually help us. By doing so, it gives the general public ONE less place to criticize us. (Laura Deel-Stanley)

With so many issues that we have discussed this semester, I believe drug testing is just as important. I believe that all people involved with the education of our children, whether it be adults or students should be drug free. Most of the time we take this for granite. We as educators have so many laws or legislation above our heads with NCLB, IEP students, and AYP we must take a stand on how we teach or lead in our school systems today. (IJEASTER)

My school sytem has also joined the battle to help our student athletes stay drug free by doing random drug testing. I believe this has been a great step for our school system as it has put an extra emphasis on just how important it is for our students to have healthy bodies and minds. I applaud our school sytem and other school systems in the area who have joined this important battle against drug use in the schools. I look forward to seeing how these programs are working over the next couple of years. (Amanda G. Gibson)

Random drug testing of athletes is a great idea. We have all heard the stories over the years of athletes dieing on the playing field from having something "extra" in their system. I feel this would be a great idea. We as coaches and educators are there for the well-being of the students. One way to make sure they are safe and taking care of themselves would be random drug testing. This is a safety issue which should be considered by all school systems. Jerad Ward

It is our job as educators to make sure all students succeed. We work as a team to achieve this whether it be through formative assessments, analyzing data, assigning a team for intervention or crossing our fingers. For one child, there may be six differents educators trying to bring success to this child. Every team member communicates and collaborates with each other. We do our best work when we work as a team. That is the nature of education. Recently, PWCPS' superintendent approved "incentive rewards". I do NOT agree with this concept within education for many reasons. My list could go on forever. I will mention a few; lack of consistent guidelines for awarding the rewards, based on the results of "high stakes" tests, not performance based, creates competition within a team where competition is not in the best interest of the child, takes the focus off the child's success and on the monatery gain. True incentive would be appreciation shown through consistant and considerable step increases, tuition reimbursement and excellent health benefits with low premiums. When the budget is cut, our salary increases are the first to go. The increases are so small to begin with but that is the place the school board hits first. When there is not enough money to give our teachers step or COLA then there should not even be MENTION of incentive awards. (P. Huertas)

I think that the emphasis on reading education is not where it should be. Students MUST read in every class. Reading comprehension education should be assumed by ALL content area teachers in some way. Science teachers should emphasize techniques to improve students understanding of scientific materials, for example. (Laura Deel-Stanley)

Well said, Laura! Our high school agrees with you. Our recent in-service day had 2 seminars held by English teachers on how to encourage literacy within specific subjects other than English class. Strangely enough, the other teachers did not seem quite as enthusiastic about attending the seminars as we thought they should be. How strange. (Alan Janney)

I agree Laura and Alan! Currently, a middle school English teacher and I are facillitating a book study utilizing the book, //**Power Tools for Adolescent Literacy**// for English teachers and **Content Area Teachers** at the middle and high school. We have had a great response from our content area teachers, and they are utilzing the strategies in their classroom, and accepting the responsibility that it is also their job to teach reading and increase literacy amongst middle and high school students. I am hoping to continue this learning journey with my teachers at the middle and high school. (Amanda Gibson)

Through a recent math department meeting, I found out that there will be higher expectations on Algebra 1 where students will face open ended questions, click and drag type questions and also some fill in the blank questioning. With the cuts on education, I am wondering how these questions will be scored and where the state will find the funds to support this.(dkbyrd)

Obviously, as an English teacher as is Laura, I have to agree with her previous addition to this Wiki. Reading is an area that must be emphasized in today's world. When we live in a world where people are instantly entertained, competing with that type of gratification is difficult. How do you make something "as slow as a book" seem exciting enough to pick up when you can text friends instantly, read about it on the Web instantly, or watch it on TV instantly. Students are used to getting instant information. Reading a book takes too long, in their estimation. Once they discover how exciting books can be, it is easier to combat that mentality, though.

In an attempt to meet the state, federal annual assessments, I have begun to stress test-taking strategies moreso than the actual curriculum especially when the curriculum is way over the proficiency of the child. When the child really just needs more time to grasp abstract concepts and transfer the knowledge to prove their competency on tests BUT there is not enough time then test-taking strategies will aid the student in succeeding. One example comes to mind. When working out a division problem and the child can not find the answer in the multiple choices, they are told to take each multiple choice answer and multiply it by the divisor....the child has not mastered division, however, he has mastered that particular test taking strategy. Whatever it takes to get our kids to succeed on the performance based and high stakes tests.P.Huertas

I believe that when the stakes are set this high, there are many "loop holes" or alternatives that can be utilized as afforded by the state. Afterall, the state does NOT want their school division to FAIL. It will affect property values, small businesses, travel etc. The NCLB Act is almost impossible (I'm not a TOTAL pessemist) but the state "has our back" and gives us alternatives to insure that we make these benchmarks. For example the VGLA is a performance based assessment that can be taken by LD and ESOL students instead of their high stakes SOL test. This performance based test saved my school from missing AYP benchmarks. I also remember another year when the ESOL students were allowed to have the reading test READ ALOUD to them. It was also a simplified version of the SOL. It was called the SELP. In the ten years I have been teaching there have been so many changes to the assessments in order to make the NCLB benchmarks attainable. As the stakes get closer to 100%, I m sure we will see some new alternatives offered. PHuertas

In addition, some veteran teachers believe that making "lifetime learners" should still be our goal as educators not making "test taking gurus". Some would say to concentrate on closing the gap with successful daily performance based assessments and that success on a high stakes tests does not ensure academic growth but maybe just luck of the bubble. Unfortunately, success is measured in many other ways than we have choices. PHuertas

I agree with Darin that there are new issues facing the SOL testing. I think that just as students and teachers are beginning how to figure out how to help students use wonderful testing strategies to be good test takers, the SOL testing format wil be changed. The new format will be helpful to some students who are better at writing out their answers or need multiple formats. However, for students who get nervous and completely draw a blank I am worried that some rather intelligent students will not do well without some choices to help jar their memory.(Shelly Goad)

Student motivation is another issue that I am concerned about. I have a couple of students who do not care about whether they learn anything or whether they study to pass a test. They also do not even care is they make an "F" or not. It does not seem to do any good if I send home a mid-term report or talk with the parents face-to-face. I have had to take matters into my own hands and make a couple of students stay in my room and not be allowed to participate in walking club until they pull their grade up to at least a "C." I am hoping this will show them that someone does care about them and their education. Time will tell. (Shelly Goad)

A final issue I will mention facing educators is misinformed lawmakers. Several lawmakers I have talked to seem to be misinformed about certain educational issues because they are listening to groups other than teachers. Public money is being diverted into private school vouchers and that money could be used for our students. One delegate, in particular, seems to think that pre-kindergarten education should not be done in the public school system and done at home instead. I informed him that not all parents are taking responsibility for their children and are not even teaching them basic needs such as tying their shoes. For some children it helps them to have an early start to help build responsibility, good listening skills, and basic math and phonics to help prepare them for kindergarten and life in general. (Shelly Goad)

I agree with Shelly that lawmakers are another issue. Lawmakers are most definitely misinformed because of listening to the wrong people. I think teachers should make their voices heard when it comes to the laws that are made and passed concerning education. I can't believe a supposedly educated lawmaker would think it a good idea to do away with pre-kindergarten education in the public school system. If the majority of our parents cared enough to take that responsibility, we wouldn't be facing some of the problems we face today. I am also concerned with the motives of some lawmakers who are leaning toward the privatization of education. Lawmakers should not be allowed to own stock or other interests in companies who specialize in private education. Another idea would be to have all lawmakers observe various classes in the public education system: alternative school, special education classes, etc. (Robert Sturgill)

I think another pressing issue we are faced with is the lack of parental involvement. This seems to be attributed to many factors such as: lack of interest in the education of their children, lack of time due to everyday responsibilities, lack of education of the parents, etc. I think there could be many approaches we could take as administrators. We could try creating parent teams for classes or grade levels. This would allow us to team very involved parents with parents who struggle but want to be involved. I think we should also consider inviting parents to after-school study sessions to witness examples of how to help students and even receive help themselves. If we are going to make the impact on students that we all so desperately want to make, it has to be through the parents. (Robert Sturgill)