In Kansas, we only test students once at the high school level. It is up to schools to decide when they feel students are ready to test. At our school, we test freshmen who are in geometry (our most advanced students), and all the sophomores who haven't already tested.
If a student doesn't reach proficient level, we can remediate and have them test again. We use our math strategies class (junior year) for remediation and retesting.
All scores are banked until a particular class's junior year, then count together for that class. We don't know our complete results for a class until after the retesting takes place. That is happening this week.
Our school has received Standard of Excellence for five years in a row. This involves meeting AYP requirements for a percentage of students reaching the proficient level, but it also means that you must have at least 15% of the class in exemplary level and no more than 15% in academic warning.
We feel pressure to continue to achieve that level of performance.
We feel pressure to continue to achieve that level of performance.
The whole thing turns into an agonizing numbers game:
1. This year's freshman class is 2 students short of the 15% exemplary. We have already tested the most advanced students, so we'll have to pick up a couple more exemplary from next year's sophomores in geometry.
2. This year's sophomore class has just the right number of exemplary students, but what if a bunch of new students enroll and we need another 1 or 2 to reach the 15%?
3. This year's junior class has enough exemplary, but needs 5 more proficient. Those students who did not reach proficient the first try will be retesting this week in their math strategies classes. There are 17 of them, and we're pretty sure there will be more than 5 who make it. So all is probably well for this year, but we'll know for sure by the end of this week.
I hate that we have to do this.
Not the testing. I am okay with that, for the most part. I hate the counting of students and the calculating of percentages, and the worrying that we might be one short of the goal. And the feeling that I am not teaching math as much as I am teaching strategies. And the feeling that you have done all that you can and it might not be enough. I worry too much, I guess.
At this point, I'm just hoping for the best.
1. This year's freshman class is 2 students short of the 15% exemplary. We have already tested the most advanced students, so we'll have to pick up a couple more exemplary from next year's sophomores in geometry.
2. This year's sophomore class has just the right number of exemplary students, but what if a bunch of new students enroll and we need another 1 or 2 to reach the 15%?
3. This year's junior class has enough exemplary, but needs 5 more proficient. Those students who did not reach proficient the first try will be retesting this week in their math strategies classes. There are 17 of them, and we're pretty sure there will be more than 5 who make it. So all is probably well for this year, but we'll know for sure by the end of this week.
I hate that we have to do this.
Not the testing. I am okay with that, for the most part. I hate the counting of students and the calculating of percentages, and the worrying that we might be one short of the goal. And the feeling that I am not teaching math as much as I am teaching strategies. And the feeling that you have done all that you can and it might not be enough. I worry too much, I guess.
At this point, I'm just hoping for the best.