WASL AND BEYOND
What Long-Term Strategies would be the Best
Bets/Investments?
Student Motivation
Strong Relationships and Caring (5 Comments)
Teach teachers some compassion with high standards so
relationships can be built!
Consistent, supportive school culture which supports students learning
in a nurturing environment where all staff help all students all the
time. NOT just the classroom teacher, but everyone. In our school TRIBES
has been a changing experience for our entire school including students,
staff and parents/community. It develops trust, school agreements, and
respect throughout the school.
Work with high school teachers that have a belief that kids don't want
to learn and that they should just be kicked out of school or should
drop out.
Provide support for student advocates.
Students who haven't learned "how to learn" or the "why we learn" are
making choices about themselves as learners (or worse, as a person)
based on what an educational "system" is telling them to believe about
themselves. When the most reluctant of learners is successful in a
typical classroom, what is their reward?? All too often the response
from the system is "It's about time you got something right!" I heard
from a colleague TODAY a story of how she followed a struggling student
in another district throughout the day. She shadowed her without knowing
the student. Beyond all the WASL data and reform efforts there is a
student. The student in this case was never greeted, called upon, talked
to, smiled at (ETC) throughout the entire day. The only time she had a
social interaction was with friends at lunch. Before we look to high
cost/high tech solutions, we might need to return to what the "aha"
moment feels like for our students, not just for the teachers. Too many
teachers remain "talent scouts" instead of "talent coaches." Invest in
the kids and empower them to choose/create/forge the kind of education
they will work for.
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Get to Know Student Needs (5
Comments)
Number 1 would be to increase student engagement by
engaging the student. Students who know why they are in school, what
motivates them to excel, and how they can make a difference in the world
tend to achieve at high levels because they view the checkpoints (i.e.,
WASL) as something on the pathway between where they are and where they
want to be.
Know who and why cannot read by the third grade.
Accelerated learning support classes, COE efforts, Segmented Math
Classes, etc.
Make dollars available for each school in the state to have at least one
full time counselor and social worker.
Create Academic Success Centers in every high school where counselors
and others work closely with every student to help them succeed and
excel. Fund an additional building administrator who would oversee the
ASC and the accelerated learning support classes, COE efforts, Segmented
Math Classes, etc
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Build a Culture of Confidence (1
Comment)
Involving students more in being responsible for their
learning.
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Quality Teachers
Collaboration time (8
Comments)
Collaboration time for teachers.
Professional development for teachers including work together discussing
student work, what to do with assessment results and how to meet the
needs of individuals.
Develop effective professional learning communities .
PLCS.
Professional Learning Communities.
The public education system is in peril because the collaborative
professional learning communities necessary for effective instruction
are inhibited by us vs. them fights over compensation and working
conditions. This occurs on a daily basis, not just at the bargaining
table.
Build professional communities that extend beyond distinct
boundaries.
Our local schools and district would be helped if the state would pay
for teacher to collaborate outside of the 180 student-day calendar.
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Instructional Practice (8
Comments)
Helping teachers understand the learning process and how
to gather evidence of learning on an ongoing basis.
Invest in training for teachers and administrators to help them identify
and implement effective intervention strategies for struggling
learners.
Better instructional strategies for all staff.
Teacher professional development - there are still many teachers who
aren't sure what a GLE is!
Solid training for teachers and administrators that includes best
practices, visible examples inside the state and a way to extend
learning for all students who do not meet the standard.
Build on-going capacity of the adult learning to impact the student
performance.
Professional Development on improving instructional strategies. Student
Engagement Data-driven instructional decisions Differentiated
instruction.
Invest in proven teacher training and turn the responsibility over to
them, giving them trust that they will do the right things.
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Focused Professional Development (3
Comments)
Invest in math training and more importantly effective
math pedagogy for our existing staff, particularly elementary staff.
Work with secondary staff on relationship building and on training them
in best practices in math pedagogy so that they can be more
student-centered in their delivery of instruction.
Invest in high quality professional development in challenging academic
areas (e.g. math) and working with challenging populations (e.g.
ELL).
Dramatically improve the content preparation of elementary and mid-level
teachers in mathematics; we've been offering pedagogy workshop after
pedagogy workshop forever; teachers need deeper content knowledge to
teach content at a deeper level.
Invest time on specific staff training.
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Instructional Coaches (7
Comments)
Investment in instructional coaches has helped greatly
with curricular alignment, school improvement planning, and
instructional changes in the classroom.
Staff Development in the area of writing and math.
Skilled coach so the structure for support for building on-going
capacity on the adult learning to impact the student performance.
Reading First has provided us with a reading coach that helps teachers
review student data, tests students, and provides teachers the support
to implement strong classroom instructional strategies.
Highly trained math coaches in HS Buildings.
Coaches and focused instruction.
Need to find a way to utilize experts in their fields to help teachers
in the classroom.
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Instructional Leadership (6
Comments)
LEADERS WHO ARE EQUIPPED TO LEAD BOTH. EXTENDED PD, AND
PLCS .
High quality supervision and development of principals and teachers'
skills and use of best practices through collaboration.
Create a system that churns out educational leaders especially at the
building level.
Place elementary trained principals in high schools to provide a
different leadership perspective to the current system.
Admin. Programs that produce strong instructional leadership skills in
leading a building. The "Big Ideas" of curriculum need to be understood
by leaders -Internships and use of assistant principals that require
much more than just discipline - you can not teach what you don't
know.
Solid training for teachers and administrators that includes best
practices, visible examples inside the state and a way to extend
learning for all students who do not meet the standard.
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Assign Best Teachers to Neediest
Students (1 Comment)
Vet. teachers teaching most at-risk students.
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Change Rules to Allow for Reassignment or
Removal (4 Comments)
Neutralize the paralyzing and negative impact of unions/ drive poor
teachers out of the profession and either improve mediocre teachers or
move them out of the profession as well.
Change the teacher training/certification/pay structure and contract
language/law so that we can hire and pay the best people and quickly get
rid of those who are not able to teach effectively.
Easier process for releasing low performing teachers.
Give schools more authority in controlling their work force at the local
level. Collective bargaining, unfortunately, places too many district
resources on the table that should otherwise go to improving student
learning rather than improving teacher salaries, even though
deserved.
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Increase pre-service preparation (14
Comments)
Increase teacher quality.
Train students to become math and science teachers.
Start talking with the math and science departments at the colleges and
universities, not the education departments. I'm not even sure these
departments talk amongst themselves.
Highly qualified staff.
Teacher preparation programs designed to meet student needs.
Improve teacher preparation programs at colleges and universities.
Expect post secondary schools to develop teacher preparation programs
that are based on what research tells us about how students learn best
in the core subjects of math, science, history, English, etc. We need
better prepared teachers and teachers who do not necessarily teach as
they were taught. The quality of teaching needs to be improved in ways
that engage students and meet the learning needs and expectations of
students who are growing up in the 21st century.
More ell endorsed individuals... language is a huge barrier.
Go back to Colleges of Education and tell them to increase the level of
math required of K-8 endorsements.
Invest in our best and brightest current students and provide incentives
(loan forgiveness and/or scholarships) to become teachers.
Pre service teachers getting what they need in college, not having to
wait years for them to mature and understand what needs to be done to be
effective.
Better trained staff.
Teacher preparation so teachers enter the classroom with a clear
understanding of what is needed by students to meet standards and a
clear understanding of what they need to do as a teacher to help the
students arrive at this goal.
Improve teacher quality.
Stronger University-High School connections in content areas, i.e. NCOSP
Science Project is an excellent model. Need something like this in
math.
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More High Quality Math Teachers (6
Comments)
Creating qualified math teachers at secondary level and providing the
right preparation for elementary teachers. How much time is needed for
math instruction at each level?
Go back to Colleges of Education and tell them to increase the level of
math required of K-8 endorsements. Pay math teachers more money (in the
form of academic stipends).
Invest money in PD for math like Reading First.
Continue investment in staff development for math, science teachers.
Invest in math coaches and in programs that will accelerate the
attainment of teaching certificates for those with math degrees that are
retiring from other professions with a focus on math pedagogy and
relationship building with students. Incentives for students to pursue
math teaching careers and also for math teachers.
Invest in deep training of math and science teachers K-12.
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Provide Salary Enhancements and Other Incentives
(11 Comments)
We must have means, methods, and authority to draw STEM teachers into
public schools. If this means differentiated compensation, so be it. A
highly effective math and science teacher should be paid as much or more
than many of us working in administration.
Incentive pay for teachers who get kids to perform...higher Free/Reduced
%-age the higher the incentive pay.
Change the teacher training/certification/pay structure and contract
language/law so that we can hire and pay the best people and quickly get
rid of those who are not able to teach effectively.
Pay math teachers more money (in the form of academic stipends).
Let's invest in all of our young teachers. Let's make it not only noble,
but financially worthwhile to work with our students.
Increase compensation based upon performance/ make the teaching
profession more attractive.
Pay for incentives. Put our best teachers/administrators in our worst
performing schools and pay big bucks for results (100K).
Salary incentives for prospective math teachers (e.g., scholarships for
college students who agree to earn their math endorsements and teach for
a minimum number of years).
Teacher paychecks from Olympia. Teacher negotiations should be with the
legislature not the local school districts and teacher salaries should
incorporate a regional cost-of-living factor.
I think we are addressing it with current efforts in math.
Incentive pay for teachers who get kids to perform...higher Free/Reduced
%-age the higher the incentive pay.
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Provide more Professional Development (13
Comments)
Teacher training programs for ongoing growth.
Again, invest in high quality professional development for teachers.
Professional development.
More days for teachers to communicate with on another without
waivers.
As school funding is re-defined we must make sure the system allows for
professional development proportionate to the R&D efforts of the
business sector.
We need state funding for additional Learning Improvement Days for all
teachers and for academic coaches in reading, writing and math.
How to fit everything in to the current schedule....I think the state
needs to invest in a longer school year in order to fit everything in.
Perhaps just longer for those that are not meeting goals. State needs to
provide teacher funding, transportation etc.
Continued staff development.
Increased weekly professional development time weekly 90 minutes.
Professional Development.
Invest in high quality training for ALL teachers. Expect more
intentional, quality teaching from teachers.
Continue to invest in teacher training.
Increased time with teachers for professional development.
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Aligned Instruction
Aligned Instruction (5 comments)
Having a data based system to align student performance with student
needs. Having a process to assess ourselves against what we know works.
For example, using the critical provided by McRel and others about what
are the conditions of learning organizations that are making a
difference and assess ourselves against these criteria. Then develop a
process for designing action plans to respond to areas of
improvement.
Long term, I see the more we can acquire, align, and maintain curriculum
for all of the core areas tested on the WASL, the more consistently
teachers will be able deliver the necessary materials to help students
develop the skills they need to pass the WASL and better prepare for
post graduate success in college, vocational programs, apprenticeships
etc.
Alignment, adoption of state curriculum, increased funding, smaller
class sizes.
Stay the course, evaluate districts for best practice, and hold all
stake holders accountable. Continue to focus on instructional practices
and high quality instruction.
Align curricular programs and summative and formative assessments within
each district and state and have a common assessment at the national
level. Create a level playing field.
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Assessments
Rethink Assessment System (5 Comments)
Have WASA, AWSP, some key legislator and some key folks from the
universities in our state get together and solve our assessment issues.
The benchmarks are good.
The WASL is not mandated by NCLB - it was the state of Washington's
choice to select that assessment system to demonstrate "proficiency"
required under NCLB. As a system, we need to accept and design an
appropriate assessment system that allows all students to be
successful.
Rethink the purpose of the testing system. If assessment is to drive
instruction you can't test in the spring and provide results in the
fall. It's not pedagogically sound practice to not provide immediate
feedback.
Accountability that is published regarding the scores achieved by
students with he teachers name being attached and readily available to
the public.
I am very concerned about the portfolio. It is a very flawed procedure
and is only done to get points for AYP (1% can be counted). The
portfolio development process is very time consuming, there seems to be
no inter rater reliability, teachers are burdened with constant changes
to the process, and the product provides no advantage for the student.
Our very low students need to have a portfolio which provides an
overview of their school life and community connections. When DDD and
DVR receive these students at 21 they often times retest them to
determine eligibility and the students' strengths and areas of concern.
Our state pays three times for these kids. First, there is lots of
testing required by special ed laws, 2nd the WAAS portfolio, finally the
DDD/DVR testing. It seems to me that a student should graduate with a
portfolio that highlights their formal test findings and expected post
secondary outcomes, outcomes of work experiences (in and out of school
building), community supports like family friends and activities that
they successfully participate in, an electronic resume, special factors,
agency eligibility and I could go on. This kind of portfolio could be
added to yearly, ages 14-21, and would result in a useful document.
Teachers do not need to be graded on how well they can put together a
WAAS portfolio, it is demeaning and demoralizing. And for what, the
students don't benefit. I am in favor of high standards and the
improvements in instruction and learning that outcomes based learning
has brought to education. I think the WASL is a huge waste of money and
time. Why can't we use the money to implement best practices, improve
teacher training and to provide students with more relevant learning
opportunities?
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Focus on Diagnostic / Formative Assessments
(4 Comments)
Adopt a growth model utilizing MAP or a similar assessment data for
Washington state.
Correct the WASL more quickly for immediate feedback.
Assessments that inform instruction; assessments that are scaled to
inform teachers of student capacity; formative assessments that are
easily used and aligned to state standards and provide quick feedback
with strategies; standards that meet/exceed national/international
standards; funding to educate the whole child; professional development
strategies that are aligned with the standards and are research
backed.
Use assessments wisely, especially formative assessments.
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Interventions
Accelerated Learning Options (3
Comments)
Making on-line remedial programs like DLC and AVID free to high
school students who do not pass the core subject areas.
AVID in the high needs high schools.
Focused tutorials AVID Navigation 101.
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More Time …Tutoring (3 Comments)
More instructional time (longer school day and year).
Lengthening the school day and school year.
Extended learning times and accommodations for ELL, 504, and Special
Education students to be able to show growth and demonstrate
learning.
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Early Learning (10 Comments)
The best bets are in support of early learning. Know who and why
cannot read by the third grade. Provide counselors for early
intervention at the primary level.
Quality preschool in the school house for targeted populations is a
must.
Investing early ( All Day K and Pre school).
Early Intervention All day Kindergarten.
More money all day K, all day Pre.
Start at a younger age.
Early Learning.
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Alternative Programs (1 Comment)
More alternatives for high school experience IB.
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Student Learning Plans (1 Comment)
Struggling students need required interventions. Parents must also be
held accountable for implementing their part of the Student Learning
Plan.
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Intentional Instruction (10 Comments)
Highly skilled teachers working with struggling students in small
class sizes.
These kids not only need more time they need the very best in materials
and instruction. There are quality program available in reading math and
writing.
Invest in training for teachers and administrators to help them identify
and implement effective intervention strategies for struggling
learners.
Monitoring and adjusting instruction with Classroom based evidence and
quarterly tests.
Our Gear up grant helped high school students through tutoring support
and credit completion. It will be going away.
Structured remediation programs on-line for reading and writing.
Fund technology at our schools and boost on-line learning
opportunities.
Teach staff about assessments: What are the best assessments to utilize
to determine progress of student learning. Teach staff how to analyze
the data. Teach staff how to use the data to determine what to do
next.
RTI – response to intervention.
Identify curriculum competencies for core areas (Language Arts, Math)
and develop a modified assessment of these minimum criteria that
students can elect to test....for a modified diploma Or...fund school
districts at an enhanced level for GED and other alternative programs
for students who need to be served in alternative settings and
alternative ways. Provide funding for schools to hire coaches for
Language Arts, Math, Science at all levels...provide state training for
coaches.
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State Funding for More Interventions (4
Comments)
Having the State FUND additional teachers and course costs to provide
many math opportunities for all students, year-round.
Let's also understand that second language learners and children of
poverty can be held to high standards, but need different scaffolding
than do middle class children.
We need more skilled adults working in our schools to help all students
learn. With the current funding model I don't feel our district will
ever be able to fund the staff we need to truly succeed with all
students.
True state support for interventions, such as segmented math. If we need
more math instruction, for example, support it
WASL … Graduation Requirements
Stay the Course (3 Comments)
Determine what is critical for graduation and stay the course, quit
making changes Public controversy is creating as much problem as the
WASL itself!
Stay the course when your district shows steady growth among and between
sub populations. Successful schools are often mis-identified as failing
to meet the mark because we only look at the end result, when in fact it
is the journey that is the real story.
Maintain the goal.
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Make Adjustments for ELL and SpEd (1
Comment)
If we are forced to stay the course set for us by the feds/state,
then changes are in order for SpEd students and ESL students.
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Two Tiered System (6 Comments)
IF (big IF in my book) the WASL can be determined over time to be a
reliable and valid instrument, I would support the creation of multiple
graduation tracks and/or differentiated diplomas for those students who
pass some/all sections of the WASL and complete local credit
requirements vs. those who don't pass some/all sections of the WASL but
do meet local graduation requirements.
Using the CAA or CIA as an addition to the diploma.
We need to focus on all students again, and not all want to attend
college. We are loosing those kids who want to go into the trades or
arts.
By making the WASL and advanced endorsement, we continue to push to get
all students there, but stop penalizing those not capable, or not
choosing to fall in to step, with the threat of not graduating. We are
putting a life long penalty on these young folks.
Our country needs to realize that all students are not college bound. We
also need to focus on development of skills needed for many other
occupations. There are some good things about the European
system-students can still retake exams to move into another track. It
can take longer- but a skilled workforce is the result usually. (Begin
teaching portions of all the necessary skills early in the school years.
We spend so much time teaching one topic/area for each year of high
school. Why aren't we building on skills learned from lower grades so a
student has a good body of knowledge in geometry, calc, alg. etc by the
time they are more immersed into it at high school?
Graduation is earned by meeting requirements in district but some
standardization/consistency throughout the state is critical.
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WASL … Graduation (5 Comments)
Remove the WASL as a graduation requirement and rethink the entire
test. It's a moving target and a lagging indicator for school
improvement.
The WASL does not serve our students. It was designed for one purpose
and is being misused for another. It is driving a narrowed, dumped down
curriculum that does not serve our best and brightest students. We must
serve the struggling students. However, this is now taking too much of
attention and energy of public school educators, to the detriment of the
most capable students.
Graduation is earned by meeting requirements in district but some
standardization/consistency throughout the state is critical.
Get rid of WASL as grad req.
Eliminate the WASL as a graduation requirement. Design an ad campaign
for public/business that explains what the WASL tells us. What is a
"400" kid in math?
What is a "375" kid? Make it clear so that employers know whether or
not they need a student who got a 420 on math or if a 398 is good
enough.
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Other Alternatives (12 Comments)
For the lower achieving students consider either lowering the cut
scores or allow them to earn a certificate of individual achievement.
Treat lower achieving students like special education students by
developing an individual education plan and testing them using the same
procedures as special education students.
These are students who try hard but struggle. These are not students who
do not work to earn the credits for high school graduation.
State supported (that means funding) efforts to intentionally build
pathways for students who struggle, but want to succeed are essential.
You've addressed several in this survey: students who are ELL, come from
dysfunctional home environs, are in poverty (and please add high
mobility) need individualized instructional support and pathways to
graduation.
True state support for interventions, such as segmented math. If we need
more math instruction, for example, support it.
If OSPI sent a consistent message about graduation that matched the
statement "OSPI will not interfere with local customs."
Minimize or discard NCLB and stop high stakes testing.
Refuse Federal Aid.
The whole basis of NCLB is deeply flawed and was not designed to help
students only to punish districts and drive the disadvantages from the
school system. Stop complying!
Toss NCLB and get back to the original targets via 1209 thinking. (I am
dating myself aren’t I?)
Give more control, not less to local districts to address the needs of
their own kids. The state doesn't need to figure out local needs and try
to address them; local boards and schools pretty know their unique
circumstances and needs. If they want help, make it available for the
asking.
Support accountable local control of curriculum and assessment.
RELY ON LOCAL TEACHERS TO TEACH AND LOCAL ADMINISTRATORS TO DECIDE IF A
STUDENT IS READY TO GO ON.
Eliminate NCLB. Continue to establish targets and allow schools to be
creative in getting to these targets. Many schools are beginning to
understand the idea of teaching to standards. However, the State Board,
OSPI and the Federal government keep trying to stifle this type of
creativity.
Parent Involvement
Parent Involvement (1 Comment)
Parent education regarding the importance of advanced math skills for
their children and the benefits of the reform-based math programs.
Curriculum
Common … Aligned Curriculum (9
Comments)
Create a state curriculum for schools to follow. Actually provide
curriculum from the state level or sanction a curriculum which is
already aligned.
Greater emphasis on researched based math program and strategies.
We need programs that provide the opportunities for all students to be
successful. Not every student is going to be a math professor. Some want
to build things with their hands, paint, or be musicians and we are
discarding these areas.
We need direction from OSPI on the math and science areas. We need OSPI
to endorse different curriculums. Right now, I feel like we are grasping
at straws for the best instructional model.
Have a state-wide common math curriculum so students who move all around
don't get farther behind because they have to learn a new curriculum in
each district.
Segmented classes in WASL specific subject areas.
Academic tracks (while not in vogue) focusing on areas of specialization
with assessments based on skills required to succeed in a specific area
would benefit students and provide them with a meaningful goal.
Researched based curriculums.
State math curriculum.
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Relevant Curriculum (2 Comments)
Teach kids to read and do math with hands on vocational classes if
that is their interest area.
Our country needs to realize that all students are not college bound. We
also need to focus on development of skills needed for many other
occupations. There are some good things about the European
system-students can still retake exams to move into another track. It
can take longer- but a skilled workforce is the result usually. (Begin
teaching portions of all the necessary skills early in the school years.
We spend so much time teaching one topic/area for each year of high
school. Why aren't we building on skills learned from lower grades so a
student has a good body of knowledge in geometry, calc, alg. etc by the
time they are more immersed into it at high school?
What Works
What Works (8 Comments)
Having a data based system to align student performance with student
needs. Having a process to assess ourselves against what we know works.
For example, using the critical provided by McRel and others about what
are the conditions of learning organizations that are making a
difference and assess ourselves against these criteria. Then develop a
process for designing action plans to respond to areas of
improvement.
Invest in training for teachers and administrators to help them identify
and implement effective intervention strategies for struggling learners.
These kids not only need more time they need the very best in materials
and instruction. There are quality program available in reading math and
writing.
Stay the course, evaluate districts for best practice, and hold all
stake holders accountable. Continue to focus on instructional practices
and high quality instruction.
Solid training for teachers and administrators that includes best
practices, visible examples inside the state and a way to extend
learning for all students who do not meet the standard.
Extending Reading First principles to non-Reading First sites and to the
secondary level.
Continue to share strategies that work with other districts.
Need to find a way to utilize experts in their fields to help teachers
in the classroom.
Provide educational audits free of charge to schools and districts
requesting assistance.
Standards
Standards (8 Comments)
When are we going to engage the culture and truly talk about
standards? We continue to perpetuate the problem by talking about
"on-time graduation". If we are teaching to a standard, isn't "on time"
when they meet or exceed the standard? Not even district but in-building
teacher training on standards, powerful teaching and learning, and the
use of data-teams/formative assessments where teachers can use their own
student information to impact their classes immediately. And quit moving
the target when things get tough. We have made large strides to help
students--we can't back out now. Isn't this what we're about when we
talk about being educational leaders?
Hold people accountable. Work to change union struggles against holding
teachers appropriately accountable.
Revamp the standards in math to focus on algebra and geometry. Make the
problem-solving standards a separate category for the WASL.
Clear skills and benchmarks.
High-level math is not needed by every graduate. Some students need
tough math courses, but the human spirit in all of us needs nurturing
through the humanities. Invest in the programs and courses that will
make us better, happier people, not just easily-manipulated potential
employees for companies that won't be here forever anyway.
The WASL does not serve our students. It was designed for one purpose
and is being misused for another. It is driving a narrowed, dumbed down
curriculum that does not serve our best and brightest students. We must
serve the struggling students. However, this is now taking too much of
attention and energy of public school educators, to the detriment of the
most capable students.
Make sure the standards are what we want; at the grade level
desired.
Clearly identify what it is we want for every student...the same? What
is appropriate?
Other
Redesign High Schools (1 Comment)
Re-design or re-invent high schools to reflect the 21st century
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More Time … More Support (6
Comments)
Get our instructional act together on math before we tackle social
studies, arts, fitness, etc.
Convince the legislature to fully fund basic education!
Fully funding education would help. We currently are at the end of 2
major grants. These two grants constitute over 350,000 in funding.
Because of them we have been able to provide the support structure that
is above and beyond what basic ed pays for.
Fully fund public education!!!
Developing a new "outputs-based" basic education funding formula that
allocates resources to districts based upon "Teaching Difficulty".
Demonstration that education is important and valued, i.e. Serious
salary increase for all educators, Incentives for remaining in
education, Recruitment and
Retention of Educators - Financial incentives to involve community
partners. Recruitment and retention of educators of color in all areas
of education.
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Smaller Class Size (10 Comments)
Smaller class size, teachers who instilled hope into students, who
believed kids can learn, longer school day/year.
Smaller learning environments and smaller classes at the primary
level...fifteen to one.
Smaller class sizes--come take an actual, serious look at the smaller
schools in the state, who already model what this looks like.
Decrease classroom ratios to be able to achieve the results.
Resources for small class size K-2 (15 students).
Education of school boards. We spend an inordinate amount of time
educating board members and keeping them on track and luring them away
from their personal agendas or that of their friends. Some years I have
to plead to add student achievement to their list of district goals. The
other is that students at risk often come packaged with parents at risk.
We need parent support and success programs.
Small schools, small classes, individual attention and trust in
professionals will pay dividends.
Provision of financial resources to do this worthy work.
Lower class size.
Focus on small class size.
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