So who would know what level you tested them at?  This is a case where I would 
nod yes at the meeting and go do what I know makes more sense.  I rarely have 
half a class that maintains where they were.  And yes, 1 or 2 would be higher, 
but most would be lower.

Jan  We must view young people not as empty bottles to be filled, but as 
candles to be lit. 
-Robert Shaffer



> From: [email protected]
> To: [email protected]
> Date: Mon, 7 Sep 2009 10:50:02 -0400
> Subject: [MOSAIC] understanding value of DRA 2 testing
> 
> This year our district has mandated that we test each of our students whether 
> they are on, below, or above grade level at the very start of the school 
> year.  We are to test each child one level above where they ended the 
> previous school year.  Out of my 20 students, only one student passed at a 
> higher level (and that was a child I had retained).  Now I have to retest all 
> 20 of them on the level they came to me.  If they don't pass that (my guess 
> is that some of them won't), I have to test them down until I find a test 
> that they do pass.
> 
> My argument was that we should test where they were last May and then test up 
> or down based on those results.  I was told absolutely not.  Why would we 
> think that our students would test higher in September than they did at the 
> end of May?  Most of them did not read over the summer and even those that 
> did read, showed no growth on the test.  I would greatly appreciate your 
> input.  I don't have an issue with testing but the test should be helpful to 
> my instruction of the child.  In my opinon this is just a phenomenal waste of 
> precious contact time.
> Thanks.
> Leslie
> 
> Leslie R.Stewart
> Grade 3 Teacher
> [email protected]<mailto:[email protected]>
> 203-481-5386, 203-483-0749 FAX
> 
> To feel most beautifully alive means to be reading something beautiful,  
> ready always to apprehend in the flow of language the sudden flash of poetry. 
>  ~ Gaston Bachelard ~
> 
> 
> <http://thinkexist.com/birthday/september_24/>
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