The state of education in WV is in need of a desperate overhaul. Students with exceptionalities are being short-changed and the policy makers need to realize that we are doing these students a great injustice. When standardized tests are the basis of how an entire school district or state is doing I say "phooey".
Many of our special education students are not getting an appropriate education that is going to help them be a productive member of society. Teacher's are forced too often to push these high stakes tests in today's school systems. At every staff meeting and inservice all that is discussed is test scores being too low, how to increase test scores, not making AYP (Adequate Yearly Progress), and that teachers are going to be held accountable if students don't perform up to par. I believe that these students need a functional curriculum instead of placing so much importance on testing. This is of course my opinion, and as the reader will find, I'm full of them.
Take for example; a student in the eighth grade that functions socially like any typical eighth grader. However, the student functions academically on a fourth grade reading level or lower. We can't look at a student and see this. We can't wave a wand and teach this student to read. If the student has made it to the eighth grade and is still reading on a fourth grade level or lower, then there are obviously some serious intellectual deficiencies. According to the student's IEP (Individualized Education Program) they receive such modifications to their curriculum as oral testing, extended time, preferential seating, and a copy of the notes that are presented on overheads and smart boards.
I believe that this is great. It is allowing the student success, while making the student responsible. The student is allowed the opportunity to make passing grades while having to work for them and not just "coasting" through.
Here is where the problem for me is. Three times a year a benchmark testing is administered to all students. The reason for this is to see where the class has problems, address these problems and take care of them before taking the WESTEST before the end of the year. I'm sure the same sort of test is given to students throughout the state, in all counties, so the name of the benchmark test is not important. All sections of the test are eligible to be read aloud to the students IF their IEP calls for it. Here is where it gets a little tricky. The reading section CAN NOT be read aloud to the student, regardless of what the IEP states. I have many students that could listen to Gone With the Wind and probably pass an oral test on it. However, because the WESTEST wants to gauge their readability and not comprehension skills (I suppose) we can't read it to them.
Now, if you have never seen a student that has difficulty with academics, especially reading, on the verge of tears, and not almost cried yourself, I would question your humanity. This happened to me today as my students were taking the reading section of our districts benchmark testing. I know it is not the districts fault, or the state, it is mandated from the federal government. Of course. They know how everything else is done successfully, so why not education.
My question is this: if the IEP states that students should receive oral testing, then why would all sections of the benchmark testing and the WESTEST (state of WV's standardized test. When you and I went to school it was simply called the achievement test) not be read orally to the students. The IEP is a legally binding document and must be adhered to. So, is the state and federal governments out of compliance or simply breaking the law?
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