Tim Slekar is a tireless advocate for public education and teachers.
He was upset that Michelle Rhee got a chance to sell her book on the Jon Stewart show, because Jon is one of the best friends of public schools and teachers on national television.
Tim knew that Rhee would use the opportunity to say how much she loves teachers, and that she loves them so much, that she wants to fire more of them.
He was even more upset that she went unchallenged when she repeated her usual claim that teachers are the most important factor in schools that affect test scores.
This is progress, in that she used to say that teachers were the most important factor inside or outside the school.
Tim quite rightly points out that the research says that non-school factors like home and family income have a far greater impact on student test scores than teachers.
This is not to take away from teachers, but to acknowledge that there are problems that even the best teachers can’t overcome.
As Anthony Cody recently noted in one of his columns, many of the students in his Oakland classes suffered PTSD (post traumatic stress disorder) because they had witnessed a murder or suffered other horrible experiences. Very few teachers can induce a student to get a high test score when she saw someone murder her brother, sister, or parent the day before.
Read Tim here:
http://atthechalkface.com/2013/02/04/jon-stewarts-betrayal-michellerhee/
http://atthechalkface.com/2013/02/04/jon-stewarts-betrayal-michellerhee-update/
http://atthechalkface.com/2013/02/11/teachers-rock-in-school-but-what-about-out-of-school/
Diane Ravitch's blog 
This is not related to this post (not directly anyway), but I would like to read anyone’s thoughts who cares to share on the following.
I searched my daughter’s school’s website to see if they had a mission statement. I couldn’t find one on the website, but I did find this listed as a district/school goal…the only one listed:
“Teachem School has set a District Goal to ensure that “Every student will demonstrate the recommended growth as measured by State and local assessments.” We will not stop until EVERY student meets this goal.
To ensure that every child meets this goal, Teachem School:
· Monitors student learning and growth through the MAP (Measure of Academic Progress) and AIMSweb assessments. The results of the assessments are communicated to parents and used to plan future instruction for each child.
Anyone’s thoughts would be greatly appreciated.
her school isn’t really called Teachem….just a name I replaced the real name with for obvious reasons.
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This school is run by zombies.
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Ha! Seems to be the case. Although, the principal and my daughter’s Kindergarten teacher both were very receptive and responsive to my request to opt her out of all MAP testing and the new govt mandated PALS literacy screening. I contacted many area schools and asked if they honor parents’ requests to opt students out, and every one of them would not honor the request. I’ve got my work cut out for me to show them the way I guess. Thanks for the comment Dr. Ravitch. Well done!
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lol yes! Zombies indeed! Apparently these zombies enjoy drinking a lot of Kool-Aid.
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Oh I take it back on the Kool-Aid part… IT they’re actually willing to opt her out? That’s good news!
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I was disappointed in Jon Stewart’s on-air interview too because he didn’t come at her hard like I’ve seen him do with others. However, during the online portion, Stewart did bring up some good points.
What drives me nuts though is when I hear phrases such as, “The research is clear…” What research? If a person is going to make a research claim, I want to know what research the person is citing. Then I want to look at the research myself to see how it was designed, what population was sampled, limitations, delimitations, etc.
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“You have to cite your sources.” That’s what I always tell my students, and I’m sure I’m not the only one to do that. The reformers obviously never took my class!
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Yeah!! A few Republicans who understand that wasting public school funds on this would be idiocy.
School Choice Handbook Bill Goes Down in Senate Education Committee
Yesterday, there was a victory for public education in the Senate Education Committee. SB1285 was defeated by a vote of 4 ayes and 5 nays. The AEA thanks Senators Rich Crandall (R), Chester Crandell (R), Leah Landrum Taylor (D), David Bradley (D) and Jack Jackson (D) for their “no” votes in order to defeat this bill.
This bill, sponsored by Senator Ward, would have required the Arizona Department of Education (ADE) to produce and annually update a handbook of educational choice options – open enrollment, charter schools, private schools, homeschooling, tuition tax credit scholarships and empowerment scholarship accounts (i.e. private school vouchers) – that must be mailed annually to the parents/guardians of all students in a Title I school district. It would require the ADE to use Title I funds to pay for the costs of producing and updating the handbook and the postage costs of mailing the handbook.
AEA believes this bill is completely unnecessary and not a valid use of Title I funds which are currently supporting programs in our schools. In addition, Governor Brewer’s office has already created a website that covers all these school choice options at http://www.arizonaschoolchoice.com.
This bill was pushed by the Goldwater Institute and is the signature legislation of the American Legislative Exchange Council (ALEC), a corporate-funded group that works behind closed doors to write state laws and then has legislators present them as their own in order to benefit the corporate bottom line.
The defeat of this bill is a victory for Arizona public schools and students. It ensures the federal Title 1 money is used for education purposes and not for free marketing for-profit private schools, charter school operators, and School Tuition Organizations (STO).
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Someone should ask Rhee if she stands by her often made on the record statement:
“We should look on teaching as a profession people go into for three or four years, before moving on to a permanent career.”
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Although this sounds like something Michelle Rhee would say, please cite your source for what you claim is her “often made on the record statement.”
I tried googling this and did not find a source. I do not claim this exhausts all possible avenues. I am sure many of the viewers of postings on this website would appreciate the info.
Thank you.
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I also tried to find it and could not. She does have statements about how a high quality teacher can nearly close the achievement gap in three or four years, but that is not the same thing. Certainly her connections to TFA and the pay=for=performance model she wants
everyone to implement would point in that direction. While I think teachers improve over time, I also think that the amount they would increase test scores would level out after 5 years. They would also fluctuate from year to year, just like a baseball player’s batting average will change.
While I think this is what her deformation of the education system would bring about, they are, so far as I know, only implicit.
Anybody who has the explicit statement and source, please post it, but it sounds more like Wendy Kopp than MR to me.
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Still can’t find this attributed to MR, but Wendy Kopp did make a remark that evokes this one a few years ago (see Amanda M. Fairbanks, “Gauging the Dedication of Teacher Corps Grads,” New York Times, January 3, 2010)
Wendy Kopp said one could look at “Teach for America’s core mission, by evaluating whether we are producing more leaders who believe educational inequity is a solvable problem, who have a deep understanding of the causes and solutions, and who are taking steps to address it in fundamental and lasting ways.”
This is in keeping with her belief that TFA has come up with new solutions and Michelle Rhee (along with the founders of the KIPP schools) are the stars of the their alums. They tend to have no respect for the traditions of public education or the expertise of educators. They KNOW and their arrogance is legion.
As Rachel Levy points out, “Kopp says in her memoir, for example, that she is ‘baffled’ that teachers are required to have professional training as doctors and lawyers are; teacher quality is a matter of talent and leadership.”
Interestingly enough, a lot of TFA alums and former Teaching Fellows have a much different perspective. See, for instance, Gary Rubinstein’s blog http://garyrubinstein.teachforus.org/ and Brendan Lowe, “Mind the Gap: An Insider’s Critique of Teach for America,” Good Education web-site, http://www.good.is/post/mind-the-gap-an-insider-s-critique-of-teach-for-america/.
In the end it is possible that the TFA theory of change might itself change if former TFA members are able to change the message coming out of TFA central.
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Brian, Did I miss something? Brendan Lowe is still drinking the koolaid. I didn’t find his insiders’ critique to be much of a critique. He basically believes most of what the “reform” crowd espouses; he just doubts that TFAers can make a lasting change in two years. TFAers leave their students back where they were before “wonderfulness” walked into their classrooms when they leave. He seems to approve of TFA alums moving on into positions that allow them to tell the rest of us how education policy should look.
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Oh, I adore the way you addressed the farcical, TFA joke! 80% flee with their hair on fire once their sentence, Freudian slip, term is up OR they become administrators over seasoned veterans? How dumb is that? Guess the old joke, “Those who can’t perform
teach” should be changed to, “Those who can’t cut the muster, become administrators!”
I’ve spoken to deeply disillusioned TFA wanna be’s who were weeded out because they were “tainted” with ANY prior education experience….it’s all so obvious to an idiot that the betterment of education is far, far from these wolves in sheep’s clothing goal…it’s all about the betterment of the corporate bottom dollar! They don’t even try to hide that fact. It used to be a great profession, circa 1970’s; now it’s a cruel joke on dedicated teachers and the other victims of this mess, the children.
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I’m just a parent, not a teacher. As a parent I have great respect for Michelle Rhee. I admire her zeal for education and her commitment to do things that were obviously very unpopular to most. I don’t need research to tell me the importance of my childrens teachers, they are critical. I do not in any way believe that the income of a family has any impact on whether or not a child has the capacity to learn and can effectively be taught by a teacher. Michelle Rhee has gotten a bumb rap.
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The problem is simply that Rhee has no successes or real education experience to draw upon besides leaving DC schools worse than when she began. She is a good speaker and is gifted in using media as a tool for her propaganda toward defunding public education. That’s it. For some reason people see her as an expert and she goes on television prattling off nonsense. She poses as a former teacher when she was a floundering TFA volunteer for a couple years.
Some teachers are pretty bad. I think we should be open about it, but we do not have a pool of talented candidates to replace them. Once we improve this profession and make teacher training difficult but finacially rewarding, we will have better teachers. As a public middle school English teacher of seven years, I have come to understand that this problem is very complicated. We want to believe that we can fix it by blowing a whistle and telling everyone to toughen up, but it doesn’t work that way.
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I appreciate the balance of your reply, but I wanted to mention the ‘bad teacher’ argument.
While there are bad teachers — there are bad members of every profession– I don’t think there are that many. I keep on mentioning that even Rick Hanushek, the Stanford economist who came up with the term ‘teacher deselection’ thinks the majority of teachers are ‘quite good,’ that maybe 10% have to be culled from the ranks, but that once you’ve done that one time fix, you don’t get rid of 10%, you get rid of 10% of new teachers.
On the other hand, you have crusading Hedge Fund managers such as Whitney Tilson who estimated from an informal suvey that ‘45% of teachers are beyond redemption.’
That’s pretty close to the exact wording
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Perhaps you work for “students first”?
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Michelle Rhee is a devil! She not only was a horrible teacher-and how about giving up her own k
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Kids but she enjoyed making dc teachers students and parents miserable the entire time she was here. She would never even speak to anyone as she stormed into one school after another demanding data data data. She is all about money. And now everyone knows it. Our kids deserve people who believe that children are humans and not data piles.
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She made some tough decisions in an attempt to better one of the worst school systems in the country. No, i am not affiliated with students first.
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Who cares what group you’re affiliated with? If you see Rhee as a positive influence or a caring person without a corporate agenda, then its no wonder you think she is admirable! Taping kids lips till they bleed is so the epitome of her “wisdom.” Just to watch the “Frontline” show displaying the joy she so obviously got, firing a principal, who even the cameramen said was a painful pathetic experience to film, topped by the fact he was not given any ability to defend himself, should “educate” the public about her psychological make up! And the “good” she did in D.C.? Is the flagrant cheating by teachers, one would guess might have been motivated by the “Produce miracles OR perish” choice she snarled at faculties who were obviously working in “hard to serve schools.” To see her as anything with productive, realistic ideas OR an educational resume that would even afford her a job in a public school is truly laughable!
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Devil is a strong word, and I don’t think a helpful one.
A lot of people believe “made some tough decisions in an attempt to better one of the worst school systems in the country”
I was a DC parent and heard some positive comments about how
the physical plant was better taken care of and schools rec’v’d supplies in a timely fashion.
As I suggest below, if she had followed what she claims is her mantra –find common sense solutions — and built on her early successes, we might have seen improvement In DC.
But she does not find common sense solutions — she draws from a bag of tricks that is meant
a) to first give autonomy from principles and take it away from teachers, but eventually locate it outside of the school and the district altogether when it comes to curriculum, allowing the Pearson’s and Wireless Generations of the world to march in
b) to claim the goal is to increase ‘efficiency’ by defining it as increasing test scores and then putting all your efforts there, firing the people who don’t succeed and ignoring all the negative effects of such a system
c) to set up a bunch of privately run schools, call them ‘public charter schools’ despite the fact that they are not run by the public, but rather receive public monies with little regulation — to do it all at a breakneck pace — and to assume the results will be positive
d) to blithely ignore the effects of poverty and blame educators who are doing their best with the resources they have
e) to run over the people who get in your way.
This isn’t common-sense, it is ideology. It is a set of beliefs and policies that is drawn from a model of economic neo-liberalism that advocates market-based models, that manufactures research, founds institutions, finances political campaigns all as means to extending further the reach of for-profit institutions.
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“I do not in any way believe that the income of a family has any impact on whether or not a child has the capacity to learn”
Sorry, but while you are entitled to your own opinion, you are not entitled to your own facts and this disbelief of yours amounts essentially to a denial of facts. There is so much evidence contrary to your stated belief that I am not even going to bother posting a link–the research is everywhere and has been for years.
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Is” bumb” a portmanteau word comprised of dumb and bumb? You should meet some of my students who are socioeconomically disadvantaged. Maybe you would have more sympathy for the struggles they face and the difficulty teachers have in trying to help these children catch up.
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Oops, proofreading failure! I meant dumb and bum!!
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Way to go, Arizona! I just wanted to pass along the disturbing fact that Bill and Melinda Gates are not only destructively tinkering with public schools, they are among the major corporate advocates and backers (to the tune of 500,000 shares of Monsanto) of pushing GMO (genetically modified seeds/foods) that have been proven to be, not only outrageous scams on poor countries, but are showing the disturbing toxins that are engineered into GMO foods. The research of the serious health risks are daunting, causing Europe to to oust these GMO “research centers” as well as prohibit the crops that are products of the modified seeds. Even the Monsanto employees are wary of their companies products, illustrated by the British Monsanto plants have banned the soy and corn GMOs from their menu so that, “You the customer can feel confident in the food we serve.” Gates is pushing, rather fiercely, the use of GMO seeds in several African nations, the results of which are proving destructive, making their agricultural plight worse, not better! Even the Supreme Court is banning the planting of GMO seeds, pending further research.
Once again we see the results of Gates corporate interference with another crucial
area, not only here, but world wide. I would recommend anyone interested to read the alterNetwebsite, or the Natural Society website to get the research and destructive effects of this Gate’s ability to once again skirt the laws against using GMO on the nation’s food.
He(Gates) was able to attach riders to the 2012 Federal Agriculture Reform and Risk Management Act (Farm Bill (HR 6083), and sections of the 2013 Agriculture Appropriations Bill (HR5973) that would grant temporary approval to GMO crops even if the crop’s safety is in question OR under legal review! This invasion into the safety of our nation’s food is just as disturbing as his full frontal assault on public schools! We
educators need to join forces with those who fight to insure his huge investment in Monsanto is limited to legal, safe products! One may question why his philanthropic (?)
ventures always seem to benefit huge corporations and hurt individuals…
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Let’s think about what is being said here. To quote from above, ‘teachers are the most important factor in schools that affect test scores.” In fact, this is difficult to dispute. What is more important IN THE SCHOOL? I’m not sure Rhee actually said test scores. If she did, shame on her. She should have said “learning.’
People should start attending school board meetings. Parents don’t stand up and complain about how much poverty there is. They talk about the quality of the teaching. As I’ve noted elsewhere on this list, of course poverty, etc., etc. affects how a child learns. But the school administration can do NOTHING about these things. They CAN work to improve the quality of the teaching–which is the most important thing that goes on IN THE SCHOOLS. That’s their charge. That’s what they are paid to do. Teachers CAN and DO make a difference even in difficult circumstances. They betray their profession if they just throw their hands up and conclude that the kids are hopeless and so do nothing. Or are offended if someone suggests that they have a responsibility to teach–all students. They must do the best they can with the children that come into their care. And they must pursue techniques that reach even the most difficult to reach.
I don’t envy the challenge many teachers face. But so much of what I’m reading on this list amounts to a lot of excuses for accepting failure–and there’s been a fair amount of it. Why else are the “reformers” moving in? The charter movement in New Orleans did not blow it with Katrina. They were fostered by a failing school system. Katrina only revealed an existing catastrophe.
If you want to derail the reformers, you must do more than point out their failures, or evil motives. In my experience, little headway can be made by spending time speculating on what someone’s motives are.
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I don’t know a teacher who throws up their hands and gives up. That’s the “reformers'” argument. Teachers work constantly and work to improve all the time. One of the problems with Rhee (and there are many) is that she insinuates that only a few teachers are really “worth it,” and that experience makes no difference. According to her, enthusiasm trumps experience. In the real world, it doesn’t.
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” Teachers CAN and DO make a difference even in difficult circumstances. That’s what they are paid to do. . . . they have a responsibility to teach–all students [and] must pursue techniques that reach even the most difficult to reach.”
Okay, I go for that.
But MRs techniques are the opposite of what we need.
As our friend, the JerseyJazzman wrote,
“you can find the policy prescriptions for hereducation reform organization, StudentsFirst, right at their website.
The basic plan is as follows:
–Use standardized tests and Value-Added Models as at least half of the evaluation for teachers and principals; this should not be subject to collective bargaining.
–Dilute the credentialing and training of teachers.
–Install merit pay and eliminate tenure and seniority.
–Use much more computer-based instruction (not computer-assisted, but computer-based).
–Track student data.
–Expand charter schools and vouchers.
–Implement the parent trigger.
–Allow parents to choose their child’s teacher.
–Support the usurpation of local school board control in favor of mayors or states.
–Stop capping class sizes.
–Increase outsourcing of support services and facilities.
–Move away from pension plans.
As I said: none of this is a secret. It’s all right there, and here’s the thing: this is pretty much it. StudentsFirst isn’t real big on curriculum development, or expanding wrap-around services, or implementing high-quality pre-school, or expanding access to the arts, or any number of other school improvement policies. ”
http://jerseyjazzman.blogspot.in/2013/02/rhee-on-stewart-final-thought.html
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Yes, a school administration cannot directly influence outside factors that influence education, but they have to deal with their consequences. A child coming to school does not leave those factors outside the door. They still have that huge impact on the student’s ability to learn. Say the school has an influence equal to 25% and outside factors are responsible for 75%. Of that 25% school influence say 10-12.5% is directly due to teaching. Statistically, any child’s success is most often going to be determined by outside influences. At any given point in time, all of the variables not directly related to schooling will have a much greater influence than any school variables. So what does that tell us? In today’s climate, it tells teachers that they are in trouble if they don’t teach students who come to school ready and able to learn. It tells them that if their students are not able to test at a high level, that it is the teachers who are at fault. Are teachers defensive? Of course they are! We are the scapegoats for society’s failures. See how far beating up your teachers gets you. You will end up with the school system you deserve.
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Here is a link to a long talk (an hour and a half) by Dr. Jeff Duncan-Andrade about the effects of poverty, especially the PTSD that Diane mentioned in this post. It’s long, but it’s compelling and very important.
http://www.youtube.com/watch?v=33NIzUYRKpc
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Great video! Thanks for sharing…not a dull moment
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MICHELLE RHEE, ARSON & THE Bunch’o’Lies PROGRAM (Pt 2)
Getting back to the size of lies . . .
When it comes to Michelle Rhee’s lies, how do you choose among them?
Her resume? Saying, first, that she was firing teachers in DC for monetary
reasons and, later, saying she had had the money, but she had no choice but
to fire those 266 teachers without due-process (or good accounting)
because they were, hitting children or having sex with kids or had been absent 78 times.
Of course, there was a grain of truth there – a mall grain.
There were 9 out of the 266 who had some sort of disciplinary hearing
pending, 1 of whom had been charged with sexual misconduct.
As for the other 257, they seemed to just have had poor luck.
They got on her bad side and they were in her way when she
wanted to make a point.
Or forget lies for a second – that is what she would like us to do.
Instead, maybe we could look at lies of omission. According to Steve Brill,
not exactly a Rhee enemy, Rhee received donations and/or
pledges from Eli Broad, Rupert Murdoch, Julian Roberson,
Ken Langone and others. She doesn’t like to talk about that.
Similarly, StudentsFirst doesn’t disclose its financial backers.
The organization’s tax filings show that StudentsFirst and a related nonprofit, StudentsFirst Institute, brought in more than $7.5 million between October 2010 and July 2011.
They also spend money in political campaigns –
According to the Sacramento Bee, he group spent nearly $375,000 to support, Ian Calderon, the son of a powerful California assemblyman with whom Students first coordinated. Ian used the money last fall to run successfully to take his father’s place representing the Whittier area in the Assembly.
The real shame was that Rhee did not make the changes she
could make to improve the system and then give it time.
Rather, she thought it best to fire a principal while video cameras
were rolling. It was later on television. John Merrow, of the PBS News Hour
reports that at one point, Ms. Rhee asked if his crew wanted to watch her fire a principal.
Mr. Merrow has to be questioned for his judgment in going along,
but Ms. Rhee – what sort of person is she?
This is something that she probably felt would help her image and make a point,
after all, her bunch’o’lies program was based on the idea that
the educators –not the politicians, not our economic system in
which the gap between rich and poor is growing rapidly and
more rapidly — were at fault.
Now, with StudentsFirst she says ‘everyone knows the
evaluation system is broken.’
No – not the truth, that is merely a talking point.
It is also Arne Duncan’s & Joel Klein’s & Steve Brill’s
& Bill Gates’ & Rupert MurdochInc’s & White Caste —
I’m sorry, I mean White Hat, the charter chain that has
less nutritional value than White Castle.
But the vast majority of teachers are good or better than good.
I go over this in Respect for Teachers
(https://rowman.com/ISBN/9781475802078, aorry for the plug,
but it also includes an ongoing account of Rhee)
The ones who work in the highest poverty districts get the
worst results on tests, but that is because they have the
hardest jobs.
To blame them, as Ms. Rhee does, is like blaming a
Fire Fighter who works in an area where just about every house is on fire.
You’ll hear things like,
“Accountability needs to be spread broadly between principals & teachers.”
Some of those people, to their credit, will include parents as well.
But ‘accountability’ is another emulation of the business world,
the same place where most businesses go belly up in 4 years.
Do we want a fire sale for education?
No, this is a collective issue — our child poverty rate is too high,
we group all those kids together in schools that are inadequate.
If there is to be accountability, we all need to be held accountable,
not point fingers at educators.
They’re fighting the fire, but there are arsonists about,
plus a lot of people who are being careless about
where they flip their lit matches.
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Really? ‘Perhaps you work for “students first”?’
And what if she did? Are you going to condemn by
association rather that attacking what SF stands for?
I lived in DC, was a DCPS parent and a lot of parents really liked Michelle Rhee — she definitely had fans.
Then tended to be the more well-connected people,
who wanted to live in DC, not a suburb and send
their kids to public schools.
That is a big constituency and
you can’t just dismiss their opinions.
I think if they knew more, than they’d realize that
what she wants would destroy public education and
the teaching profession in this country.
One thing to do is to keep repeating that they don’t
want quality, quality, quality, they want
tests, tests, tests . . .
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Thank you for your postings.
Much of the commentary on this blog posting is succinctly expressed in the last three words of Anthony Cody’s blog entry of 2-7-13: “Bill Gates and the Cult of Measurement: Efficiency Without Excellence.”
One of the most troublesome aspects of the Michelle Rhee brand is not the outright lie but the omission and cover-up. Lies can be easy to spot and condemn; it’s harder to see ‘what’s not there.’
I realized a few months ago that a very unsettling part of the claims she made about her three-year stint as a teacher was that no one besides her—her supervising principal who supposedly told her that she took her kids from the 13th to the 90th percentile, the teachers she worked with, other school staff, parents, students—has publicly and openly supported her claim that she was an extraordinary teacher. Trust me, as a TA who worked with many teachers, it would be impossible to keep “extraordinary” under wraps; in school environments, nay, work environments of any sorts, hardly anything (no matter how trivial or life-altering) stays secret and hidden for long. If even a small part of her self-aggrandizing claims were true, there would be parent testimonials flooding ed blogs, student successes so far beyond the reach of lazy LIFOs that universities and colleges would be trumpeting the not-to-be-believed “Rhee students” who enrolled at their institutions of higher learning, coworkers and administrators whose gratitude for her brilliant work could not be praised highly enough because she had shown them all ‘how it’s done,’ employers who rue the day she left the classroom because she ‘produced assets’ that give a far greater ROI than the students of anybody else.
An unwanted complication for Michelle Rhee would be that (given her own insistence on data-driven instruction and management) the results she claimed to achieve would need to be backed up by hard data. I am sure she could get glowing reviews from her die-hard fans; hard data, well, so far no one—friend nor foe—has been able to find it. On her merits as a once-in-a-generation teacher, even her most ardent supporters can’t find one shred of evidence that will stand up to scrutiny. They are mute when they should be able to be screaming her praise from the rooftops.
The silence is deafening.
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I sent The following email to my children’s Principal. The Attached link is the response I received from the assistance superintendent of elementary instruction.
Hi. Mrs. Amato,
I’m requesting information on testing practices for both my children. I would like to know exactly what tests are administered to the kids in each of their classrooms, the number of days it takes, and when the tests are conducted during the year. This would entail any benchmark tests (AIMSweb, level testing), field tests, pre/post assessments, standardized tests, surveys, and whatever else I might be missing or forgetting.
I know this will may appear to be an inundating request, but this information will help me make more informed decisions regarding my children’s education.
Thank You,
Sara Wottawa
https://docs.google.com/file/d/0B-JUqPv5q_rhTEpfa1c1YnZ1VnM/edit?usp=sharing
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