We believe that assessment is a vital aspect of the teaching and learning process. Assessment tools should represent what is valued in the teaching and learning process. Standardized paper and pencil tests should not be the only measures used to assess students and schools. Assessment programs should be designed to minimize intrusion on the instructional day. We support using standardized tests as one measurement of student success, as well as other authentic forms of assessment.

We support the concept of ending social promotion; however, retention should be the last resort. Retention in any grade is ineffective as the only consequence for a student not being at grade level. Promotion or retention decisions should be based on a combination of indicators, not one test on one day. Research shows that retained students persist in low achievement levels and are likely to drop out of school. Students below grade level who have been retained in primary grades lose ground both academically and socially, relative to students who have been promoted. In secondary grades, retention leads to reduced achievement and much higher drop-out rates.

Assessment:

The current Standards and Accountability Committee suggests four Gateways or Benchmarks to measure student learning and success. NCAE supports the concept of Gateways and/or Benchmarks to measure student success. In Gateways 1, 2 and 3, we do not think the Gateways should include End-of-Grade tests only. There should be multiple indicators to demonstrate student success. NCAE insists that a major indicator should be the teacher’s assessment of a student’s class work. No one knows the achievement of a student better than the teacher. This indicator could be accomplished through the use of portfolios. The portfolio could be used as an assessment tool in which students demonstrate their proficiency in the six cornerstone competencies: Communication, Using Numbers and Data, Problem Solving, Processing Information, Teamwork, and Using Technology. If portfolios are mandated as an assessment tool, there will be a need for quality professional development so that all educators will understand the proper use of the portfolios and what types of evidence should be placed in a cumulative portfolio.

Currently there are K-2 Assessment Tools in place to document on-going individualized assessment of children. These K-2 Assessment Tools provide a summary evaluation at the end of the year and could be placed in the student’s portfolio to assist the next teacher in understanding the student’s abilities. These K-2 Assessment Tools are not standardized tests. We do not support the concept that K-2 students should be tested with standardized tests. They are not socially or cognitively ready for standardized tests. NC DPI data show that schools using the current K-2 Assessment Tools are more successful than schools who are using inconsistent K-2 assessment measures.

In conjunction to the K-2 Assessment issue, we do not support the concept of creating K-2 Assessment Teams in eight regional centers. There are systems in place that could be used to provide professional development for teachers. There are NC Teacher Academy trainers in almost every LEA. Why not use the "train the trainer" model that has proved successful for the Teacher Academy participants? Some of the money designated for the proposed K-2 Assessment Teams could better serve students in individual classrooms, purchase materials for schools in need, and/or to assist in reducing class size in grades K-2.

Gateway 4 covers assessment in grades 9-12 and is much more complex than the K-8 Gateways. NCAE does not support adding more multiple-choice tests. There are currently 11 End-of-Course tests being used to monitor high schools. Using more tests will not solve some of the issues facing high schools. Locals should be allowed to have some flexibility, but there should be statewide standards that are consistent for students in grades 9-12. There should be a phase-in of the proposed Senior Project. Systems which have begun using the Senior Project as a graduation requirement have data showing student success. The Senior Project creates cross-departmental work teams in the high school, creates opportunities for students to demonstrate their understanding of the six cornerstone competencies, especially technology and communication skills, and involves community support. Students are afforded an opportunity to stand in front of peers and adults to share the information gleaned from the project. The Senior Project should be phased in so that each LEA can create a successful program through quality professional development for teachers, and time for students, parents and teachers to understand the process.

The proposed Gateway for high school students has too many assessment components. There should be standardized tests, projects and portfolios, as well as one essential-skills test for

students in their Junior year. Some high schools have added community service as a

graduation requirement. Instead of more tests, maybe a community service requirement should be implemented in all high schools. More of the same multiple-choice tests will not move the high school student down the path of preparing for the real-world. The schools need real world and/or authentic assessment instruments to meet the challenges of the current high school system.

Social Promotion and Retention:

As stated before, NCAE supports the end to social promotion if the following are in place:

Resources for quality intervention programs:

• Allow time for community collaboration where all agencies work together for the betterment of a school community.
• Continue to use the Low-Wealth formula to assist LEAs that do not have a strong tax base to create new programs.
• Inform administrators of creative financing.

• Use part-time teachers to conduct the acceleration classes in the morning and/or after school.
• Use retired teachers to conduct in-school academies, after-school programs and Saturday Academies.
• Allow for flexible scheduling of teachers who are in charge of acceleration work for students. Their workday would run from 11:00 –5:00 instead of the current 8:00-3:30.
• Schools need to remove the barriers of time and use the calendar flexibility they now have.

• When there are students who do not meet the proficiency standards to pass through a gateway, there should be programs in place to assist the student before retention will be considered.
• Have smaller class sizes for students not at grade level and have excellent teachers to work with them, not lateral entry and/or brand new teachers who do not yet have tools necessary to work with the at-risk students.
• Have a school-within-a-school with small classes (no more than 15) set up for students who need acceleration in a subject area. Once the student has mastered the concepts, they move back into their regular class.

• Summer school programs need to have a focus, and the sessions should be long enough to make a difference in the concepts the student needs to make up to become proficient.
• If a student is not going to pass through a gateway, there should be a focused and rigorous program in which they can participate, as well as another opportunity to take the required test before the next school year begins.
• Summer School should be mandatory for students who are not at grade level.

• Year round school programs offer at least four opportunities for students who are not at grade level or who are not proficient in an area to have focused intervention during the regular school year. More resources are needed in systems which are considering year-round schools.

• Students with special needs who are not exempted through their IEP and or students with ESL should be held to the same standards as other students, but there should be safety-nets in place to assist students who need more time in understanding the concepts. Resources should be in place for all students who have special needs.
• The "Support our Students" program should be transferred from the Office of Juvenile Justice to NC DPI. This program could be a major component to assist students who are below grade level.

Implement Contracts such as Johnston and Transylvania LEAs have done. The contracts signed by the teachers, students and parents, hold all stakeholders responsible. These LEAs have made major gains since the implementation of Accountability Contracts.