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[quote=Anonymous][quote=Anonymous][quote]OK, so we should only have standards that poor students, ESOL students, and students with special needs can achieve (with or without extra assistance)?

If there were PE standards (which there aren't!), would the standard "Student should be able to jump rope for 2 minutes" be bad because people in wheelchairs can't achieve it?  
 
 
[/quote]

No.  Just that you must be realistic.  Standards are different from goals.  You must start where the child is.  I taught many students.  I did not teach them all the same--[b]although my goals were the same for all of them[/b].[/quote]

If you goal for all students was the same, then that WAS the standard.   I think of a "goal" as an intermediate stage on the way to achiving mastery of the standard.  The standards are set by state or school district; the goals are set by teachers or individual schools.

Oversimplification but:  if the [b]standard[/b] for end of 4th grade is that children are able to read fluently on grade level (however that is determined)

then the [b]goals[/b] teachers select for kids entering the school year are different depending on where they are starting!

Kids already reading on or above 4th grade level -- goal is to get them further, deeper understanding, reading at even higher grade levels etc.
Kids reading at a third grade level -- goal is to make at least a year's progress in reading so they will be at 4th grade level (the standard) by end of year.
Kids reading at 2nd grade level -- goal is  to make at least 1.5 year's progress this year
kids reading at K level -- goal is to make at least 2 years' progress with intensive help and remediation. Won't meet standard this year but should in two years.

Etc.   Same standard for all, but different goals to reflect current levels of performance and realistic progress.[/quote]

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