“NO STUDENTS LEFT UNTESTED” should be the new slogan instead of NO CHILD LEFT BEHIND

New York State Exams … Are the exams helping by making us accountable?
Or are we spending too much time/effort teaching for the test?
My story: When I began teaching the 4th grade, I was very nervous. I knew that preparing students for the state exams was not going to be a walk in the park. I had to prepare them for three state exams: ELA, Math, and Science. The exams were to be taken within three months of each other, with little time in between. The fourth grade was self contained, which made it even more difficult.
Expectations were high:  I knew, starting the beginning of the school year, my class was well prepared. Their former 3rd grade teacher was a great colleague and supportive. She was a disciplinarian with phenomenal teaching skills. Knowing that the students had a solid foundation going into the 4th grade was important and helpful. I was hard on myself, and felt the pressure.
Planning: First of all, I decided to teach “for the exams” during the mornings for the first 2 semesters. I knew that the students’ attention span would be best in the mornings. I taught and mixed all three subjects, ELA, Math, and Science with the other subjects including social studies and religion during the day. I taught other subjects after lunch.
Whichever of the state subjects weren’t taught in the morning was taught the following day in the AM again. My philosophy was not to overwhelm them with material. I made sure I didn’t introduce new topics that were lengthy or would deviate from our goal.
Secondly, I explained to all the students the rubrics grading system: 5, 4, 3, 2, 1. I felt that it was important for them to understand and set personal goals for these tests. I set high standards for all my students. 2’s were not acceptable and everyone strived for 5’s.
Results: In a June  faculty meeting, I was given my class state results. I remember that my principal sealed the results in a white envelope and handed them to us. Some of the envelopes had a happy smile sticker, some didn’t. I received my envelope (with a sticker) and discretely opened it.  I felt a big load off my shoulders, seeing all the 3’s and 4’s.  Most of the 3’s were just a few points away from being 4’s.  I had one 5 and two high 2’s, coming very close to 3’s.  I was proud of the students.  They worked hard and it showed.  It was a group effort.
I admit, teaching the fourth grade was not easy, but preparation and planning prevailed.
I had an end of the year pizza party and invited the 3rd grade teacher. The following year, due to cut backs, classes were minimized and I was offered to teach the seventh grade.  Even though I said yes, I really did miss all the duress involved in teaching/preparing for state testing.

As you prepare your students for the State exams throughout these next few weeks, think of these questions and give us your feedback.

What teaching philosophy works for you?
Do you feel that there is too much emphasis on teaching for the state exams?
It seems like everything we do in the classroom is in preparation for the state exams. But, is this really necessary? Are we putting unnecessary pressure on our students?