In support of the below comment. This week has been hard in our home- my daughter, hardest worker you will ever meet, and sweet as pie, struggles academicall (I.E.P. in math). She works 10x even, 20x harder and sometimes it does hit the mark (ended 3rd grade level 3) and sometimes not so much. This week PM2, she had a high 2 in reading (but down 2 pts from pm1) and a mid range level 1, 2pts higher than pm1. She isn't supported enough in the class, no small grp instruction for reading, in math yes because of the i.e.p. but not so much in reading. So we pay for a private tutor weekly, we try our best to support her, but we can only do so much. But in the end, this past week her emotions have been heavy- tears, sadness why because "if you get a one, you aren't even trying, you don't care", "if you don't have a level 3 you don't get the reward". Now we are trying to convince her that those words that were said are not her. Because she tries, but for some reason this year it isn't working. You teach her, you teach her well she will thrive. But if you teach, yet when they get F's you dont' reteach or explain, then yes it is obvious they will continue to not excel. As a teacher myself, I teach a subject that is tested, 1 test at the end of the year. Yes I teach units, yes I check for mastery along the way, but thankfully I don't have 11 district test to ALSO give. There needs to be a compromise of reduced testing, and better support for struggling learners in our schools.

My name is Dr. Trudy Jermanovich.
After the incredibly insightful material presented by the North Area Advisory, I began looking for related items on social media. The following post was about the issue of over testing and I sent you additional information via email. The author posted a series of statements to which many responded:
“Japan removed standardized tests for young kids to reduce stress, pressure & comparison.
Everyone expected grades to drop...But something unexpected happened: Children became more curious, more confident, and far more willing to learn.

Teachers reported:
Higher creativity
Better problem-solving
More teamwork
Less fear of making mistakes

Parents noticed their kids were:
Sleeping better
Less anxious
More excited for school
More emotionally stable

Researchers found that removing early exams allowed children to develop intrinsic motivation - learning because they want to, not because they're scared to fail.
When pressure drops, the brain learns faster. Confidence rises. And children become their real selves again.
If kids feel safe, they grow smarter.
If kids feel pressured, they shut down.
Choose the system that protects their childhood.”

Although we were talking about elementary school students, testing is a problem for every grade level in Broward Schools.
In this country and from this School Board I’ve heard of the concern about increasing suicidal ideation in teens, especially in girls. Are the incredible amounts of testing leading to tragic results? It has happened in other countries like China and Japan.
Let’s start with Elementary levels and give back teachers the ability to be decision makers in their classrooms. If you look at Florida state law, you will see that the only requirement is that the Board provide the STATE tests to students IN CERTAIN GRADES. This means that all of the other tests are being prescribed by the Superintendent and upper level administrators, not the State. This incessant data collection may be profitable for testing companies, but it is not good for students or for teachers.
As a School Board, isn’t that who you’re charged to protect from harm?