 > 80% on all base indicators (TAKS)  > than prior year on all base indicators (TAKS)  All schools meet AYP  > on ACT/SAT  All students working on grade level or appropriate RTI in place to move students to grade level

One student at a time…

“It is the borderline failures, not special education students, who make the difference for districts; when the state norms, these are the ones that impact district passing rates the most.”

“Taking a test is a life skill…when we don’t give students the strategies to take a test, we are cheating them ….not giving them the tools to access their learning when it counts the most.”

 Students who struggle have difficulty storing information have difficulty retrieving information

 Know the test  Know the learner  Know the procedures, processes, structures

 TAKS is organized around a few thinking skills: ◦ Sequence ◦ Cause and Effect (use various terms for it) ◦ Comparing and Contrasting ◦ Classifying/Analyzing/Grouping ◦ Defining a Thesis

 Test is a hybrid ◦ Criterion referenced—based on TEKS ◦ Norm referenced---State Board sets the passing rate—Equating—at the district level—our students have to stay ahead of students in other districts— we must prepare our students to strive for two to three extra correct answers—to stay ahead of the game ◦ Borderline students impact district scores but are “washed-out” by the numbers statewide ◦ Benchmarking---add an item or two to the standard

 Biggest transition between 5 th and 6 th ; second big transition, particularly in math, is between 8 th and 9 th  New material is introduced in even grades; depth and complexity in odd grades  First administration always contains field test items; models for the compositions are taken from the first administration.

 3 rd grade test is written based on a very rigorous 2 nd grade curriculum; early education must be considered academic  Things like bar graphs; vertical axis must be taught in kindergarten…they will always be tested  Visuals are there for a reason! Teach students to use them!!!! The Charts are there for a reason!!! Teach students to use them!!! Formula chart in 8 th/ 11 th -crucial

 If the state has bothered to change the TEKS, the changes will be tested !!! Look carefully at the changes in ELA and math….they will be tested!!!  NAEP is the “mother of all tests;” a valuable resource---free with lots of visuals.  Passing TAKS does not mean that students have the foundational skills for the next TAKS test….we must fill in the gaps…must look for areas where learning is borderline…

 Pp Trends in Passing Standards  Pp Test Analysis  Pp –Frequency Analysis

 Most students who don’t make it, miss it by one question;  Students with a modest amount of maturity will score higher if they have a specific number to work towards  Set the passing on a benchmark 2-3 questions higher than previous year’s standard

 Start in the early grades with a common vocabulary (vertical axis); bar graphs should be taught as early as kindergarten  Teach “carrying vocabulary” (valid/invalid; certain, etc.)  Practice with the formula charts; periodic table—some problems are pure plug-ins

 Give students means for dealing with anxiety; the first 20 minutes of the test are the most crucial; help them know how to experience success early  Discuss with students the specifics of their scores—they should know the areas that they need to work on—  Time is absolutely essential with high-risk students—must understand “why” they got something incorrect so that misunderstandings can be corrected

 Never, never accept a paper that is off-topic; make them do it over.  Teach students to use the visuals; if there is a visual it is meant to be used and has clues to the answer  Students hate to show their work, but they also hate to leave an empty space. Teach them to draw a box in their booklet and work the problem in the box---they will fill it up---

 Must target tutoring to the information students missed; choose the “high dollar items,” the ones that most students missed  Tutoring---choose the items/information that students can learn to store and retrieve

 Teach students HOW TO TAKE THE TEST--- this is an important life skill--- Write answers in test book—transfer all at one time—12% error when students go from booklet to answer document Specialty answers (ie. Answer not here “D”) are correct only 1% of the time

 Pp Test Taking Strategies-ELA  Pp Test Taking Strategies –Math  Pp Test Taking Strategies-Science  Pp Test Taking Strategies-Social Studies

 Page 20 in “Maximizing TAKS Performance- important process for teachers to do on the areas where their previous year’s students did not do well--- If less than 61% got the correct answer— the time spent on or method of teaching was unsuccessful If 25% or more got the same incorrect answer; there are misconceptions that need to be clarified

 Identify the high-dollar items---the ones that were missed by the most students---for current year—put more emphasis on the concept—for last year’s students, make sure you communicate with this years’ teachers  It is more important to give a few benchmarks and discuss the results thoroughly with students, than many benchmarks and not give feedback

 When giving sample TAKS reviews or tests, have students “correct” their “incorrect” answers with an explanation for a grade  On the test, every student should have a regular calculator where permitted

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 No later than Sept. 25 teachers will have last year’s data analyzed; establish goals instructionally; student profile for those who were not successful on TAKS previous year  Jayne Beale and Terri Rodgers will assist teachers in accessing and analyzing reports  Prepare for district-level benchmarking no later than Oct. 10

We will work as a team to ensure that each student is receiving the  interventions he/she needs to be successful  correct testing and allowable accommodations

Let’s work smarter—not harder—so that all students in GISD are successful!