Reply to What’s going on at Travilah ES?

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[quote=Anonymous][quote=Anonymous][quote=Anonymous]On the test scores , the principal should provide an actionable plan. Raise the scores by X is not a plan. A plan delineates actions that will be taken to achieve the outcome.

As the student body scored in the 90s and then dropped to the upper 40s, look at what specifically changed. There can be some really low hanging fruit.

1. Time and accommodations. Were students allowed the entire time to complete the test? Or did the test start late because the classroom was not settled? Were kids with time accommodations not given those because there wasn’t enough staff? Were students encouraged to finish early and told they could play games if they finished early?

2. Expectations, there is a line between creating anxiety that the test is too important and conveying it has no importance. A good teacher can convey the right level of expectation.

3. Preparation, there are ample practice tests. The outcomes shouldn’t be a surprise. Students do need familiarity with the format to do their best. Were parents informed of the kids performance on the practice tests? Prep is not just giving them a practice test and sitting at your desk. Small things like learning how to preview and read a question thoroughly before answering is often a new skill for students. Prep needs to be engaging and about learning the material not just clicking buttons.

4. Material. Look at the outcomes and patterns. Do the deficiencies line up or cluster? Are they predominantly in areas that were not covered or do they show more basic deficiencies?

5. Are parents being engaged? The teacher should know by parent teacher conferences where a kid is deficient. Tell the parent! [/quote]
Are you advocating teaching to the test?  :shock: [/quote]
+1[/quote]

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