Standards Based Classrooms versus High Stakes Tests
Walt Watson
Greetings!
Over the past 10 months (been teaching for 7 of those now), I have been trying to learn as much as I can about the most effective teaching philosophy for me. Additionally I have been trying to learn new teaching methods that will help achieve optimum results for my students. Based on all of the reading I am doing for my MAT program as well as personal reading and research, I have determined (so far) the solution that makes the most sense is a standards based classroom. After reviewing it (in secondary math, we have not yet implemented), the GPS curriculum appears to be a major step in the right direction that should assist us in providing the best possible classroom instruction for our students. I say should because I believe there is a fly in the ointment.
That brings me to the next issue, which is "high stakes tests". My school has not achieved AYP for 2 consecutive years, so the focus (understandably) for our administrators is to help the students do well on the GHSGT so we can attain or exceed the AYP target for this year. Even though the middle school attained AYP last year, they are focused on achieving AYP once again this year. As a result, they devote a significant percentage of instructional time (greater than 30%) to preparing students for the CRCT.
That brings me to the third point. My opinion (at this point) is that GPS curriculum taught correctly (teaching content for students to gain understanding of the concepts rather than just memorizing procedures, rules and facts) should be sufficient to prepare the students for attaining AYP goals on the CRCT (for middle school). If that is true, then the focus should be on teaching GPS curriculum correctly and completely.
The fourth issue is related to high school AYP. Since the math portion of the GHSGT test is currently based on what is now grade 5-8 math, we (as math teachers) have to spend a significant amount of time preparing most of our students to be able to pass the test. The juniors do not routinely use this type of math (fractions, decimals, percentages, etc) in their existing courses, as those courses cover topics such as polynomial functions, exponential functions, logarithmic functions, trig functions, etc.
Political realities appear to be driving the train rather than what is best for our students. Those realities seem to include a focus on "instant results" and a federal government driven, businesslike focus on measuring "learning" by utilizing standardized tests, then comparing states and schools against one another based on those tests. It appears there are potential penalties looming for those schools that fail to achieve the federally mandated goals.
With all of that background covered, now I believe I can ask my questions and have them make sense.
- What happens when the students move from middle school to high school without having been correctly taught 8th grade GPS curriculum?
- Because we have not been 100% focused on helping the students gain an understanding of the required content, how are the students going to become competitive for the real high stakes tests (SAT and ACT) for gaining entrance to the college of their choice?
- Why can’t we just take a step back from AYP for 3 years until we have given an opportunity to correctly and completely teach the new GPS curriculum? Wouldn't that give the curriculum a chance to have its positive effects on student mastery of the various concepts being taught? Georgia’s new GPS math curriculum (not yet implemented) is rated in the top 5 in the country, yet our students are currently rated as number 50 out of 50 states in performance on the high stakes tests. It seems to me since we are already at the bottom of the heap, why not focus on long-term improvement by doing everything correctly from now on rather than an apparent focus on the short term "turn it around now" philosophy. Can we not follow the example of the Japanese in how they go about their business and education?
- Who do we need to talk with to make a difference on this issue? My initial impression is to communicate with Cathy Cox and see if she will share her views. If it is a simple matter of an effort to educate politicians to be patient for a few years, cannot we accomplish that?
Thanks for bearing with this very long e-mail. It has been on my mind a lot lately. There appears to be a huge chasm between the reality of today versus the potential of tomorrow (via GPS).
ctrut...@gmail.com
and creative adults, not simply robots that repeat factual
information.
On Feb 9, 4:15 pm, "Walt Watson" <wfwat...@hughes.net> wrote:
> Greetings!
>
> Over the past 10 months (been teaching for 7 of those now), I have been trying to learn as much as I can about the most effective teaching philosophy for me. Additionally I have been trying to learn new teaching methods that will help achieve optimum results for my students. Based on all of the reading I am doing for my MAT program as well as personal reading and research, I have determined (so far) the solution that makes the most sense is a standards based classroom. After reviewing it (in secondary math, we have not yet implemented), the GPS curriculum appears to be a major step in the right direction that should assist us in providing the best possible classroom instruction for our students. I say should because I believe there is a fly in the ointment.
>
> That brings me to the next issue, which is "high stakes tests". My school has not achieved AYP for 2 consecutive years, so the focus (understandably) for our administrators is to help the students do well on the GHSGT so we can attain or exceed the AYP target for this year. Even though the middle school attained AYP last year, they are focused on achieving AYP once again this year. As a result, they devote a significant percentage of instructional time (greater than 30%) to preparing students for the CRCT.
>
> That brings me to the third point. My opinion (at this point) is that GPS curriculum taught correctly (teaching content for students to gain understanding of the concepts rather than just memorizing procedures, rules and facts) should be sufficient to prepare the students for attaining AYP goals on the CRCT (for middle school). If that is true, then the focus should be on teaching GPS curriculum correctly and completely.
>
> The fourth issue is related to high school AYP. Since the math portion of the GHSGT test is currently based on what is now grade 5-8 math, we (as math teachers) have to spend a significant amount of time preparing most of our students to be able to pass the test. The juniors do not routinely use this type of math (fractions, decimals, percentages, etc) in their existing courses, as those courses cover topics such as polynomial functions, exponential functions, logarithmic functions, trig functions, etc.
>
> Political realities appear to be driving the train rather than what is best for our students. Those realities seem to include a focus on "instant results" and a federal government driven, businesslike focus on measuring "learning" by utilizing standardized tests, then comparing states and schools against one another based on those tests. It appears there are potential penalties looming for those schools that fail to achieve the federally mandated goals.
>
> With all of that background covered, now I believe I can ask my questions and have them make sense.
>
> 2.. Because we have not been 100% focused on helping the students gain an understanding of the required content, how are the students going to become competitive for the real high stakes tests (SAT and ACT) for gaining entrance to the college of their choice?
> 3.. Why can't we just take a step back from AYP for 3 years until we have given an opportunity to correctly and completely teach the new GPS curriculum? Wouldn't that give the curriculum a chance to have its positive effects on student mastery of the various concepts being taught? Georgia's new GPS math curriculum (not yet implemented) is rated in the top 5 in the country, yet our students are currently rated as number 50 out of 50 states in performance on the high stakes tests. It seems to me since we are already at the bottom of the heap, why not focus on long-term improvement by doing everything correctly from now on rather than an apparent focus on the short term "turn it around now" philosophy. Can we not follow the example of the Japanese in how they go about their business and education?
> 4.. Who do we need to talk with to make a difference on this issue? My initial impression is to communicate with Cathy Cox and see if she will share her views. If it is a simple matter of an effort to educate politicians to be patient for a few years, cannot we accomplish that?
>
> Walt Watson
ctrut...@gmail.com
can one voice, one e-mail, or one teacher cause a ripple?
On Feb 10, 2:37 pm, "ctrutle...@gmail.com" <ctrutle...@gmail.com>
wrote:
>
> - Show quoted text -
Lydia Bozeman
SWGa RESA. One of the participants asked the same questions during Bobby
Smith's presentation on Assessments. His answer was that once the
scaffolding is in place in the lower grades that scores will improve in the
upper grades, but it will take time. If GPS had begun first in kindergarten
(for math especially), it would have taken at least 10 years to have known
the effects.
Most of the teachers at the seminar found their experiences to be similar to
mine. I teach middle school math, and it is challenging to teach 7th grade
GPS when the students have not had the benefit of GPS in their earlier
grades. That will change as time goes by, and considering that this is the
first year for 8th grade GPS, it is too soon to know how students will
perform in the "higher-stakes" tests. It would be wonderful to take a
"step-back" and that would probably be ideal, but we have to start
somewhere. One thing I do is to identify the weaker skill areas and review
them a little each day as "problems of the day." I have seen improvement in
that area. One of the 8th grade teachers at my school does a little basic
math review everyday. That may be what is necessary even at the high school
level.
Lydia Bozeman
Walt Watson
Amazing how you can synthesize all of that stuff I wrote into one simple
sentence that makes sense! Yes, that is my question: can one person make a
difference by responding to the apparently conflicting goals being presented
to us by GaDOE? Or better yet, can we as a group raise a voice in unison
that will be heard and have that voice saying we need to step back and
decide if what we are doing really makes sense. Too much time/money/effort
is being invested in GPS to let it fail because of the overarching goal of
attaining AYP immediately.
Walt Watson
wfwa...@hughes.net
Changing the world one student at a time!
Walt Watson
Since writing this, I found my numbers were a bit skewed. As we approach
CRCT, our middle school teachers have totally abandoned all instruction
except for daily CRCT preparations. I thought they were spending 70% of
their time on CRCT and 30% on GPS (they were a few weeks ago). I was told
this focus will remain until the CRCT is completed.
So, that brings me back to the question at hand: does it make sense
(assuming you are GaDOE) to implement GPS only to have the schools abandon
teaching it in favor of passing the high stakes tests?
I do not teach GPS yet since I am secondary math. I have been trying to gain
a grasp on doing standards based teaching within my classroom and have seen
my students slowly responding to the advocated questioning techniques ("how
do you know that" and "why"). Given sufficient time (a few months seems like
it would be enough), the students would be accustomed to that style of
teaching and would then be understanding concepts, not just memorizing facts
and procedures. I would hope similar results would happen in the 8th grade.
All I know is the 9th grade students I am currently teaching are bright and
doing well. I've been told the 8th grade class is nothing like my 9th
graders and was told this by the 8th grade math teachers.
Walt Watson
wfwa...@hughes.net
Changing the world one student at a time!
----- Original Message -----
From: "Lydia Bozeman" <lydiab...@windstream.net>
To: <GaT...@googlegroups.com>
Sent: Tuesday, February 12, 2008 9:03 PM
Subject: Re: Standards Based Classrooms versus High Stakes Tests
>
ctrut...@gmail.com
Someone who decided that they wanted to change their
career & life so that they could make a difference in the life
of children. I think she has a point about tackling the problem
in a step by step systematic manner.
I think the problem maybe the process Or the interpretation of the
process?
On Feb 12, 10:39 pm, "Walt Watson" <wfwat...@hughes.net> wrote:
> Cindy,
>
> Amazing how you can synthesize all of that stuff I wrote into one simple
> sentence that makes sense! Yes, that is my question: can one person make a
> difference by responding to the apparently conflicting goals being presented
> to us by GaDOE? Or better yet, can we as a group raise a voice in unison
> that will be heard and have that voice saying we need to step back and
> decide if what we are doing really makes sense. Too much time/money/effort
> is being invested in GPS to let it fail because of the overarching goal of
> attaining AYP immediately.
>
> Walt Watson
>
>
>
> ----- Original Message -----
> From: <ctrutle...@gmail.com>
> To: "GaTAPP" <GaT...@googlegroups.com>
> Sent: Tuesday, February 12, 2008 8:19 PM
> Subject: Re: Standards Based Classrooms versus High Stakes Tests
>
> so what is the answer?
> can one voice, one e-mail, or one teacher cause a ripple?
>
> On Feb 10, 2:37 pm, "ctrutle...@gmail.com" <ctrutle...@gmail.com>
> wrote:
> > The focus of education should enable our students to be self reliant
> > and creative adults, not simply robots that repeat factual
Lydia Bozeman
of school. Our 7th grade math team uses the COACH book alongside our
instruction. I only do one, sometimes two, problem(s)/day. We discuss
strategies for solving the problems. If many miss the problem, I find
another one the next day that is similar to it (or we make one up).
I personally do not feel that it is right to drop all instruction for
cramming for a test. For one thing, it makes me and my students nervous.
Will I do intensive review the week before? You better believe it, but I
want long-term retention. "Little-by-little" and "line-upon-line" is the
way that I intend to go for me is the way to go. There is a little song I
used to sing to my own children that went this way. It has become my theme
song for the year and for TAPP.
Little by little, bit by bit,
By the yard, it's hard, by the inch what a cinch!
Don't just stare at the stairs, step up the steps!
Little by little, inch by inch.
~ Ron Hamilton,"Patch the Pirate"
Walt Watson
Your view about how to prepare for the CRCT is different than that shared by
many middle school teachers with whom I have spoken recently. I really like
your concept and follow something similar for GHSGT prep. Basically I do a
bell ringer of two GHSGT questions each day, then go on and teach my lesson.
If I understand what you are saying, you do much the same, but your real
goal during the majority of your instructional time is to ensure the
students are gaining an understanding of the content (long term retention).
If I were seeing that happening locally, I would feel much better about the
way GPS is being implemented.
I have a meeting set up with a veteran math teacher at the middle school who
I think is exceptional. I am going to get his views on the whole issue. One
of my classes is a group of freshmen he taught last year and they were well
prepared when I got them. I want to find out from him what his specific
views are about the way things are going. I know for sure he is not
pleased. He moved from 8th back to 7th this year and I am sure that was not
a positive thing for the 8th graders this year.
Thanks for taking the time to share!
Walt Watson
wfwa...@hughes.net
Changing the world one student at a time!
----- Original Message -----
From: "Lydia Bozeman" <lydiab...@windstream.net>
To: <GaT...@googlegroups.com>
Sent: Wednesday, February 13, 2008 6:30 AM
Subject: Re: Standards Based Classrooms versus High Stakes Tests
>
Lydia Bozeman
I'll have to let you know how my strategy works after April. It just makes
sense to me. Just imagine for a moment being a 12 - 14 year old student and
all you do is cram and practice for a test. No wonder there is mutiny in
the ranks some days!
I think TAPP training has made me more open-minded about GPS and how to
teach it. Everything about GPS is new for me, so I don't have the
experience of teaching any other way as far as public school goes. I taught
in a couple of private schools for 10 years before moving to Georgia.
Believe me, it's two totally different worlds, but I've found that the
students' needs are exactly the same.
When I first saw the GPS as a new public school teacher, I realized that I
had taught this way before. Homeschoolers have been teaching this way for
years. I've done it all: home schooling (7yrs) , private (11 yrs), and
public school(7 mo). All education methods have their strengths and
weaknesses. I just try to teach the standards the same way that I
homeschooled my oldest daughter, except for the fact that now I have 85
instead of just one. It is quite a task to keep up with 24 - 85 projects
depending on the size of the group.
Hang in there! We've almost completed the first year. Imagine how much
better it will be next year since we've accomplished what we have. Some
students out there need us, and we need them. I have learned so much this
year. I hope my students have, too.
Lydia
ctrut...@gmail.com
using games
for review or does everyone do the paper /pencil or computer CRCT
"standard"review?
Better yet- do we have school systems that refuse to concentrate their
total time
in rote short term memory? I would love to compare the CRCT scores.
http://www.murray.k12.ga.us/teacher/kara%20leonard/Mini%20T's/March%20Mini%20T-Games/Games.htm
On Feb 13, 8:59 pm, "Lydia Bozeman" <lydiaboze...@windstream.net>
wrote:
Walt Watson
If you can get Richard (from Hancock Central) to share, he told me some
really good ideas tonight (in our MAT class). I do not want to steal his
thunder, because his ideas are terrific.
Walt Watson
wfwa...@hughes.net
Changing the world one student at a time!
----- Original Message -----
From: <ctrut...@gmail.com>
To: "GaTAPP" <GaT...@googlegroups.com>
Sent: Thursday, February 14, 2008 7:03 AM
Subject: Re: Standards Based Classrooms versus High Stakes Tests
Walt Watson
It has been waaaaaayyyy too many years since I was 12 - 14, so I definitely
cannot remember back that far. : ) I know I would despise sitting at a PC
all day doing test prep.
Cindy's ideas via TAPP have always been great. My problem with TAPP ideas is
I can't remember all of them and I need constant refreshers.
Your analogy about home schooling really does a good job of explaining the
GPS. It makes we wish I was going to teach Math 1 next year. You sound like
you really love teaching. I know I sure do, although I wish I knew a great
deal more than I do.
Walt Watson
wfwa...@hughes.net
Changing the world one student at a time!
----- Original Message -----
From: "Lydia Bozeman" <lydiab...@windstream.net>
To: <GaT...@googlegroups.com>
Sent: Wednesday, February 13, 2008 8:59 PM
Subject: Re: Standards Based Classrooms versus High Stakes Tests
>
Lydia Bozeman
I like Cindy's suggestion for using games. She has some good links on her
blog that I have used. The Jeopardy one is a blast, however, be prepared
for NOISE when it is played!
Sometimes I have challenge contests. Recently, we were working on geometric
constructions using a compass and straight edge. I had two boys who were
just flying through it and beginning to be a distraction. I said to them,
"Well, since you know so much about what we are doing, see if you can draw a
square with a compass and straight edge." They declared that it couldn't be
done ( a compass is used for circles according to them). I acted as though
I wasn't sure myself and suggested that they figure it out for themselves.
They worked for TWO days, but finally brought me a square.
This is the type of student response that gets me excited. I wish that all
the students could get as excited as they were about their work. I was as
proud as they. Then, one of them took it home to show off and promptly lost
it. Ah, such is life with 7th graders.
Lydia
Richard
Feel free to share any of the ideas that I share with you whenever we
talk. I'm not territorial at all about any ideas that I use in the
classroom. However, one of the ideas that I was discussing with Walt
has to do with how i use dry erase boards to review material
sometimes. First, I divide the students in my class into groups (3 or
4 students per group). I will give each student a dry erase board and
marker, and then we go through a series of problems over whatever
topic we are covering. When I initially put the problem up, I tell
them to work it out on their board without letting their neighbor see
what they have done and to turn their board over when they are
finished. After giving everyone a minute or so to work out the
problem, they are instructed to turn their boards over and discuss the
problem and their solution among the group members to come up with one
solution for the group. Finally, I ask them to hold up one board per
group. If everyone has it correct, we move on to the next question. If
not we discuss the solution to try to correct any mistakes. So far,
this has been a good way to review because most of the kids enjoy
using the dry erase boards, and they can often do a better job of
correcting and teaching each other than just asking me.
Richard
Walt Watson
I didn't want to share it because I have not tried it and you have. I think
your idea is awesome and can definitely work in my classroom as well as
everyone else's. You have awesome ideas and I am very glad I am able to sit
next to you in class twice a week and just listen to what you have to share!
My opinion is you have been able to take the best of what Cindy shares, and
put it into practice effectively. It will likely take me many years to get
to where you are today.
Good luck to Hancock Central in the basketball playoffs.
Walt Watson
wfwa...@hughes.net
Changing the world one student at a time!
----- Original Message -----
From: "Richard" <Raw...@gmail.com>
To: "GaTAPP" <GaT...@googlegroups.com>
Sent: Thursday, February 14, 2008 9:34 PM
Subject: Re: Standards Based Classrooms versus High Stakes Tests
>
Walt Watson
Not responding as a Middle School participant since I am not. I do know our
middle school has primarily focused on CRCT prep training (several different
ways) and is doing so on a daily basis. What amazes me is how your mind
shifted to the scientific mode when you decided to ask about comparing CRCT
scores based on GPS focus versus CRCT test prep focus. Are you sure you
aren't a science/math teacher? : )
Were I Cathy Cox (I thank God every day when I wake up and realize I am not
a politician), I would want a comparison of the test scores of CRCT focused
schools versus GPS focused schools, taking into account the previous year's
data as well. I would also do a focused test of school systems by directing
certain school systems to do nothing but GPS teaching with zero CRCT/GHGST
(middle and high school) preps over the next 4 years. Compare all other
schools against the GPS schools against their "before GPS" performance as a
means of comparison. She would really need to hire a company to run the test
to reduce the impact of the multitude of variables such as new
administrators, knowledge level of administrators, knowledge level of the
faculty, stability of the faculty, etc. If the variables could be minimized,
then the results might become statistically significant. Oops, sorry for
going math on you Cindy! I cannot help my Engineering background. : )
Walt Watson
wfwa...@hughes.net
Changing the world one student at a time!
----- Original Message -----
From: <ctrut...@gmail.com>
To: "GaTAPP" <GaT...@googlegroups.com>
Sent: Thursday, February 14, 2008 7:03 AM
Subject: Re: Standards Based Classrooms versus High Stakes Tests
Walt Watson
I finally heard back from Ms. Cox's office a few days ago. I wrote to her
with my concerns about GPS implementation and got a response from one of one
member of her staff. Rather than cut and paste what I got back, I will cut
and paste what I wrote back to her "staff" with the response I got below it.
Do you know what excites me about all of this? We finally have a chance to
prove Georgia is better than 50 of 50 in math. We can show the world we are
5 of 50. All we have to do (as middle and secondary math teachers) is teach
the GPS curriculum. I know we are "good teachers". I have attended all the
math 1 GPS training and believe "we" can teach our students
correctly/appropriately. I believe we need support from all of our
administrators and from all of our middle school teachers. Are you up for
that?
Cindy, you are awesome for letting us writing in this forum! Thank you.
Walt Watson
wfwa...@hughes.net
Changing the world one student at a time!
Mr. Hendley,
Thanks for taking the time to respond. Your response was not surprising
since the office of Superintendent is a political office and it was
"politically correct". I will admit I was disappointed that the response was
not proactive in nature. During my career as a Naval Officer, I learned
their are times when it is appropriate as a leader to stand up and say
"enough is enough". If we are truly committed to this path (I personally
know GPS really can work if given a chance and I am personally committed to
it since I have a 14yearold son going through it), we need to take
appropriate "risks" to make sure it works. I believe you are clearly a man
who has "been there and done that" as evidenced by your "education"
experiences and your position. I believe you know "best practice teaching"
for GPS Math will take a paradigm shift on the part of ALL middle school and
high school math teachers. To make it work properly will take guidance from
"on high" that tells administrators "we" are so committed to GPS math that
we want them to ensure they focus on correct implementation of it to the
exclusion of "teaching to the CRCT". I am so convinced GPS will work, that I
believe CRCT scores would improve IF GPS math were taught properly (6th -
8th grade). Without ever having met you, I believe you also believe that
(based on your response).
Here is where the rubber meets the road though. You and I likely both agree
GPS math is the correct solution to Georgia's math woes. Unfortunately the
only correct way to prove that is to give the program a chance to show it is
true. If we are not committed to GPS math, the end result will be what I am
seeing every day (the administrators are seeking for CRCT success and their
teachers are "teaching the test", not teaching the curriculum). I am
personally committed to success for my 8th grade son (and well as my
potential students). I will do whatever is needed to help them. I can assure
you I am writing to my Congressman and both Senators (do you want a copy of
those letters?) to suggest a "Georgia math score moratorium". Georgia
deserves it since we have been proactive in creating GPS math (5th in the
Nation as a math curriculum) and are actively implementing it (albeit it
currently negatively impacted by our administrators having an AYP focus). I
can "go there" as a parent and as a voter to US DOE and my elected
officials. My question to Ms. Cox (via you) is, can she? My son deserves her
support! I voted for her this last election and will vote for her again,
because I know she has an appropriate vision for our students. All I ask of
her (as a parent and a voter) is to go to her appropriate contacts and ask
them to let Georgia have a chance to prove we have taken the right steps.
Everything in my MAT education and my fledgling career as an educator tells
me we are going to be successful IF given the chance.
In the remaining years of my life, I am and will be committed to teaching my
students secondary "math" and physics. I am currently teaching in a
"poverty" area and know my students need what I can provide to them. My
question to you is: what can you provide for my students for the rest of
your life? Based on what I saw of your "education experience" and your
ability to write "politically", I think you are capable of doing much for
Georgia's students. Please let Ms. Cox know I am going to work with all my
might to support her efforts on behalf of my sons and students.
Walt Watson
Helping one student at a time!
--------------------------------------------------------------------------------
From: Howard Hendley [mailto:HHen...@doe.k12.ga.us]
Sent: Thu 2/28/2008 10:11 AM
To: Walter Watson
Subject: "Thinking Outside the Box"
Dear Mr. Watson:
State Superintendent Kathy Cox has received your email and has asked me to
respond on her behalf. I appreciate this opportunity to be of assistance to
you.
It is very evident from your correspondence that you possess a solid grasp
of the relationship between and among instructional delivery, teaching
methodology, and educational outcomes. As a former high school principal
and superintendent, I have always concerned myself with these relationships,
and increasingly so in this era of "accountability" at all levels.
While I certainly do not feel helpless regarding the "potentially negative
effects of AYP" that you referenced in you correspondence, I fully realize
that measuring Adequate Yearly Progress is an integral mandated element of
the No Child Left Behind Act of 2001. It is my understanding that an
extenuating "moratorium" on required high stakes testing can only occur
through additional federal legislation which might mitigate and/or delay
mandated reporting requirements.
I would suggest that you contact the United States Department of Education
in regard to your inquiry, and you may obtain contact information for this
entity at: http://www.ed.gov/about/contacts/gen/index.html?src=gu. In
addition, you might consider contacting your elected delegate to the
United States House of Representatives and your United States Senator in
regard to their consideration of federal legislation enabling a "grace
period" or moratorium as you have suggested. You may obtain contact
information for these individuals at:
http://www.congress.org/congressorg/directory/congdir.tt?action=myreps_form.
Again, your thoughts and ideas about instruction and learning are well
articulated and practical. I am confident that you are an asset to the
instructional staff in your school, and I certainly hope that you find this
information useful and germane to your concern(s).
Sincerely,
Howard H. Hendley, Ed.D
AskDOE, Education Administration Specialist
Georgia Department of Education
2054 TwinTowers East
205 Jesse Hill Jr. Drive\
Atlanta, Georgia 30334
(404) 656-2800
(404) 651-6867 FAX
Walt Watson
ctrut...@gmail.com
http://www.doe.k12.ga.us/datareporting.aspx
the CRCT state wide are not out yet but soon
we do have the GHSGT which I will attach to the files
Cramming for a test will only get you short term results
look at longitudinal studies- problem comes with variables "the
teacher"....
thus the comment about ego
a real study will come when you track teachers & compare
test results with teaching styles
or track high peforming schools & find out what they do & implement
http://www.middleweb.com/MWLresources/accountaction.html
http://www.schoolsmovingup.net/cs/wested/view/rs/768?x-t=wested.record.view
Walt Watson
Thanks for the thoughts. What I was hoping was to hear from a middle school
teacher who knows the 8th grade math scores for their school. Basically I am
trying to find out if our 8th grade scores are representative of what other
schools are seeing or if our 8th grade class is an anomaly. I was hoping to
avoid waiting until the data was published on the DOE site.
You raised an interesting point about tying teaching styles to test results.
Have you heard of any such study being performed? I sure there are
differences in student performance based on teaching styles and preferences.
Walt Watson
wfwa...@hughes.net
Changing the world one student at a time!
----- Original Message -----
From: <ctrut...@gmail.com>
To: "GaTAPP" <GaT...@googlegroups.com>
Sent: Thursday, May 15, 2008 10:17 AM
Subject: Re: Standards Based Classrooms versus High Stakes Tests
Walt Watson
county where I teach. He indicated at his school the 8th grade math CRCT
scores were up as compared to the 7th grade GPS CRCT scores last year. They
achieved a 86% pass rate, so I am guessing the problem our middle school
experienced was not because of the 8th grade CRCT test scores statewide
dropping as compared to last year's 7th grade scores. That suggests the
problem may be related to a local problem, which could include the way the
content was presented.
Walt Watson
wfwa...@hughes.net
Changing the world one student at a time!
----- Original Message -----
From: "Walt Watson" <wfwa...@hughes.net>
To: <GaT...@googlegroups.com>
Sent: Friday, May 16, 2008 10:11 PM
Subject: Re: Standards Based Classrooms versus High Stakes Tests
>
Euvia Latimore
Subject: Re: Standards Based Classrooms versus High Stakes Tests
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