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Los Amigos School
STANDARDIZED TESTING IMPROVEMENT PLAN
2002-2003
The Los Amigos School Improvement Plan, the CARE program, the Principal's goals and the teachers' goals are all designed with test score improvement as a focus.
Test scores are reviewed at the annual summer call-back each August. Strategies for overall and specific improvement are discussed and planned.
Several staff meetings during the year before the testing window are focused on strategies for improving skills tested and test taking skills.
Grade level thematic planning is done with standardized testing skills tested listed within each lesson and paced throughout the school year to be taught before the testing window.
Standardized test skills taught are specifically listed within each unit of the thematic lesson planning.
Teachers remind students when a skill being taught is on the test.
Students are given practice working on problems in the same format as those used in the Cat 6, including bubbling as appropriate.
Test taking strategies are taught to all students throughout the school year.
Students keep a test journal in grades 3-4-5 and add to it each time a new tested skill or concept is taught.
Teachers will identify the vocabulary and terminology used in the Cat 6 directions and help the students to become familiar with them using various methods frequently throughout the school year before the testing window.
Teachers will identify the level of difficulty of skills and concepts expected to be mastered in the Cat 6 at each grade level and increase the instructional minutes at that level in lesson planning.
Teachers will identify their students who scored in the 30 and 40 percentile on CTBS. Teachers will specifically identify the needs of the students in the 30 and 40 percentiles and work to fill the gaps of understanding of the concepts and skill tested in the Cat 6.
Daily Oral Language (DOL), Mountain Math/Language, and the teaching of skills listed in the grade level Scope and Sequence, including those tested on the Cat 6, are a regular part of each class curriculum.
Teachers prepare students to "READ" both the directions and the question or passage by teaching fluency during reading lessons. Also, Sustained Silent Reading is a part of every teacher's daily lesson plans. Daily home reading with a parent's signature for verification is required and enforced throughout the school year. A school wide motivational program is conducted to encourage the number of pages read at home daily.
Students in grades 3-4-5 are required to memorize the multiplication tables. Timed tests are given throughout the school year. Motivational contests are conducted within each grade level. An ice cream party is given to the first class at each grade level where every student can pass the multiplication test with 100%. Students are encouraged to help drill and practice their classmates in their free time at home and on the playground.
All students are included at Parent-Student-Teacher conferences at least once a year and standardized test results are reviewed. For all students at the third grade and above, a growth plan is discussed and agreed upon by signing of a contract by all parties. (See attached)
A letter is sent home to parents prior to standardized testing to inform them of the skills their child will be tested on and how they may help at home. The week of testing, a note is sent home reminding parents of how to help their child be well prepared for test taking during the week by being to school on time, being well rested, not stressed, having confidence to do their best and having a good breakfast.
The PTA provides fresh oranges for nutrition breaks during test week. Schoolwide test taking motivation is promoted during assemblies prior to test taking week to remind students of the importance of CTBS and to raise confidence and motivation.
Class interruptions are prohibited during test week.
Teachers select one area of language arts to do an indepth focus on improving student achievement based on the RESULTS format. Grade level teams meet regularly to analyze the data from student tests and discuss strategies to adjust their teaching to meet the needs of the students.
Teachers participate in inservices throughout the year that are designed to assist them in analyzing their students' skills and in delivering direct instruction in improving skills in language arts.
All students in kindergarten, first and second grade are assigned to classrooms with no more than 20 students.
All students participate in a Literacy Class once every other week in the Dragons' Den. Kindergarten-second grade students participate in language development activities, including music and nursery rhymes, and a story time. Third, fourth and fifth grade students participate in a guided Sustained Silent Reading opportunity.
Kindergarten parents are invited to participate in a parenting education class during the first quarter to help them develop ways to help their child be successful at school.
Kindergarten students who are falling behind by second quarter participate in an extended day program with a 6:1 student teacher ratio or less working on basic skills.
Students who are not proficient in English participate in a After School Program with a focus on learning English.
References to the Standard 9 test and skills apply as soon as the test material becomes available to teachers. |
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