Inside Four Walls: 2011-2012 CST results

So a few months ago, but only two posts down :-( I predicted my scores for my Geometry class, but not my Algebra B. First I predicted my Geometry would be a 73%, which would be my highest scores ever. Well, I did better. It came out to be 75% of my students were proficient or advanced. And yeah, like I said in the post, if it was above a 70% it would be high for our school because we are usually in the high 50s. Well, the school average was in the mid 50%s. So yeah, really excited there.

But what about my Algebra scores? I didn't give a prediction because I forgot to update it, but I was looking at, hopefully, a 30% (based on their grade). Well, I guess I was a little too hard on them because they came back at 93%. That isn't a typo, 93% of my students were either advanced or proficient. School average was 57%. I got nothing to say.

So for those that stumble upon this and want to know how? In Geometry, I give a 15 minute weekly quiz over anything that we have done. So if it is March and I want to ask questions from Chapter 2, it's fair game. I think they have something to do with it. I started doing it during the second semester of the 2010-2011 school year and I ended up with the second highest scores. Or it could be I just had really motivated students.

In Algebra B, same thing. A 4 question daily quiz covering factoring, graphing, systems of equations, and whatever else (usually rational expressions). I barely covered word problems, like only two types. But if they can master those sections, they are almost guaranteed a proficient score. I also don't have any partial credit. It's all right or wrong. Plus multiple choice tests get them ready for the CSTs. In Algebra, they can just plug in their answers. In Geometry, they can eliminate some.

Finally, I don't allow calculators 2nd semester...at all. I don't want them to have their first test without a calculator being the CSTs. In Geometry, I make them solve right triangles with special angles or leaving answers with trig functions in the answers.

So do I think I am a good teacher? Actually, no. I think I have found a way to teach to a test. I put my students in the best position to pass. Kind of like a coach making adjustments at half time, that's all I have done.

Inside Four Walls: CSTs are here - 2012 edition

So here we go state testing is 2 weeks away and it is crunch time. Now I have been doing more work for my Geometry students this year than I have in years past, meaning trying new things. I started a weekly quiz that was 5 questions based on any material we covered until that day. My hope was that it would force the students to always be reviewing past material, in turn they wouldn't have to review as much before the CSTs.

So this week I took the state released questions, which is about 80+. However, the test is only 65, so I went old school and cut and pasted...literally a 65 question test for them. On top of that I selected the same number of questions they would have for each cluster. It took a long time to select them and get them all made so hopefully it will pay off.

So instead of doing the normal looking at grades to predict my CST scores, I am going to be looking at this test they took this week. Basically a proficient is about a 67% or so and that was the cut off I used. So for each period it broke down like this;
1st - 56%
2nd - 81%
4th - 72%
6th - 79%

Those are very good, unfortunately most of my students are in first so overall the average is just a 73%. If I could be above 70% I would be happy and would be looking at my highest scores ever, especially considering my 58% was high for our school last year.

Unfortunately, I don't know if the quizzes had any effect or not. What people don't understand about education is that we are simply a piece of the learning puzzle. Maybe I have great students? Maybe I had parents at home that valued a good education? Will I try it again next year? Yes.

Now comes the test and then the wait.

Inside Four Walls: CSTs are in - 2011 edition

Got a little bored today and decided to hop on the computer and see if my CST scores were in. Now remember this wasn't the best year for students. In fact when I used the same formula I had used the last few years I came up with the following estimates;

Geometry – 43/93 46%
Algebra B – 10/26 38%

That's how bleak it was at the time. While my scores aren't anything to "write home about", here is what they ended up being;

Geometry – 54/93 58%
Algebra B – 15/26 58%

While not stellar, they are definitely higher than what I thought I would end up with. The school average for Algebra B is 60% proficient or advanced and 52% for Geometry. So I am really happy with both. It is the first time in quite some time I have been above the school average in Geometry.

By the way, I'm not saying that I alone got these scores. This was for the most part a good group of Geometry students. I am sure they would have been pretty much the same no matter who they had.

Inside Four Walls: But I averaged a B in high school...

I have mentioned Catch-22's in the past and this one is particularly close to my heart. Apparently getting a B in high school isn't that special. You know what a B gets you in high school, remedial classes in college.

Ninety-four percent of Chicago Public Schools graduates who go to city community colleges need remediation in math. Most also need to work on basic reading and writing skills. Many thought they were doing well in high school. 

Eighty-five percent of California’s incoming community college students aren’t prepared for college math and 70 percent aren’t ready for college English. Four out of five remedial students had a B average or higher in high school. Instructors are experimenting with accelerated remediation to get students into college-level classes quickly.

This doesn't surprise me at all. We are told to pass these kids and make them feel good about themselves. We don't want to fight any kind of battle about failing a student, why? Most of the time it's because teachers don't get that support from the administration to fight back. Most of the time they take the path of least resistance. How is that working for us?

When I failed a senior, the parent wanted a grade change because I didn't send home written notification. I did however have a face to face meeting. The parent heard that she needed a written notice or the grade would change to a D. I had to fight and print out Edcode before I finally got them on my side. How many teachers are willing to fight that hard?

This all goes back to one of my first Catch-22s. I was told to make my class grades reflect their state test score and when I did that, what was I told? I had too many F's and that I needed to have higher grades. So what do you want? Feel good grades or grades that match what they know?

Inside Four Walls: Prediction Time!

We are testing in math this week and last year I predicted my scores and was off by a bit, except my Algebra B which was dead on. Last year, I counted all of my C’s or higher and said they would end up being proficient or advanced. This year I decided to count just my C+’s and higher to hopefully give me a better estimate. I have been saying most of the year that the students just aren’t putting in the work to pass the CSTs and well my scores will probably reflect that.

So here are my predictions for proficient or advanced;
Geometry – 43/93 46%
Algebra B – 10/26 38%

If these numbers hold up, then this would be my lowest scores for the CSTs. I have been struggling this year more than others on how to get the students to ask questions and do the basic work required. We all remember the challenges I had with my Algebra B classes this year. And is it my fault? Let’s take a closer look.

I have been doing the same thing in my Algebra B classes I did this year as I have for the past 3 years. This includes a daily quiz which tests the students daily on factoring, graphing, systems of equations, and another topic of my choice. We have factored everyday in my class since the beginning of October. And you know what? I still have students that can’t factor. Whether it is they can’t think of multiples of a certain number or they take out the wrong greatest common factory, they just can’t do it. What more could I do to help them? The idea of the daily quizzes is the whole spiral learning. I am constantly reviewing major standards/topics so they don’t forget them. Out of my 26 students, I have 4 who not missed one assignment…that’s it four. 2 others are missing 2 or less. But think about that, 15% of the class has never missed an assignment. I have emailed parents about this as well, telling them homework is crucial to them understanding the material.

Before this year, my CST scores for Algebra B were usually in the 60s – 70s. So is it fair to say I am a bad teacher because of this class? Or is it that I just had a really low group of students? How can my pay be determined by one test for one year? I have had students miss over 15 days during the school year. Is that my fault? Should I be considered an ineffective teacher because students don’t come to school? I wish politicians could see that there are so many flaws in their logic.

Inside Four Walls: More CST results...

So a couple of days ago I talked about my CST scores and how they were off a little bit from my predictions and what not.

So today, after our meeting, I went back and decided to count the number of A's & B's in each of my periods and then the number of A's & B's that were proficient or advanced. Then I took those two and divided the proficient/advanced A's & B's by total A's & B's. I felt that this would give me a good feel of if the course was lined up with the CST results. I hate seeing a basic, below basic, or far below basic and think they got an A or B in the class.

This will be listed number of A's & B's that were proficient or advanced : total number of A's & B's
2nd period Algebra B - 10 : 10 (100%)
3rd period Algebra 2 - 13 : 15 (87%)
4th period Algebra 2 - 5 : 11 (45%)
5th period Geometry - 14 : 18 (78%)
6th period Geometry - 6 : 9 (67%)

A couple of notes and observations. Anyone can see the sore thumb is 4th period...so what happened? Well for one I had a student who was out for a month with an illness who missed a complete chapter...not a big one, just series & sequences (there was sarcasm there by the way). So she took the test not knowing an entire chapter. And I had another student in that same class that was one of those, I will study super hard for this test and forget about it after the test. In fact, there were probably more than one, but she stuck out in my mind during the year. So if you take out those 2 you would be closer to 55% or higher. For my 6th period, 2 of the B students were literally one question away from a proficient. The score needed to be a 350 and they were at 348.

So what do I get from this? Basically, it tells me that my course is pretty close to what the results are going to be. Some might ask about the C students that were proficient or advanced and there were a few, probably 5 to 10. And those C students are the ones that don't do the homework and blow off a project. They know that they can raise their grade 7 - 10% based on their CST score. Besides, we have had plenty of talks about A's & B's not lining up with their CST score. So in those respects, I am happy.

Inside Four Walls: CSTs are here!

Ok well I have talked about my CSTs a few times before, so nothing new here. But what I think I will do is try to predict my scores. I was told a few years ago to try to make my class grade match what they will get on the CST. I have done this by eliminating almost all partial credit and making my homework score worth less than before.

By doing these two things, their grades have been almost dead on to what they get on the CST. But in doing so, administrators want their class grades higher, without inflating them. Ahhh the ole Catch-22. I guess they want us to tutor them on the side. One teacher suggested we not work as hard because if we are still successful with 36+ students, then they will expect it every year. No comment...yet.

As for my prediction, with a little rationing behind it. I took the percentages of students that have a C or higher to come up with my numbers. These are the top percentages I can see of my students being proficient or advanced, because we all know basic or lower doesn't count.

• Algebra B - 53%
• Algebra 2 - 60%
• Geometry - 53%

I would be happy with those, but my gut tells me they will be lower, not higher. Oh well, let's have them take the test and then wait til summer for the results to come in.

The Wait: STAR results...2 days away

So believe it or not, I actually care a lot about my test scores. And for most of the summer I have been going to Edusoft to see if the scores have come in. Well tonight I went to the CA Department of Education sight and saw that this Thursday at 10:30 AM the STAR results will be posted. So that means I should be able to look up my scores sometime that day or close to it.
I put a lot of effort into my Algebra 2 classes this year to get them ready. I am curious to see if it paid off or not. I will admit now, that I didn't push my Algebra B classes as hard as I did last year and went sort of cruise control doing the same things, but I am not sure if I pushed the students themselves. Perhaps I was too focused on my Algebra 2 classes. Who knows. Does it really matter what I do? When it all comes down to it - Coaches got to coach, players got to play, cheerleaders got to cheer, teachers got to teach, and students got to take the test.

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Now playing: Five Finger Death Punch - Ashes
via FoxyTunes

Thoughts Without Words: CST's...it's over

Well that was pretty intense. Like I said the other day, I put alot of time and effort into my classes this year. Most of the students felt pretty confident about the test. I think my scores will be pretty good. I feel about the same way I did last year. I realized that I should have done more problems involving the quadratic formula...but what can you do right? I really focused in on Alg. 2 the last month or so, that could come back to get me. Hopefully they turn out ok.

Thoughts Without Words: CST's test day tomorrow

So I have been busting my butt off to get my scores higher this year and it all comes down to tomorrow. I am pretty confident that they will do fine, but you never know. Here's a rundown of things I did this year to help;
- no calculator on daily quizzes (all year)
- no calculator on tests/chapter quizzes (second semester)
- daily quizzes based upon standards questions with review questions daily (in Alg B we have factored everyday since October)
- multiple choice tests
- did state released questions packet
- offered to raise grades based upon CST scores

Seriously, if those don't work...I have no clue.

Worst part is that I will have to wait until summer to see my scores.

Sad But True: CST's & students

ok a new tag just unbelievable stories from news or school. This one comes from my school.

So we have started CST's this week. And we had a "test run" on Friday that took 10 minutes from 2 classes. The students went to their testing class and did whatever (I put the students in grade order). So today I had 5 students comes into my room instead of thier testing room...ok not too bad I guess. But I just had a kid show up 30 minutes late to my room and was like what's going on? Now there are no seniors here our parking lot is half empty. Shouldn't he know something was up?

That time of year again

So testing season is upon us again. When teachers are frantically trying to cram the remaining material to their students before the big tests. We start off with the CASHEE next week, then it's onto STAR testing, and some AP testing. The schedules get so messed up this time of year. Imagine having 1st period after lunch...that's right after lunch. How messed up is that?

The entire school seems to stop teaching for those 2 weeks of STAR testing. It's all about review during that time and creating a relaxing evironment.

I still don't understand why we continue to teach new material that isn't needed the next year. The students can't re-take their STAR test a month later. I said it last year, and it seems like more regular ed teachers are agreeing, regular ed classes are like AP classes. It's all about the test. And after that...what's the motivation?

2nd sememster

started second semester today. Nice to see some students trying their best again. I rarely get transfer students at break, but I got a handful throughout the day. Nice to see new faces. I have gone back to trying to wear a shirt and tie everyday again. I started off the year like that, but it was sooo hot like 110's for like 2 weeks. So I went to polo shirts for the first part of the year. I remember writing about a dress code for my credential program. I always said I would wear a shirt and tie until I got bored of it and I did. Add in the fact putting on jeans and a polo is a lot easier to do then tie a tie and tuck in everywhere...and when you have a 16 month old you like things to be easy. So I will see how long this goes.

I am trying to change up some things in the classroom as well. I have never changed mid-year, but I felt it necessary this time. I have put the daily quizzes on a 9 point scale for the weekly average, instead of the 16 points a week. I found out that the DQ's were worth too many points at the end of the semester. And when there is no partial credit that can weigh on their self-esteem...weak I know, but I don't want to lose any students before state testing.

The other thing I noticed was that I had only 14 F's...not bad considering 6 of them knew before 1st semester ended that they were dropping the class or moving back a level. Hopefully, I can say something similar when state testing comes around this year. It can't get worse than last years Algebra 2 class results. My hope is that it is like Algebra B with a high proficient rate.

Music this week...a little metalcore. Mainly As I Lay Dying, I am hooked on their videos as of late. More on them later.

Venting the Anger: CST's

ok, so let me just get something off my chest. When I started teaching 5 years ago, CST results weren't that big of deal. In fact, when I came to my current school all I heard from administrators was reasons not to take the test to seriously. We heard it doesn't reflect what they learn in a year because "they could be having a bad day and they aren't concentrating", they could "be sick", they could "blow it off because there isn't accountability", or that we couldn't measure a what a student has learned by one test on one day.

Well fast forward 4 years later and apparently all of that has been blown out the window. Now we are being held completely responsible for their scores. But what has changed? Are they held accountable for their results? Nope. Are there kids that still just "blow it off"? Yep. Does it matter if they are sick or having some sort of personal drama? Nope.

So all of the reasons that we heard just 4 years ago don't matter even though nothing has been done to address them. Yet we are held accountable. When do we start expecting the students to start taking ownership?

I know I have some control over what happens with the scores, but when it's time for the test days it's all about the students. It's like my old football coach said "Cheerleaders have to cheer, coaches have to coach, and players have to play." And that's my feeling...the students have to get it done.