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: L.A. Unified catches up to the rest of the state...

Maybe that's a little harsh, but we have been changing final grades based on their CST scores for about 5 years now.

The concept is pretty simple, if the students improve from their previous year they get some extra "enhancements" to their grade. Now at our school that's pretty hard to do, since most of the students are proficient or advanced. In fact, all we want is proficient or advanced, so if they want that enhancement then they need to score advanced or proficient.

And I think we should remember this quote when politicians and others want to tie test scores to teacher salary;

"We're always looking for a way to motivate kids to do better in school," said Jefferson High Principal Michael Taft. "I'd see them bubbling in carelessly and say, 'Are you reading that question?' They would say, 'No I'm tired.' They had multiple excuses." 

He estimated that 50% weren't trying hard.

That's right...50% don't try. So tell me again how fair and logical it is to tie my pay to someone that isn't even trying?

The other thing in the article that peaked my interest was this little line;

The L.A. Unified plan also applies to Advanced Placement tests, which are nationally administered. L.A. Unified students who take AP classes already benefit from "weighted grades," meaning that they receive more points per class, which can significantly raise grade-point averages. Under the new plan, a "passing" score on the college-level AP exams will allow students to achieve an automatic A in that course.

Anyone else hear that? That's the sound of the ACLU knocking on your door telling you this is illegal.

Thoughts Without Words: Preach on...

I found this on Joanne Jacobs site. I won't add anything else except AMEN.

They (state tests) are even less reliable as indicators of teachers’ performance. For reasons that have been brought up again and again, reasons given by scholars, teachers, policymakers, and others, test scores should not decide a teacher’s fate or override human judgment. There are simply too many unstable factors–the tests themselves, the students’ lives, conditions on the day of the test–that make the scores inaccurate indicators of what a teacher is accomplishing. 

In an op-ed in the New York Daily News, Arthur Goldstein points out that students’ efforts are not uniform: “For example, how much television does a student watch? … If my students don’t know how to read, haven’t been in school for the past six years or refuse to put a mark on a piece of paper, is it my fault? If a kid was dragged to the U.S. against his will and simply won’t learn English, should I be penalized?” (Having taught ESL, I have seen these situations.)

It's a good read and the comments are thoughtful as well.

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: Texas not part of America?

Yesterday in one of my math classes a student asked why we can't use a calculator on the standards test. Here is the conversation that took place;

Me: I don't know, it's just the way they want it. 

Student: that sucks 

Me: yeah, but did you know in Texas they are allowed to use a calculator on the entire test. 

Student: what? how come? 

Me: Beats me, just the way they do it there. 

Student: so they get to use it on the CSTs? 

Me: well it's not called the CSTs there because you know that means CALIFORNIA Standards Test. They call theirs the TAKS, which is probably like Texas Assessment... 

Student: So wait, Texas isn't part of America?(laughter from the entire class) 

Me: ummmm no it still is.

Good times, not a bad way to end the week right?

Thoughts Without Words: Finally...someone gets it.

Unfortunately, he is a teacher. And of course I am talking about linking state test scores to how good a teacher is. Michael Haring does a good job of comparing doctors and cancer rates, what makes them good vs. bad. It got published in the Dallas Morning News, but I am pretty sure a majority of teachers in America can relate to everything that is being said here, whether you teach at a high performing school or low one.

I have said for awhile now that tying a teacher's effectiveness to a test would be like saying firefighters are bad if a fire grows beyond x amount of acres, police are bad if there are too many crimes, or like Michael mentioned, doctors are bad if they have patients that are over-weight or smoke.

Learn Me Good had a great quote talking about this;

Maybe I'm off on my math a little, but if we can assume that kids are in school for around 185 days out of the year and take 2 standardized tests, then 0.011% of each child's school year will account for 50% of a teacher's evaluation.

That pretty much sums it up for me. When I started teaching test scores weren't looked at too seriously. I remember my first meeting the dean talked about possible reasons for a test score to be off;

• sick
• drama at home or school
• forgot the material from earlier in the year
• more important things going on
• blew it off

Now, all of those reasons aren't allowed. In fact, when we bring them up we usually get the "find a way to fix it" type answer.

Head over HERE to read the whole thing, definitely worth it.

Inside Four Walls: A Glimpse into my class

I have talked about the struggles with my Algebra B class this year. I have had some bright spots, but mainly it has been a challenging year for me. Usually I average about 60% or higher advanced/proficient on the standards test, but this year I will be lucky if I get 20%.

I have had a ton of complaints as to how I run my class. One such complaint was that I collect homework at the end of a chapter, not everyday. I had a bunch of students say, "If you collected the homework daily I would do it, but since you wait til the end of the chapter I don't do it." So that whole being responsible didn't work. So I decided to start collecting the homework daily. I have copied my gradebook and took a picture of it. Now before anyone freaks out, the order is random, the names & grades are chopped off. And you can't even see the assignment points. And it isn't even the entire gradebook, just the last couple of weeks.I told one teacher it looked like a battlefield with all that red. And yet...it's my fault they aren't passing? I don't get it. I had a parent ask for the class average. It is low, but I felt like they were trying to justify their child's grade. I felt like just showing them this picture and saying "this is why the average is low." I think it says a lot that there are only 4 students on there that haven't missed an assignment.

This isn't the norm for me. This is definitely one of those weird years. I can't explain it, but the lack of motivation is staggering to me. I got nothing.

Inside Four Walls: A Glimmer?

So before the CSTs come I always give my students their first semester benchmark and final, just to see how much they have retained. My Algebra B class this year is really struggling. I have done more review, longer lessons, and re-teaching entire chapters this year than ever before. And I figure I will only have 5 of the 30 be proficient or advanced. To say it has been disappointing is an understatement.

Well this might be a glimmer of hope. I gave them the first semester benchmark, which covers factoring, graphing, exponents, and rational expressions. The average in the fall was a 62%. Nothing special to say the least. Every year I focus 3 of my 4 opening activity questions on factoring, graphing (writing equations of lines, slope, intercepts, anything with graphing), and systems of equations. So since November they have been doing one of those topics daily. I do it because those are 3 of the big topics on the CSTs and it is good daily review. I was hoping for some improvement, but to be honest I wasn't expecting too much.

The average the second time around was a 71%. Almost 10% gain! Are you kidding me? It helped me see there was some growth. It reassured me that the opening activities do work. I love the opening quizzes for this very reason. And in addition to seeing these topics daily, when other classes are re-teaching those topics, my classes don't need that.

I haven't been able to do something like this in Geometry or Algebra 2 yet. It's harder because of the amount of material I have to cover. I started weekly review quizzes this year in Geometry. I write about 6-7 questions from previous chapters once a week. I don't know if it will have any sort of effect, but I will find out next week when my Geometry classes take the 1st semester benchmark again.

Thoughts Without Words: We've got a jumper here...

I got this from Darren's blog, but I will basically say what I said there about this.

A high school class went on a field trip to the Golden Gate Bridge. Pretty cool right? Well some 17 year old decided to jump off the bridge, why? Someone dared him. Now he is lucky to be alive because;

Someone leaps off the iconic bridge an average of once every two weeks - last year, 32 jumpers died. About 98 percent of those plunges end up being fatal and authorities rule most of those deaths suicides.

The Marin County Coroner's Office and the Golden Gate Bridge, Highway and Transportation District have said that up to 1,500 people have died after jumping off the bridge since it opened in 1937.

When I read stuff like this it makes me think that one day my pay could be tied to someone like this. Or better yet, I am considered a bad teacher if I can't make students like him proficient or advanced...yeah that's fair.

Inside Four Walls: Paying for CSTs

I have talked about schools paying for grades and heck I recently talked about a teacher who gives out gift cards for her advanced students. So when I read something like this today, it doesn't surprise me at all. In fact, it makes it all the more sweeter knowing that it came from a 9th grader. Now how a 9th grader gets published on the Huffington Post, I don't know. You would think it takes away from their credibility, but whatever.

Seems like this 9th grader feels that schools should give out cash rewards for students who score Advanced on their CSTs. Now I am totally against this. I have made that clear in the past, but this kid just doesn't get it. What his idea?

In 9th grade, if a student scores 550-600 on ALL their subjects, they will receive 50 dollars in cash. Only if a student receives the reward for 9th grade will they be able to get the $100 reward for 550-600 in 10th grade. Once a student receives both of those awards, only then will they be eligible for the $150 reward for 550-600 in 11th grade. Then, if a student manages to get 550-600 again in 12th grade, they shall receive 150 dollars in addition to a certificate stating their hard work and dedication throughout the years, greatly improving their chances of being accepted into a famous college.

What an idiot. Sorry if that hurts anyone's feelings, but this is wrong on so many levels. First, to get over a 550 on a CST is pretty tough. Maybe it's because I teach math, but I rarely see it. Don't get me wrong, I get advanced, but even my smartest students never sniff a 550. And to get 550+ for 3 straight years in ALL subjects? Impossible for most of the students in CA. I would actually want to see this done just to see how much money is given out. If they did this, I would update this post with a The Last Laugh one on no one made any money because it's impossible!!!

Secondly, this just shows he is a freshman because he mentions scoring 550-600 as 12th graders, well sorry to burst your bubble, but seniors don't take the CSTs. Great job on checking the facts buddy.

All joking aside, this is what's wrong with our country. Kids are putting their hands out first saying "gimmie first, then I'll do it." Where does that come from? How realistic is that way of thinking? This country is looking worse and worse.

Now back to our little writer. Something else caught my eye as I was reading the post

The money being used as reward may seem a lot initially, because the population of California is relatively huge. However, we must think about the positive effects. When a student becomes educated, they will become an asset to our state, to our country. They will want to get a job with a high salary. Later, they will be taxed, meaning profit for our state. Of course, the more educated one is, the more likely it is that one will get a better job. In addition, if we consider the dreams of every person, one of those dreams is to buy a house. In order to buy a house, one would need money.

Talk about a liberal in training. Person wants to make more money, which is ok because we can tax the person more and make more PROFIT for our state. WHAT THE?!?!?!?! States aren't businesses that should be showing profit. They should run a balanced budget, which means what comes in, is the same that goes out and vice versa.

Inside Four Walls: Gift Cards for Advanced?

Last school year I read some articles about schools paying students for getting good grades. I felt that the use of funds could be used better than by paying students for doing something they should be doing anyway. To me it was another sign of educators giving in and lowering their standards again.

So imagine my surprise when this week a teacher who is our department told us that she buys her students that score advanced on the CSTs a $20 gift card to anywhere they want. Now she kind of justified it by saying that the students need to come back to her in August to get them, but still...gift cards for Advanced?

The other teachers there seemed to think that she could be spending her money in different ways. I kept quiet, didn't say a word. This teacher gives her life to teaching, gets there at 7 for tutoring, stays in at lunch most days, and stays late in the day for tutoring. Will also come in on the weekends to help out students. I know she is single and I hear she still lives at home with her parents. So she clearly has a lot more money and time than say someone like me who has 2 kids and a wife of 10 years.

I'm not bitter, don't get me wrong. But I feel that it sets a precedent, a bad one. Once again the students are going to be expecting something when they move onto the next level. I have had some of her students in my Geometry class and I am always hearing about how Ms. So & So let us do this and gave us this. Don't get me started on the parents either. They see that and expect it from all teachers.

By the way, before some of you think "wow, the teacher is just rewarding the students", she told us the reason for it. Quote "I want high test scores, so this is extra motivation." She is obsessed with test scores. One year I beat her by 10+% and she came and went on about how if she took out the special ed and some of her troubled students then she would only be 5% off from me. There was a time that I cared about my scores, but now I realize it's up to the kids to perform. And I'm not going to spend my money to do that. And if that makes me a bad teacher, so be it.

And they want to tie my pay to these tests?

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: CST scores are in...

Ok I know I don't like evaluating my performance as a teacher based off of one test, but I am curious on how they do. And yet this year I looked at something that makes me think these tests aren't as good as some might think.

Anyway, back in April I posted my predictions for the CST scores (whole thing is HERE). But to refresh your memory here is what I predicted for the tests;

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.

I love that last line about being lower not higher. And it looks as though my gut was right.

Algebra B - 53% just like I predicted.

Geometry - 39% off by 14%. (40% Basic)

Algebra 2 - 36% off by 24%. (41% Basic)

So this year I looked at the scaled scores. It worked out to were if it was 350 or higher that was proficient or advanced. I noticed a bunch of 340, which are basic. So that was my moment of zen so to speak. All it takes is one mistake to miss it and that's it. An adding mistake, multiplying or whatever. These tests really can't say if they understand the concept because they are rooted in elementary math skills which I am not supposed to cover. Oh well.



So I put in those border kids and my new percentages were

Algebra B - 60%
Geometry 50%
Algebra 2 - 43%

still off, and it doesn't matter because nothing is taken into account just the scores themselves. Now comes my favorite part when we get our score back with our names next to them with everyone else's scores. I just don't want to be at the bottom. But with those Geometry scores I might be.

I don't know what these say about me as a professional. Does it mean I only know how to teach Algebra B? I don't know. I don't know what to read into it. I knew my Algebra 2 scores would be low because I had quite a few Juniors and they really don't try anymore. As for my Geometry classes, one period was really smart and the other...not so much. So I am not surprised.

I think for next year when I do my predictions, I will count 75% and up, not any C. That might make it a bit more accurate. Until next time.

Inside Four Walls: CSTs over & another Catch-22

So the CSTs for this year are done. This is my favorite part because the students complain about how I didn't teach them this or that. This always leads to another Catch-22 in teaching. We are supposed to cover the entire book by testing. If I go faster to finish the book, then the students will have only skimmed through the material, not really grasping all of it. If I go slower, then they won't be able to do some of the test because the won't be exposed to all of it.

I remember my first year of teaching Geometry at another school. We didn't even get to circles and those kids were blown away when they saw the test. They, of course, didn't do well because of it. So there is a fine balance somewhere...but where?

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.

Inside Four Walls: Testing Season...has begun

The CAHSEE (California High School Exit Exam) starts tomorrow. It messes up our schedule for two days and at our school everyone passes (ELA 95-98% & math 98-99% [ that's me by the way]). Anyway the CAHSEE is a joke of a test. They have lowered the pass rate so that 8th graders could pass it. I have read/heard the passing score is somewhere in the 50's. That doesn't make sense to me. Same with the CSTs, the proficient rate is the low 60's. Really? so a D is proficient and an F allows you to graduate. Nice job of setting the bar high.

I'm not a big fan of Arne Ducan, but he was onto something when he said
"We have dummied-downed standards. It's our fault as adults. We've lowered the bar. We've had low expectations – not because it's the right thing educationally, not because it's the right thing for our economy. We did it because of political pressure."

I'm not ready for national standards, but any sane person will admit these tests are hardly testing anything.

After this comes the great CSTs...can't wait. My Geometry classes are so low compared to previous years and my Algebra 2, Algebra B aren't much better. I can see about 50% getting to proficient. There are some really smart kids and then there are those that are just sucking up oxygen.

We have late start days to discuss how the high score teachers did so well and one year a teacher was so honest when he said "I get rid of my low students before the test." We laughed, but he was right. He manages to piss off the students and parents so much they demand the school change their kid's class. I have no such luck. I have lost 3 Geometry students , 2 are guaranteed proficients or higher, but the 3rd is basic at best.

I will talk more about the CSTs as we get closer. They are always a fun topic.

I gotta do another UPS story soon too.

Thoughts Without Words: New school year, CSTs, & upcoming albums

ok so today was the first day of school and what do I think about it? Who knows...really can you tell much from the first day and only 32 minutes with each class? Here's what I do know;

• have a lot of freshmen again, but with only one Alg. B class it shouldn't be too bad
• 1 Alg. B, 2 Geometry, 2 Alg. 2
  
• my room gets stuffy because a.c. won't go past 70, but with 38 bodies the room barely cools to 73.
• 4th period will probably be my nosiest class simply because there are about 10 - 15 who are good friends in that class
• it's gotta be better than last year...right?
  
• only 179 days to go :-)

CSTs are coming in slowly. We have a new system, but we have been told that some of our students are missing and aren't in the right class. I looked at my Geometry and calculated it by hand and had about 56% proficient or advanced. I'm not too happy with that. 5th period was the smartest class I had and I expected a few more proficient or advances in there. 6th period nothing surprised me there. They skated through the whole year and it showed in their results. With my Alg. B classes I wasn't too surprised either. I worked it out to be 50% proficient or advanced. This was one of my lowest groups of students and I told my dean that before 1st semester ended that my scores would be down alot because of the students' inability to be responsible and proactive. Oh well life goes on.

New music in September should be a good one. New Shadows Fall & Megadeth. The 3 songs form Megadeth I have heard sound like it could be the best stuff since TWNAH. I like the guitar tone, thanks to Andy Sneap I suppose. And as for Shadows Fall, I have heard 3 songs from their new album as well and it sounds a lot better than Threads of Life. Hoping for two great releases this month. Right now, Susperia is probably my album of the year...who would have thought? Don't get me wrong, Susperia is one of my favorite bands, but this album didn't hit me like Unlimited or Cut From Stone. I will say they are writing some of the best thrash/heavy metal right now.

that's it for now. I gotta talk about 2 of my new favorite tv shows next time.