The 1997-98 TAAS test results are in, and the evidence is clear.
We must close the performance gap between all students and those who are economically disadvantaged. Do that, and all of our schools will be exemplary, which means 90 percent of all students and sub-populations pass every section of TAAS.
As we’ve discussed in previous columns, we’re not “teaching to the test” because TAAS is a problem solving/high level thinking skills test. RISD is teaching the state-mandated Texas Essential Knowledge and Skills curriculum.
Coincidentally, it just happens that if students understand the concepts of TEKS, the will pass TAAS.
We’ve found an extraordinarily successful school district in south Texas – with demographics similar to ours – that’s so good they’re the first public school system to receive the Malcolm Baldridge Quality Award for Excellence.
So we studied their strategies and synthesized them down to six steps. Turns out we have been doing four of these steps all along, so we just added two more. We’re calling it our Six Step Continuous Improvement Model.
Step 1: Data Analysis. We review the test results of each school, class and student to identify learning strengths and weaknesses and develop improvement plans.
Step 2: TAAS Calendar. A curriculum calendar keeps all teachers on track with the required skills and knowledge.
Step 3: Design for Learning – Planning and Lesson Design. Teachers are given additional time for planning and help with teaching strategies.
Step 4: Assessing Student Learning (added step). Student comprehension is assessed each six-week period (instead of just at the end of the year) to find out if a student is falling behind.
Step 5: Extended Learning – Tutoring and Enrichment (the other added step). If assessment shows a student didn’t grasp certain concepts, we immediately re-teach that material and supplement it with enrichment exercises.
Step 6: Monitoring. We’re continually looking for struggling students to provide helpful resources, as well as supporting teachers. We’ve added seven master teachers, who work in the classroom with teachers, modeling teaching strategies, helping develop better lessons and providing encouragement.
Our commitment to reducing class size is unswerving. This year not a single K-4 class exceeds 22 students and the average class is 19. In this atmosphere of accountability, teachers are responsible for student learning, and principals are responsible for ensuring teachers have the help they need.
RISD’s goal is for every student to learn, thereby making every school exemplary.
