| Regional Director’s Update |
Central
By Dr. Judy Wallis, Regional Representative
Schools in our region are focusing on Spring 2006 TAKS scores as the new school year begins. The
opportunity to view the actual assessments will make analysis and teaching more focused as we explore the
actual tasks students struggled with on the tests. While data-based decision making is important in a model of
continuous improvement, the actual teaching actions we take are crucial. Perhaps we should change our
language to reflect the need for data-based “action” to ensure that we don’t simply stop at the analysis stage.
Fourth grade writing is a particular area of concern. There is no question that we are too often relying on the
skills of fourth grade teachers rather than building students’ skill in writing year by year. We are concerned
about how to better address writing in PreK through three. To that end, we have suggested that the state help
us gather writing samples at least from grades one through three. It is important to have such samples. While
a fifth grade teacher can easily use the fourth grade samples in working with students, the same is not possible
with younger students.
Many area educators are registering concern about the TEKS refinement process. The concerns include the
time and effort of the various educator committees spent working through the fall of 2005 and the impact future
revisions will have on textbooks, teaching, and testing. Central region supervisors will be eager to learn more at
our CREST meeting in October.
How best to deliver intervention co ncerns us. As we prepare for grade eight students to receive multiple
administrations in the 2007-08 school year, we are all committed to trying to be offensive and strategic about
providing the necessary supports before next year’s testing mandates arrive. As achievement levels continue to
increase, the ARI funding decreases. To further compound the increased number of grades to which ARI
funding applies, school districts achieving at high levels are often those hit with shrinking funds
via school finance formulas. In addition, the need to address remaining Katrina students has placed great
demands on schools and teachers. Attention to adolescent literacy continues as another concern. Ways to
provide high quality materials that are accessible to older struggling readers are needed to meet the needs of
older struggling readers.
I look forward to seeing educators at our fall CREST meeting. The opportunity for collegial support and helpful
guidance helps us meet our unique and corporate challenges.
“Good teachers possess a capacity for connectedness. They are able
to weave a complex web of connections among themselves, their subjects,
and their students so that students can learn to weave a world for themselves.”
Courage to Teach, Parker Palmer
By Dr. Judy Wallis, Regional Representative
Schools in our region are focusing on Spring 2006 TAKS scores as the new school year begins. The
opportunity to view the actual assessments will make analysis and teaching more focused as we explore the
actual tasks students struggled with on the tests. While data-based decision making is important in a model of
continuous improvement, the actual teaching actions we take are crucial. Perhaps we should change our
language to reflect the need for data-based “action” to ensure that we don’t simply stop at the analysis stage.
Fourth grade writing is a particular area of concern. There is no question that we are too often relying on the
skills of fourth grade teachers rather than building students’ skill in writing year by year. We are concerned
about how to better address writing in PreK through three. To that end, we have suggested that the state help
us gather writing samples at least from grades one through three. It is important to have such samples. While
a fifth grade teacher can easily use the fourth grade samples in working with students, the same is not possible
with younger students.
Many area educators are registering concern about the TEKS refinement process. The concerns include the
time and effort of the various educator committees spent working through the fall of 2005 and the impact future
revisions will have on textbooks, teaching, and testing. Central region supervisors will be eager to learn more at
our CREST meeting in October.
How best to deliver intervention co ncerns us. As we prepare for grade eight students to receive multiple
administrations in the 2007-08 school year, we are all committed to trying to be offensive and strategic about
providing the necessary supports before next year’s testing mandates arrive. As achievement levels continue to
increase, the ARI funding decreases. To further compound the increased number of grades to which ARI
funding applies, school districts achieving at high levels are often those hit with shrinking funds
via school finance formulas. In addition, the need to address remaining Katrina students has placed great
demands on schools and teachers. Attention to adolescent literacy continues as another concern. Ways to
provide high quality materials that are accessible to older struggling readers are needed to meet the needs of
older struggling readers.
I look forward to seeing educators at our fall CREST meeting. The opportunity for collegial support and helpful
guidance helps us meet our unique and corporate challenges.
“Good teachers possess a capacity for connectedness. They are able
to weave a complex web of connections among themselves, their subjects,
and their students so that students can learn to weave a world for themselves.”
Courage to Teach, Parker Palmer
CREST
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