Bloggers.IowaTestOfBasicSkillsLogPage (r1.1 vs. r1.57)
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 <<O>>  Difference Topic IowaTestOfBasicSkillsLogPage (r1.57 - 09 Dec 2006 - CatherineJohnson)

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Line: 121 to 121

For the time being, I'm assuming Christopher is fine on reading comprehension. That scale had 46 questions; he missed 6.

Changed:
<
<		 We'll see.
>
>		 So we'll see.


Line: 129 to 129

The one terrific moment vis a vis our school happened when Christopher took the usage and expression test.

Changed:
<
<		 He looked at the first couple of questions and said, "Ms. K taught us all this stuff last year." (And she taught it in one semester, too.)
>
>		 He looked at the first couple of questions and said, "Ms. K taught us all this stuff last year." (And she taught it in one semester, too, in his case.)

He missed 3 out of 41


 <<O>>  Difference Topic IowaTestOfBasicSkillsLogPage (r1.56 - 09 Dec 2006 - CatherineJohnson)

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Line: 50 to 50
Anyway, the main reason I want the gender data is that if there is a large gap between boys and girls on the new ELA test, which I suspect there is (lots of writing on the test; writing typically skews test results to girls) I would be inclined to view the results as incorrect.
Changed:
<
<		 But since the school has opted to stonewall I will carry on being upset about my son's decline growth in ELA scores, and I will carry on encouraging other parents of boys to be upset about their son's decline growth in ELA scores, too.
>
>		 But since the school has opted to stonewall I will carry on being upset about my son's decline growth in ELA scores, and I will carry on encouraging other parents of boys to be upset about their sons' decline growth in ELA scores, too.

This is why political consultants the world around recognize stonewalling as the brilliant form of damage control it so obviously is!


 <<O>>  Difference Topic IowaTestOfBasicSkillsLogPage (r1.55 - 09 Dec 2006 - CatherineJohnson)

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Line: 44 to 44

 [pause]


Deleted:
<
<		 OK, scratch that.

I will not be spray painting state test subscores on the middle school walls.



 <<O>>  Difference Topic IowaTestOfBasicSkillsLogPage (r1.54 - 04 Dec 2006 - CatherineJohnson)

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Line: 156 to 156


Changed:
<
<		 I think I'll probably start giving Christopher the ITBS once a year.
>
>		 I think I'll probably start giving Christopher the ITBS once a year. That's what Jerry Moore at My Short Pencil does.



 <<O>>  Difference Topic IowaTestOfBasicSkillsLogPage (r1.53 - 04 Dec 2006 - CatherineJohnson)

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Line: 156 to 156


Added:
>
>		 I think I'll probably start giving Christopher the ITBS once a year.


 <<O>>  Difference Topic IowaTestOfBasicSkillsLogPage (r1.52 - 04 Dec 2006 - CatherineJohnson)

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Line: 145 to 145
Math was somewhat disheartening.
Changed:
<
<		 My take is that Christopher is exactly where Ed keeps saying he is: his procedural skills aren't bad, but his comprehension is poor.
>
>		 My take is that Christopher is exactly where Ed keeps saying he is: his procedural skills aren't bad, but his comprehension is poor.

  • mathematics problem solving and data interpretation MISSED: 3 out of 35 (91% correct)

 <<O>>  Difference Topic IowaTestOfBasicSkillsLogPage (r1.51 - 04 Dec 2006 - CatherineJohnson)

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Line: 149 to 149

  • mathematics problem solving and data interpretation MISSED: 3 out of 35 (91% correct)
Changed:
<
<
  • mathematics computation - hmmm... he wasn't great on computation (back to KUMON?)
>
>
  • mathematics computation - hmmm... I didn't record my scoring .... he wasn't great on computation (back to KUMON?)

  • mathematics concepts and estimation MISSED: 14 out of 52 (73% correct)

 <<O>>  Difference Topic IowaTestOfBasicSkillsLogPage (r1.50 - 04 Dec 2006 - CatherineJohnson)

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Line: 54 to 54

But since the school has opted to stonewall I will carry on being upset about my son's decline growth in ELA scores, and I will carry on encouraging other parents of boys to be upset about their son's decline growth in ELA scores, too.

Changed:
<
<		 This is why political consultants the world 'round recognize stonewalling as the brilliant form of damage control it so obviously is!
>
>		 This is why political consultants the world around recognize stonewalling as the brilliant form of damage control it so obviously is!



 <<O>>  Difference Topic IowaTestOfBasicSkillsLogPage (r1.49 - 04 Dec 2006 - CatherineJohnson)

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Line: 50 to 50


Changed:
<
<		 Anyway, the main reason I want the gender data is that if there is a large gap between boys and girls on the new ELA test, which I suspect there is (lots of writing on the test; writing typically skews test results to girls) I would be inclined to write the test off.
>
>		 Anyway, the main reason I want the gender data is that if there is a large gap between boys and girls on the new ELA test, which I suspect there is (lots of writing on the test; writing typically skews test results to girls) I would be inclined to view the results as incorrect.

But since the school has opted to stonewall I will carry on being upset about my son's decline growth in ELA scores, and I will carry on encouraging other parents of boys to be upset about their son's decline growth in ELA scores, too.


 <<O>>  Difference Topic IowaTestOfBasicSkillsLogPage (r1.48 - 04 Dec 2006 - CatherineJohnson)

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Line: 50 to 50


Changed:
<
<		 Anyway, the main reason I want the gender data is that if there is a large gap between boys and girls on the new ELA test, which I suspect there is, I would be inclined to write the test off.
>
>		 Anyway, the main reason I want the gender data is that if there is a large gap between boys and girls on the new ELA test, which I suspect there is (lots of writing on the test; writing typically skews test results to girls) I would be inclined to write the test off.

But since the school has opted to stonewall I will carry on being upset about my son's decline growth in ELA scores, and I will carry on encouraging other parents of boys to be upset about their son's decline growth in ELA scores, too.


 <<O>>  Difference Topic IowaTestOfBasicSkillsLogPage (r1.47 - 04 Dec 2006 - CatherineJohnson)

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Line: 28 to 28

At some point they'll have to; it's the law.

Changed:
<
<		 At some point the state of New York will give the data to us — or, alternatively, at some point I'll put on my Girl Reporter cap and go out and get it myself, then spray paint it on the school wall right next to the statistics about wife-beating.
>
>		 At some point the state of New York will give the data to us — or, alternatively, at some point I'll put on my Girl Reporter cap and go out and get the info myself, then spray paint it on the school wall right next to the statistics about wife-beating.

WAIT!


 <<O>>  Difference Topic IowaTestOfBasicSkillsLogPage (r1.46 - 04 Dec 2006 - CatherineJohnson)

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Line: 10 to 10

We have no idea what our kids' scores mean.

Changed:
<
<		 Nor does the school have any idea what our kids' scores mean. This is the state's fault, not the school's. The new ELA test is a mess — even the score reports are a mess. Some kids got score reports with one score on one side, a different score on the flip side. At this point the school doubts the validity of either the test or the scoring or both — not sure.
>
>		 Nor does the school have any idea what our kids' scores mean. This is the state's fault, not the school's. The new ELA test is a mess — even the score reports are a mess. Some kids got score reports with one score on one side, a different score on the flip side. At this point the school doubts the validity of either the test or the scoring or both. Not sure.

We certainly have no idea what decline growth in our children's scores means. Judging by the conversations I'm having, more than a few students seem to have experienced decline growth last year.


 <<O>>  Difference Topic IowaTestOfBasicSkillsLogPage (r1.45 - 04 Dec 2006 - CatherineJohnson)

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Line: 28 to 28

At some point they'll have to; it's the law.

Changed:
<
<		 At some point the state of New York will give the data to us — or, alternatively, at some point I'll put on my Girl Reporter cap and go out and get the things myself, then spray paint it on the school wall right next to the posters about wife-beating.
>
>		 At some point the state of New York will give the data to us — or, alternatively, at some point I'll put on my Girl Reporter cap and go out and get it myself, then spray paint it on the school wall right next to the statistics about wife-beating.

WAIT!


 <<O>>  Difference Topic IowaTestOfBasicSkillsLogPage (r1.44 - 04 Dec 2006 - CatherineJohnson)

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 <<O>>  Difference Topic IowaTestOfBasicSkillsLogPage (r1.43 - 04 Dec 2006 - CatherineJohnson)

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Line: 22 to 22
I'm serious about this.
Changed:
<
<		 Ed and I have requested subscores for gender and race and the school is not going to give them to us.
>
>		 Ed and I have requested subscores for gender and race.

The school is not going to give them to us.


At some point they'll have to; it's the law.


 <<O>>  Difference Topic IowaTestOfBasicSkillsLogPage (r1.42 - 04 Dec 2006 - CatherineJohnson)

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Line: 12 to 12

Nor does the school have any idea what our kids' scores mean. This is the state's fault, not the school's. The new ELA test is a mess — even the score reports are a mess. Some kids got score reports with one score on one side, a different score on the flip side. At this point the school doubts the validity of either the test or the scoring or both — not sure.

Changed:
<
<		 We certainly have no idea what decline growth in our children's scores means. (Judging by the conversations I'm having, more than a few students seem to have experienced decline growth last year.)
>
>		 We certainly have no idea what decline growth in our children's scores means. Judging by the conversations I'm having, more than a few students seem to have experienced decline growth last year.

But of course there's no way of knowing, because all data in Irvington goes straight to the Data Warehouse.


 <<O>>  Difference Topic IowaTestOfBasicSkillsLogPage (r1.41 - 04 Dec 2006 - CatherineJohnson)

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Line: 10 to 10

We have no idea what our kids' scores mean.

Changed:
<
<		 The school has no idea what our kids' scores mean. (This is the state's fault, not the school's. The new ELA test is a mess — even the score reports are a mess. Some kids got score reports with one score on one side, a different score on the flip side. The school at this point doubts the validity of either the test or the scoring or both — not sure.)
>
>		 Nor does the school have any idea what our kids' scores mean. This is the state's fault, not the school's. The new ELA test is a mess — even the score reports are a mess. Some kids got score reports with one score on one side, a different score on the flip side. At this point the school doubts the validity of either the test or the scoring or both — not sure.

We certainly have no idea what decline growth in our children's scores means. (Judging by the conversations I'm having, more than a few students seem to have experienced decline growth last year.)


 <<O>>  Difference Topic IowaTestOfBasicSkillsLogPage (r1.40 - 04 Dec 2006 - CatherineJohnson)

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 <<O>>  Difference Topic IowaTestOfBasicSkillsLogPage (r1.39 - 04 Dec 2006 - CatherineJohnson)

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 <<O>>  Difference Topic IowaTestOfBasicSkillsLogPage (r1.38 - 04 Dec 2006 - CatherineJohnson)

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 <<O>>  Difference Topic IowaTestOfBasicSkillsLogPage (r1.37 - 04 Dec 2006 - CatherineJohnson)

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Line: 6 to 6



Changed:
<
<		 I have now mentioned ad nauseum the fact that my district no longer gives any standardized tests that would provide actionable intelligence to parents or anyone else.
>
>		 I have now mentioned ad nauseum the fact that my district no longer gives standardized tests that would provide actionable intelligence to parents or anyone else.

We have no idea what our kids' scores mean.


 <<O>>  Difference Topic IowaTestOfBasicSkillsLogPage (r1.36 - 04 Dec 2006 - CatherineJohnson)

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Line: 147 to 147

  • mathematics problem solving and data interpretation MISSED: 3 out of 35 (91% correct)
Changed:
<
<
  • mathematics computation - hmmm... I've lost the score
>
>
  • mathematics computation - hmmm... he wasn't great on computation (back to KUMON?)

  • mathematics concepts and estimation MISSED: 14 out of 52 (73% correct)

 <<O>>  Difference Topic IowaTestOfBasicSkillsLogPage (r1.35 - 04 Dec 2006 - CatherineJohnson)

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Line: 145 to 145

My take is that Christopher is exactly where Ed keeps saying he is: his procedural skills aren't bad, but his comprehension is poor.

Added:
>
>
  • mathematics problem solving and data interpretation MISSED: 3 out of 35 (91% correct)

  • mathematics computation - hmmm... I've lost the score

  • mathematics concepts and estimation MISSED: 14 out of 52 (73% correct)




 <<O>>  Difference Topic IowaTestOfBasicSkillsLogPage (r1.34 - 04 Dec 2006 - CatherineJohnson)

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Line: 137 to 137

The schools here have tremendous teaching talent.

Changed:
<
<		 What they don't have is a decent curriculum and a focus on academic achievement.
>
>		 What they don't have is a decent curriculum and a focus on academic achievement.



Math was somewhat disheartening.

My take is that Christopher is exactly where Ed keeps saying he is: his procedural skills aren't bad, but his comprehension is poor.




 <<O>>  Difference Topic IowaTestOfBasicSkillsLogPage (r1.33 - 04 Dec 2006 - CatherineJohnson)

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Line: 127 to 127
what the middle school is doing right
Changed:
<
<		 The one terrific moment vis a vis our school happened when Christopher started to take the usage and expression test.
>
>		 The one terrific moment vis a vis our school happened when Christopher took the usage and expression test.

He looked at the first couple of questions and said, "Ms. K taught us all this stuff last year." (And she taught it in one semester, too.)


 <<O>>  Difference Topic IowaTestOfBasicSkillsLogPage (r1.32 - 04 Dec 2006 - CatherineJohnson)

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Line: 121 to 121

For the time being, I'm assuming Christopher is fine on reading comprehension. That scale had 46 questions; he missed 6.

Changed:
<
<		 We'll see.
>
>		 We'll see.



what the middle school is doing right

The one terrific moment vis a vis our school happened when Christopher started to take the usage and expression test.

He looked at the first couple of questions and said, "Ms. K taught us all this stuff last year." (And she taught it in one semester, too.)

He missed 3 out of 41

That's teaching.

The schools here have tremendous teaching talent.

What they don't have is a decent curriculum and a focus on academic achievement.




 <<O>>  Difference Topic IowaTestOfBasicSkillsLogPage (r1.31 - 04 Dec 2006 - CatherineJohnson)

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Line: 111 to 111
wow
Changed:
<
<		 The science test was so hard I could score it (informally score it — the tests are scored by computer after you return them).
>
>		 The science test was so hard I couldn't score it (informally score it, I mean — the tests are scored by computer after you return them).

The maps and diagrams test was impossible.


 <<O>>  Difference Topic IowaTestOfBasicSkillsLogPage (r1.30 - 04 Dec 2006 - CatherineJohnson)

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Line: 58 to 58
Of course, I can kind of see why the school might not like me getting my hands on the subscores for race.
Changed:
<
<		 Especially when you take a look at our local achievement gap in years gone by.
>
>		 Especially when you take a look at our local achievement gap in years gone by.

Irvington is no KIPP.



 <<O>>  Difference Topic IowaTestOfBasicSkillsLogPage (r1.29 - 04 Dec 2006 - CatherineJohnson)

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Line: 56 to 56


Changed:
<
<		 Of course, I can kinda see why the school might not like me getting my hands on the subscores for race.
>
>		 Of course, I can kind of see why the school might not like me getting my hands on the subscores for race.

Especially when you take a look at our local achievement gap in years gone by.


 <<O>>  Difference Topic IowaTestOfBasicSkillsLogPage (r1.28 - 04 Dec 2006 - CatherineJohnson)

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Line: 50 to 50
Anyway, the main reason I want the gender data is that if there is a large gap between boys and girls on the new ELA test, which I suspect there is, I would be inclined to write the test off.
Changed:
<
<		 However, since the school has opted to stonewall, I will carry on being upset about my son's decline growth in ELA scores, and I will carry on encouraging other parents of boys to be upset about their own son's decline growth in ELA scores.
>
>		 But since the school has opted to stonewall I will carry on being upset about my son's decline growth in ELA scores, and I will carry on encouraging other parents of boys to be upset about their son's decline growth in ELA scores, too.

Changed:
<
<		 This is why seasoned pols recognize stonewalling as the brilliant approach to damage control it so obviously is!
>
>		 This is why political consultants the world 'round recognize stonewalling as the brilliant form of damage control it so obviously is!



 <<O>>  Difference Topic IowaTestOfBasicSkillsLogPage (r1.27 - 04 Dec 2006 - CatherineJohnson)

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Line: 26 to 26

At some point they'll have to; it's the law.

Changed:
<
<		 At some point the state of New York will give the data to us — or, alternatively, at some point I'll put on my Girl Reporter cap and go out and get the things myself, then spray paint the data on the school wall right next to the posters about wife-beating.
>
>		 At some point the state of New York will give the data to us — or, alternatively, at some point I'll put on my Girl Reporter cap and go out and get the things myself, then spray paint it on the school wall right next to the posters about wife-beating.

WAIT!


 <<O>>  Difference Topic IowaTestOfBasicSkillsLogPage (r1.26 - 04 Dec 2006 - CatherineJohnson)

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Line: 16 to 16

But of course there's no way of knowing, because all data in Irvington goes straight to the Data Warehouse.

Changed:
<
<		 It's Top Secret!

Eyes only!

>
>		 It's Top Secret!



 <<O>>  Difference Topic IowaTestOfBasicSkillsLogPage (r1.25 - 04 Dec 2006 - CatherineJohnson)

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Line: 12 to 12

The school has no idea what our kids' scores mean. (This is the state's fault, not the school's. The new ELA test is a mess — even the score reports are a mess. Some kids got score reports with one score on one side, a different score on the flip side. The school at this point doubts the validity of either the test or the scoring or both — not sure.)

Changed:
<
<		 We certainly have no idea what decline growth in our children's scores means. (Judging by the conversations I'm having, there seems to have been a fair amount of decline growth last year.)
>
>		 We certainly have no idea what decline growth in our children's scores means. (Judging by the conversations I'm having, more than a few students seem to have experienced decline growth last year.)

But of course there's no way of knowing, because all data in Irvington goes straight to the Data Warehouse.


 <<O>>  Difference Topic IowaTestOfBasicSkillsLogPage (r1.24 - 04 Dec 2006 - CatherineJohnson)

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Line: 10 to 10

We have no idea what our kids' scores mean.

Changed:
<
<		 The school has no idea what our kids' scores mean. (This is the state's fault, not the schools. The new ELA test is a mess — even the score reports are a mess. Some kids got score reports with one score on one side, a different score on the flip side. The school at this point doubts the validity of either the test or the scoring or both — not sure.)
>
>		 The school has no idea what our kids' scores mean. (This is the state's fault, not the school's. The new ELA test is a mess — even the score reports are a mess. Some kids got score reports with one score on one side, a different score on the flip side. The school at this point doubts the validity of either the test or the scoring or both — not sure.)

We certainly have no idea what decline growth in our children's scores means. (Judging by the conversations I'm having, there seems to have been a fair amount of decline growth last year.)


 <<O>>  Difference Topic IowaTestOfBasicSkillsLogPage (r1.23 - 04 Dec 2006 - CatherineJohnson)

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Line: 10 to 10

We have no idea what our kids' scores mean.

Added:
>
>		 The school has no idea what our kids' scores mean. (This is the state's fault, not the schools. The new ELA test is a mess — even the score reports are a mess. Some kids got score reports with one score on one side, a different score on the flip side. The school at this point doubts the validity of either the test or the scoring or both — not sure.)

We certainly have no idea what decline growth in our children's scores means. (Judging by the conversations I'm having, there seems to have been a fair amount of decline growth last year.)

But of course there's no way of knowing, because all data in Irvington goes straight to the Data Warehouse.


 <<O>>  Difference Topic IowaTestOfBasicSkillsLogPage (r1.22 - 04 Dec 2006 - CatherineJohnson)

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Line: 6 to 6



Changed:
<
<		 I have now mentioned ad nauseum the fact that my district no longer gives students any standardized tests that would provide actionable intelligence to parents.
>
>		 I have now mentioned ad nauseum the fact that my district no longer gives any standardized tests that would provide actionable intelligence to parents or anyone else.

We have no idea what our kids' scores mean.


 <<O>>  Difference Topic IowaTestOfBasicSkillsLogPage (r1.21 - 04 Dec 2006 - CatherineJohnson)

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Line: 115 to 115

Everything else was doable.

Added:
>
>		 Ultimately I'll have scores on each separate scale that tell me where Christopher ranks in terms of his fellow-students throughout the country.

Added:
>
>		 For the time being, I'm assuming Christopher is fine on reading comprehension. That scale had 46 questions; he missed 6.

Added:
>
>		 We'll see.

Deleted:
<
<




MORE COMING






 <<O>>  Difference Topic IowaTestOfBasicSkillsLogPage (r1.20 - 04 Dec 2006 - CatherineJohnson)

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Line: 74 to 74

Changed:
<
<
>
>

The ITBS is one long test. About 6 hours worth; 13 separate tests.

  • vocabulary

  • reading comprehension

  • spelling

  • capitalization

  • punctuation

  • usage and expression

  • math concepts and estimation

  • math problem solving and data interpretation

  • math computation

  • social studies

  • science

  • maps and diagrams

  • reference materials


wow

The science test was so hard I could score it (informally score it — the tests are scored by computer after you return them).

The maps and diagrams test was impossible.

Everything else was doable.



 <<O>>  Difference Topic IowaTestOfBasicSkillsLogPage (r1.19 - 04 Dec 2006 - CatherineJohnson)

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Line: 70 to 70

Enter the ITBS, a test favored by E.D. Hirsch.

Added:
>
>		 You can order the ITBS from two places:


Line: 82 to 90


Added:
>
>		 * I know this thanks to Nick's Mama.



-- CatherineJohnson - 04 Dec 2006

 <<O>>  Difference Topic IowaTestOfBasicSkillsLogPage (r1.18 - 04 Dec 2006 - CatherineJohnson)

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Line: 68 to 68

Where exactly does Christopher stand?

Changed:
<
<		 Enter the ITBS, a test favored by E.D. Hirsch.
>
>		 Enter the ITBS, a test favored by E.D. Hirsch.


 <<O>>  Difference Topic IowaTestOfBasicSkillsLogPage (r1.17 - 04 Dec 2006 - CatherineJohnson)

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Line: 68 to 68

Where exactly does Christopher stand?

Changed:
<
<		 Enter the ITBS.
>
>		 Enter the ITBS, a test favored by E.D. Hirsch.


 <<O>>  Difference Topic IowaTestOfBasicSkillsLogPage (r1.16 - 04 Dec 2006 - CatherineJohnson)

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Line: 64 to 64
defensive testing
Added:
>
>		 The point is: I need information.

Where exactly does Christopher stand?

Enter the ITBS.



 <<O>>  Difference Topic IowaTestOfBasicSkillsLogPage (r1.15 - 04 Dec 2006 - CatherineJohnson)

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Line: 58 to 58
Of course, I can kinda see why the school might not like me getting my hands on the subscores for race.
Changed:
<
<		 Especially when you take a look at our local achievement gap in years gone by.
>
>		 Especially when you take a look at our local achievement gap in years gone by.



defensive testing

Added:
>
>



MORE COMING


 <<O>>  Difference Topic IowaTestOfBasicSkillsLogPage (r1.14 - 04 Dec 2006 - CatherineJohnson)

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Line: 58 to 58
Of course, I can kinda see why the school might not like me getting my hands on the subscores for race.
Added:
>
>		 Especially when you take a look at our local achievement gap in years gone by.


 <<O>>  Difference Topic IowaTestOfBasicSkillsLogPage (r1.13 - 04 Dec 2006 - CatherineJohnson)

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Line: 52 to 52

However, since the school has opted to stonewall, I will carry on being upset about my son's decline growth in ELA scores, and I will carry on encouraging other parents of boys to be upset about their own son's decline growth in ELA scores.

Changed:
<
<		 This is why seasoned pols recognize stonewalling as the brilliant management strategy it so obviously is!

>
>		 This is why seasoned pols recognize stonewalling as the brilliant approach to damage control it so obviously is!


Changed:
<
<
>
>		 Of course, I can kinda see why the school might not like me getting my hands on the subscores for race.


 <<O>>  Difference Topic IowaTestOfBasicSkillsLogPage (r1.12 - 04 Dec 2006 - CatherineJohnson)

META TOPICPARENT IowaTestOfBasicSkills
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Line: 48 to 48


Added:
>
>		 Anyway, the main reason I want the gender data is that if there is a large gap between boys and girls on the new ELA test, which I suspect there is, I would be inclined to write the test off.

However, since the school has opted to stonewall, I will carry on being upset about my son's decline growth in ELA scores, and I will carry on encouraging other parents of boys to be upset about their own son's decline growth in ELA scores.

This is why seasoned pols recognize stonewalling as the brilliant management strategy it so obviously is!



 <<O>>  Difference Topic IowaTestOfBasicSkillsLogPage (r1.11 - 04 Dec 2006 - CatherineJohnson)

META TOPICPARENT IowaTestOfBasicSkills
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Line: 44 to 44
OK, scratch that.
Changed:
<
<		 I will not be spray painting state test subscores on the middle school walls.
>
>		 I will not be spray painting state test subscores on the middle school walls.




 <<O>>  Difference Topic IowaTestOfBasicSkillsLogPage (r1.10 - 04 Dec 2006 - CatherineJohnson)

META TOPICPARENT IowaTestOfBasicSkills
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Line: 26 to 26

At some point they'll have to; it's the law.

Changed:
<
<		 At some point the state of New York will give the data to us — or, alternatively, at some point I'll put on my Girl Reporter cap and go out and get the things myself, then spray paint the data on the school wall right next to the posters about wife-beating.
>
>		 At some point the state of New York will give the data to us — or, alternatively, at some point I'll put on my Girl Reporter cap and go out and get the things myself, then spray paint the data on the school wall right next to the posters about wife-beating.

WAIT!


 <<O>>  Difference Topic IowaTestOfBasicSkillsLogPage (r1.9 - 04 Dec 2006 - CatherineJohnson)

META TOPICPARENT IowaTestOfBasicSkills
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Line: 26 to 26

At some point they'll have to; it's the law.

Changed:
<
<		 At some point the state of New York will give the data to us — or, alternatively, at some point I'll put on my Girl Reporter cap and go out and get the things myself, then spraypaint the data on the school wall right next to the posters about wife-beating.
>
>		 At some point the state of New York will give the data to us — or, alternatively, at some point I'll put on my Girl Reporter cap and go out and get the things myself, then spray paint the data on the school wall right next to the posters about wife-beating.

WAIT!

WAIT!

DID I SAY THAT!

DID I SAY SPRAY PAINT?

Surely not.


[pause]


OK, scratch that.

I will not be spray painting state test subscores on the middle school walls.