In terms of standardized assessments, the Iowa Tests of Basic Skills (ITBS) are rather important. The ITBS, which assesses students' abilities in vocabulary, reading comprehension, mathematics, social studies, science and other academic areas, helps educators understand how well test takers are performing in the classroom.
Beyond informing instruction and curricular decisions, students' performance on the ITBS also plays a role in how schools are perceived under the No Child Left Behind Act of 2001 (NCLB). For this reason, the teachers at many institutions look for ways to improve students' ITBS scores. Here are just two examples of how educators are taking action:
School district raises scores through collaboration
Officials from Iowa's Essex Community School District cite collaboration as one of the main reasons why students from its elementary, middle and high schools managed to stay off NCLB's lists for institutions that need to be watched or are in need of assistance, The Valley News reported. Principal Rob Brecht told the news source that students, their parents, Essex faculty and staff all realized the importance of the ITBS and worked together to boost scores on the assessments.
"If you don't do well, I don't think you want to make an excuse, I think you just want to learn from where you're weak and come up with a plan to attack," Brecht said.
There was a time very recently when the School District was in trouble. During the 2010-2011 academic year, Essex was on the watch list for reading. The following school year, District educators took action and their efforts were apparent based on strong performance in multiple grades. Brecht played a significant role in improving pupils' scores through a method that involved accountability, motivation, curriculum and timing. Everyone from parents to teachers were asked to set goals for students, who themselves were given their own reasons to work hard.
Combined classrooms lead to strong ITBS performance
In another Iowa school district, educators at Waterville Elementary are seeing positive academic results based on the decision to combine classrooms, the Waukon Standard reported. While the idea of combining classes may not be popular from the point of view of some parents and teachers, Waterville Principal Joe Griffith told the news outlet it has worked so far, with ITBS performance remaining strong.
"The current model is proving to be very effective," Griffith said. "We are far more efficient as well. We are better able to serve all the kids, especially those with special needs. By educating them together we are better able to think outside the box."
No comments yet.