I don't always have space or time to get every item in the articles that are published in the paper, so here are a few items that are of interest that were brought up.

According to FUSD Educational Services Director Katy Hadley FUSD is preparing for the "testing window" which starts next week. This is a block of days based on when the school year begins and ends, usually about 85% of the way into the school year. This is laid out by the State Department of Education. Here is information on the tests and dates: http://www.cde.ca.gov/ta/tg/sa/1011testdates.asp
Hadley indicated that they expect several schools to make "safe harbor" this year, but there is also a 67% proficiency benchmark that schools will feel pressure to reach.

This can be a stressful time for students and families (and school staff) as the schools are assessed based on the scores. Some things that families can do to support students in being well prepared for the tests:

1. Review the letter that will be sent home. It will list dates and information about testing at that school.
2. Talk to students about the importance of the tests, both for themselves and for their school. This is the time to show what they know.
3. Answer any questions students have about testing. For first time test takers, (second grade) it can be a bit scary and they don't want to mess up. Making sure they know what happens during the test can help them be calm and focused. Talk to your teacher and/or principal if you have questions.
4. Have student get to bed early the night before.
5. Wake up in time to have a good breakfast and to not feel rushed.
6. All tests should take place before lunch, so don't schedule any doctors appointments or make other appointments for student on testing mornings (or afternoons for that matter, so they can focus)
7. Encourage students to do their best but find a balance. We don't want students to get so stressed about doing well that they are nervous and distracted.
8. Make sure the child wears comfortable clothing on test day.
9. Keep the family schedule simple around testing time. Maybe less on the daily calendar on test days, so the student can relax before and after testing.

What does your family do to prepare for testing?
Remember (good or bad) part of the score is test taking skills, teachers will cover this in the days leading up to the tests, but students will encounter many different kinds of tests during their educational career (and life for that matter) remind them that one day they'll probably take a drivers test, maybe the SATs to get into college, or law or medical school entrance exams. Developing good test taking skills, and finding what works for them can be helpful. Things like breathing exercises can help to relax some students.

At the School Board meeting last night (April 5) the importance of the testing environment was brought up. John Garnica suggested that the District notify all staff of testing days to ensure that no leaf blowers are being used within earshot of classrooms during testing times (I would hope that it's normal district practice to not use leaf blowers during any classroom instruction... I wonder what the cost of gas for leaf blowers is for the district? Oh dear going off on a tangent again) Mr. Garnica also spoke about covering cheating and being clear with staff that everything is "on the up and up". He referred to a recent article in USA Today (below) regarding irregularities in Washington DC.
Here is a link to the complete article: http://www.usatoday.com/news/education/2011-03-28-1Aschooltesting28_CV_N...

Here is an excerpt:
Standardized test scores improved dramatically. In 2006, only 10% of Noyes' students scored "proficient" or "advanced" in math on the standardized tests required by the federal No Child Left Behind law. Two years later, 58% achieved that level. The school showed similar gains in reading.

Because of the remarkable turnaround, the U.S. Department of Education named the school in northeast Washington a National Blue Ribbon School. Noyes was one of 264 public schools nationwide given that award in 2009.

Michelle Rhee, then chancellor of D.C. schools, took a special interest in Noyes. She touted the school, which now serves preschoolers through eighth-graders, as an example of how the sweeping changes she championed could transform even the lowest-performing Washington schools. Twice in three years, she rewarded Noyes' staff for boosting scores: In 2008 and again in 2010, each teacher won an $8,000 bonus, and the principal won $10,000.

A closer look at Noyes, however, raises questions about its test scores from 2006 to 2010. Its proficiency rates rose at a much faster rate than the average for D.C. schools. Then, in 2010, when scores dipped for most of the district's elementary schools, Noyes' proficiency rates fell further than average.

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