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Data that could be helpful to teachers would be a list of students who are in the yellow/red areas so we can provide additional support. Also providing data on the areas/types of questions on the test that students struggle with the most so we can focus on those specific skills.

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There are new laws that require students who are not ID but are part of the ID program are now required to take SAT/PSAT instead of DLM.

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There are new laws that require students who are not ID but are part of the ID program are now required to take SAT/PSAT instead of DLM.

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If the SAT is measuring success for college courses, as a student, if I do not want to go to college, why would I care about how I do on this test?

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If the SAT is measuring success for college courses, as a student, if I do not want to go to college, why would I care about how I do on this test?

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I agree that the data from DMS is most important.  How can we get this data?  Seems that it shouldn't be that hard.  Also, what is happening in our junior and senior years that is causing such a huge dip in the scores?

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I agree that the data from DMS is most important.  How can we get this data?  Seems that it shouldn't be that hard.  Also, what is happening in our junior and senior years that is causing such a huge dip in the scores?

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With so low percentages of meeting/exceeding benchmarks, but our students approach the college board averages, we have very high and very low scores. How has the elimination of general level courses prevented service to these low performing students?

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With so low percentages of meeting/exceeding benchmarks, but our students approach the college board averages, we have very high and very low scores. How has the elimination of general level courses prevented service to these low performing students?

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Why aren't we offering extra support classes to boost performance in core subjects?

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Why aren't we offering extra support classes to boost performance in core subjects?

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What is the distribution of scores? As we have less students meeting the benchmark, how many are near the benchmark: Are out students making progress but not the same rate that the college board expects.

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Why isn't science important in these benchmarks?  Is it just assumed you can do "it" if you can meet the math and english scores?

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Why isn't science important in these benchmarks?  Is it just assumed you can do "it" if you can meet the math and english scores?

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Why are so many of our students not meeting the math benchmark?  

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Why are so many of our students not meeting the math benchmark?  

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At a school with so many EL students, it would seem EBRW would be more difficult to master.  What math skills are they struggling with?  Do they have deficits coming from elementary/ middle school?

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The benchmark from freshman to sophomore year increases by 20 points, but from sophomore year to junior year by 30 points. If it is not consistent growth in the benchmark, there will be variances in the percentages from one year to the next.

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The benchmark from freshman to sophomore year increases by 20 points, but from sophomore year to junior year by 30 points. If it is not consistent growth in the benchmark, there will be variances in the percentages from one year to the next.

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Juniors and Seniors are not required to take a science course. Does this contribute to the drop in Junior & Senior scores? If they peak as soph, is that because of science?

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What I am most curious about is the correlation between each test.  In addition, I would be most curious about how we can bring our building together to under common goals to teach in all classes to help make SAT skills cross the curriculum. It is not the job of one department or one group of people to get students ready for standardized testing. We should all be talking to our students about what we can do. 

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What I am most curious about is the correlation between each test.  In addition, I would be most curious about how we can bring our building together to under common goals to teach in all classes to help make SAT skills cross the curriculum. It is not the job of one department or one group of people to get students ready for standardized testing. We should all be talking to our students about what we can do. 

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The absence of the DMS data is a huge gaff.  These students are some of our highest scorers on standardized tests.  To not be willing to find those results presents a completely inaccurate representation of our numbers and scores.  There were 326 8th graders at DMS last year.  (and I got that data sitting here in this meeting. Took 60 seconds.)Would it have really been overwhelming to cross reference those students with current enrolled freshman to find out their scores?  Especially when they absolutely would have given us a better idea of actual numbers and they absolutely would have been more positive.

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Might reducing the number of tests our kids take lead to less "burn-out" and more valid scores?

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Might reducing the number of tests our kids take lead to less "burn-out" and more valid scores?

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If the statewide benchmark is continuously increasing, how do we keep students and teachers alike from the frustration of unattainable perfection?

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How do we know what is causing the drop in scores? To what can we confidently attribute it?