Guest blogger- Counseling corner-:Test-taking strategies part 3

After the Test

When you receive your test paper, go over it to determine areas of strength and weakness in your test-taking skills. If you have done poorly, learn from your mistakes! Always analyze your tests to determine how you can improve future test results.

Analyze your tests 

You can help yourself to perform better on tests by analyzing your strengths and weaknesses as a test-taker. Download a copy of the form that follows, then follow the directions below. This process should help you to determine how you can improve in the way you prepare for and take tests.

Directions:

1.    Complete the top portion of the form. Be as specific and honest as possible in describing the way you studied (or didn't study).

2.    Under questions missed, write in the numbers of the actual test questions that were incorrect on your test. If you missed questions 5, 8, 13, and 29, those are the numbers you should write in that column.

3.    Now go across the rows of the chart. For example, if you got #5 wrong, determine:

o       How many points were taken off? 

o       What kind of question or problem was it?

o       What do you think was the reason that you got it wrong?

4.    Look for patterns. Ask:

o       What kinds of questions did you have the most difficulty with?

o       Which questions were worth the most points? 

o       What can you do to improve on your next test?

o       How can make sure you get more of the high value questions correct next time?

5.    Ask yourself what you still don't understand about the test or test question(s) that you answered incorrectly. 

o       Did you have difficulty understanding the instructor's comments? 

o       Write down any questions that you need to ask your instructor. 

o       If you have questions for the professor, or want to clarify how you can improve in your next test, make an appointment to discuss these issues.

6.    Make a list of the things that you need to do to be more successful in your next test. Ask questions like:

o       How can I make sure I understand the material?

o       Do I need to manage my time better so I can spend more time studying? 

o       How can I determine what is important to study?

o       How should I prepare for the test?

o       What strategies should I use while taking the test?

7.    Look at tests from other courses and see if there is a pattern. What can you learn from your successes and failures?

8.    If you see that you have difficulty with a particular kind of test question, such as essay questions, or you want to learn more about test taking strategies, ask your teacher or counselor for help.

Course: _______________________________________ Date of exam: ___________ Predicted grade: __________ Actual grade: __________ % of total grade: _________ Relevant details of the study process: (# of days/time spent studying, special methods used, etc.) _______________________________________________________________________ _______________________________________________________________________
Question Profile			Reason that Answer was Incorrect
Question Missed	Points Lost	Type of Question*	Careless-ness	Material Unfamiliar	Mis-interpreted	Not Complete

*	MC = multiple choice MA = Matching	T/F = True/False ESS = Essay	COM = completion
You may want to use other categories, i.e. for math: calculation, word problem, formula, etc.

Book Fair is coming!!!! November 19-21, 2013

Once again students at Kenilworth are preparing to host the 2nd annual book fair, taking place from November 19th through the 21st. The store will be open everyday during school breaks, lunch and 1 day to shop after school on November 21st from 2:30 to 6:30pm. Everyone is welcome!  Help us encourage students to read everyday and foster a love for books.  The profits made from the book fair are used to buy more reading books for Kenilworth classrooms.

Special instructions:  Please send your student with cash, credit card, or checks made out to

scholastic on the days of the book fair.   

Let’s get kids reading!!!!!!!   Thank you.

Guest blogger- Counseling corner-:Test-taking strategies part 2

Some tips for "what to do during a test":

During the Test

1.    Get to the test site early so you can select a seat, organize your materials, and get relaxed. Be prepared with pencils, paper, calculator, books (if appropriate), etc.

2.    Get the big picture. Survey the entire test before you answer any questions. This will help you to get an overview of what's expected and to strategize how you will take the test. 

3.    Take a few deep breaths and to relax tense muscles. Repeat throughout the test. This process will help you to stay relaxed and to make more energy available for remembering, thinking, and writing. 

4.    Read directions carefully. Ask questions if you don't understand or need clarification.

5.    Do a quick "mind dump" of information you don't want to forget. Write it down on scrap paper or in the margin.

6.    Answer the easiest questions first, to help yourself calm down. Matching questions are often good to start with because they provide a reminder of important terms and definitions.

7.    Use good strategies for answering multiple choice and other objective questions.

o       Look for the central idea of each question. What is the main point?

o       Statements that begin with always, never, none, except, most, or least-are probably NOT the answer . Underline these or other key words if you are allowed to write on the test paper.

o       Try to supply your own answer before choosing an alternative listed on the test.

o       Mark an answer for every question.

o       If you have to guess:

§        The length of choices can be a clue. Choose the longest.

§        If two choices are similar, choose neither.

§        If two choices are opposites, choose one of them.

§        The most general alternative is usually the right answer.

8.    When answering essay questions, remember that the objective is to demonstrate how well you can explain and support an idea, not just what you know. Keep the following in mind:

o       Read over all the essay questions before you start to write. Underline key words like define, compare, explain, etc. 

o       Think before you write. Remember, a good answer:

§        Starts with a direct response to the question.

§        Mentions the topics or areas described in the question. 

§        Provides specific as well as general information.

§        Uses the technical vocabulary of the course.

o       Then map or outline the main points you want to make, determine the order in which you want to write your points, determine the support you want to add, then write.

o       Write legibly. Leave some space so you can add to your answer, later.

o       Proofread your essay. Check for grammar, punctuation, spelling, etc. This often adds points!

9.    When problem solving, ask yourself:

o       What am I being asked to find?

o       What do I need to know in order to find the answer?

o       What information has been provided that will help me to find the answer?

o       How can I break the problem down into parts? What steps should I follow to solve the problem?

o       Does the answer make sense? Does it cover the whole problem? 

10. Keep an eye on the clock. Make sure you'll have time to complete the test sections with the highest value, if not the entire test.

Guest blogger- Counseling corner-:Test-taking strategies

Some tips for before your student takes a test

1.    Stay up-to-date on assignments. Learn material and review as you go along. 

2.    Make sure you understand the information as you are learning it. That way, you won't have to "re-learn" it OR have to "cram" a great deal of information at one time.

3.    Read and study information in meaningful chunks (by chapters or units) so that you'll be able to "file" and "retrieve" information easily.

4.    At the end of each chapter or unit, identify the information that was most important. Make up "flash cards" on this information that you can easily carry and use for study on a regular basis.

5.    Analyze past tests to determine how you can improve test results.

6.    Get the big picture. Ask the instructor about the test. Find out what information will be stressed and the kinds of questions that will be asked. Then go over your text and lecture notes to develop a study strategy. Map or outline the course contents if you haven't done so previously.

7.    Before a test or exam, break study sessions into manageable time segments and meaningful units. You'll remember more if you study for short periods of time (45 minutes to 1 hour) and over a longer period of time (1-2 weeks) than if you cram all your study into a "binge" session the night before the test.

8.    Practice answering essay questions BEFORE the test. Use cognitive questions at all levels to assure learning and ability to answer essay questions. For example: How would you describe, compare/contrast, predict, classify, apply, evaluate, prioritize, etc?

9.    Use mnemonic techniques to memorize lists, definitions, and other specific kinds of information.

10.Form a study group with other students in your class to discuss and quiz each other on important material. This will add other perspectives and help to "complete" your study if you tend to be either a "detailed" or "big-picture" learner. 

11.Maintain healthy living habits. Get a good night's sleep before the test.

It's NANOWRIMO time for 8th graders....

Dear Parents and Family Members,

Starting this week, your astudent will be taking part—with classmates and over 300,000 writers around the world—in National Novel Writing Month (NaNoWriMo). It's a fun, innovative creative writing event where the challenge is to complete an entire novel by November 30.

Novelists begin writing this week and must finish by midnight, November 30. The goal for NaNoWriMo's adult program is 50,000 words, but your student will be participating through the Young Writers Program—which allows students 17-and-under to set reasonable, yet challenging, individual word-count goals.

NaNoWriMo will require your child or teen to write as frequently as possible. Especially with your reinforcement, this hard work deepens student investment in the process (and their finished products). At the end of November, educators and participants also report improved self-confidence, creative writing skills, overall writing skills, and time management.

Your student's class will be using the online components of the Young Writers Program, you may want to review this step-by-step guide. MANY TEACHERS WILL HAVE THEIR CLASSROOM OPEN TO ALLOW EXTRA TIME FOR WRITING. Participants have individual profile spaces, plus access to forums and a private messaging system. These site features are not public, and can be viewed only by other young writers. In addition, all are monitored by our staff for inappropriate content.

We're proud to welcome your child or teen as a participant in NaNoWriMo! If you have any questions, please feel free to contact their English Teacher.

Every year I attempt to write a novel.  So, I'll be joining the students.  Good luck to all!

Ms. Dunnagan

Common Core Standards and student minimum day, October 17!

On October 17 the students have a minimum day so teachers can continue to prepare, build, develop and learn about the common core.  Here is some information for parents. 

The Common Core State Standards and Parents and Guardians

The Common Core State Standards (CCSS) provide a practical way to prepare children for the challenges of a constantly changing world – by learning step-by-step the real-world skills they need for career and college.

Despite the state’s budget problems, California must move forward now so that all children – no matter where they come from or where they live – receive a world-class education that’s consistent from school to school, and graduate ready to contribute to the future of our state and our country.

California is putting these standards to work, using them as the foundation for remodeling our education system. The standards keep the best of what we have, but replace outdated ways of learning with a clear focus on the key knowledge and skills students need, and provide teachers the time to teach them well.

Like an orchestra learning a challenging new symphony, bringing these standards to life in our schools will take time and energy, and the costs must be managed over time. These standards provide every part of our education system the same sheet music – with the clear goals of career and college readiness for all. And we all have a part to play.

Preparing Students for Career and College

Goal – all students graduating from our public school system as life- long learners will have the skills and knowledge necessary to assume their positions in the 21st century global economy.

§       The new standards are designed to be relevant in the real world, reflecting the knowledge and skills students need for success in both higher education and career.

§       Our communities will be stronger if students graduate with the skills and knowledge needed in today’s job market.

Will There Be New Tests for the New Standards?

Yes, California is a governing member of the SMARTER Balanced Assessment Consortium (SBAC). The consortium is developing new tests that will measure student progress toward career and college readiness. You may learn more about the new tests and California’s participation in the SBAC at http://www.cde.ca.gov/ta/tg/sa/smarterbalanced.asp.

California’s CCSS Implementation Plan

The Common Core State Standards Systems Implementation Plan for California is a living document approved by the State Board of Education in March 2012. The plan, available at http://www.cde.ca.gov/re/cc/, identifies the major phases and activities involved in implementing the CCSS and serves as the blueprint for remodeling the education system to support student success in career and college.

Transitioning to the CCSS: What Parents and Guardians Can Do Now

Parents and guardians are crucial partners in laying the groundwork for a smooth transition to the new standards. Parents and guardians can:

§       Learn about the CCSS and the district’s transition plan.

§       Talk to the principal about the school’s plans for the transition to learn what will be different about these new standards and what will remain the same for children.

§       Attend a board and/or community meeting to discuss district goals and timelines.

§       Meet with your child’s teacher to discuss what your child will be learning over the coming year and how classroom instruction will shift to align to the CCSS.

§       Play an active role in your child’s education at home. If you notice your child is struggling in a certain area, consult with his or her teacher to identify strategies and resources that might be helpful.

§       Educate other parents about the transition to the CCSS.

§       Explore opportunities to become actively involved in the Common Core transition through your state and local Parent-Teacher Association (PTA) or Parent Teacher Organization (PTO).

Resources for Parents and Guardians

The following Web resources provide the most current information from the California Department of Education (CDE) Web Site and are continuously updated. The first reference is the main CDE CCSS Web Page which includes the Common Core State Standards Systems Implementation Plan for California, the Significant Milestones Timeline, and a “Learn More” section that provides additional links to audience specific information. 

California Department of Education CCSS Web Page: http://www.cde.ca.gov/re/cc/ (select “Students/Parents” tab)

SMARTER Balanced Assessment Consortium Information:

http://www.cde.ca.gov/ta/tg/sa/smarterbalanced.asp

K-8 California's Common Core Standards Parent Handbook:

http://www.ccsesa.org/sysadmin/documents/CCSParentHandbook_020411.doc
This handbook, created by the California County Superintendents Educational Services Association (CCSESA) in consultation with the California State PTA, gives parents an introduction to California's CCSS and a summary of what students are expected to learn as they advance from kindergarten through grade eight.

 adapted from California Department of Education, 11/12

The Counselor's Corner, Issue 1

A message from the counselors:

The Counselor’s Corner

Welcome to the Counselor’s Corner. Middle school can be a time of struggle for both parents and students, and we want to offer as much support as we can. This column will feature frequently asked questions, guidance through these tumultuous years and information on coming events. As much as these years can be difficult, they can also be delightful and full of growth. We look forward to helping you through this process.

A River Runs through Kenilworth

There is a river analogy for parenting and setting boundaries. Your child is the river and you are the banks. If the banks are too restrictive, then the water is dammed and will run over into rebellion. If the banks are too lenient, the water has no direction and will flow into chaos. It is the banks that tolerate and adjust with the river’s ebb and flow that allow the waters to run smoothly. What does this mean? Set strong boundaries for your child, but be aware of their growing need for independence. Some of the following suggestions
may help.

• Maintain consistency – If it hasn't already happened, testing boundaries will soon begin. We all understand the desire to give in to the whining, tantrums, yells and “whatever,” but resist the temptation. Adolescents need strong, clear boundaries now more than ever. Don’t believe the line, “You’re the only parent that restricts (fill in the blank).”
• Set rules – Set as few rules as possible, but those you choose to set, stick with them. Be consistent and firm. Involve them in the decision about how to enforce the rules, but remember that you have to be the enforcer.
• Be prepared for change – We all notice the physical changes in our adolescent children, but they are also changing mentally and emotionally. Expect further or new disorganization, forgetfulness, emotional outbursts, exploring new territories and anxiousness for independence. Expect constant changes.
• Be aware of their fears – While they may not always express their concerns or even talk to you, they are experiencing self-doubt and fear daily. Not only is this a time of transition, six classes, new school, six teachers, new friends, but they are also in the trenches of social development. They wonder how others will accept them, what their role is, who they are, what if they aren't smart enough, etc., etc. Soothe and console them with positive affirmations.
• Don’t go it alone – We have around 900 students at Kenilworth and just as many parents. Use each other as a support. Talk and share what is happening with your children. If your child is going over to someone else’s house, call that parent and find out about their rules. Have your child get numbers of others in the class to use as homework buddies. If your adolescent says, “I don’t have homework,” call over to the buddies house to check for accuracy and clarification. The more we all work as a team, the more our students will succeed. Parenting can be incredibly difficult, but immensely rewarding. The above tips are to help in making the parenting river a smoother ride for everyone. 

If you have any questions, suggestions or feedback for the Counseling Staff
please e-mail us at cruzick@petk12.org or ewestcott@petk12.org

The above information was adapted from “Moving Right Along: Ways Parents Can Help Children Succeed in the Middle Grades.” The Parent Institute, 2002.