TUCKAHOE HIGH SCHOOL
Dr. Bart Linehan
Johanna Tramantano
June, 2014
Math
}  Geometry- Amsco SAT Exercises integrated in lessons and
homework packets
}  Algebra 1B/Geometry- Practice SAT questions provided in
instruction
}  Algebra 2/Trig- PSAT post test review, practice SAT questions,
reviewed in extra help
}  Pre-Calculus- Review of SAT and PSAT topics at beginning of year.
Utilize Method Test Prep
}  AP Calculus- SAT questions reviewed with course
}  Consumer Math- Practice SAT exam given
}  Intermediate Algebra- Reviewed the Princeton Review practice
exam before SAT
}  Introduced Castle Learning Packets for summer skill maintenance/
knowledge enhancement
ELA
}  Teaching Vocabulary in Context in line with SAT
}  Honors classes cycle through four SATs by year-end
}  Castle Learning Method Test Prep Practice SAT integrated in
lessons
}  Summer Vocabulary Project – 700 SAT words by grade level
}  Literature Vocabulary and instruction reflected in SAT format
}  Practice high level multiple choice test questions similar to SATs
multiple choice questions
}  Scaffold SAT instruction for Regents classes
}  SAT mini lessons conducted
}  Review of Sample SAT essays
}  Writing instruction parallels SAT questions
Comprised of various stakeholders: Parents,
Board of Ed Members, and Administration.
}  Meetings held throughout the year
}  Reviewed data on student SAT performance
from multiple perspectives and cohorts to
determine trends and drive discussion.
}  Analyzed current SAT format in depth
}  Initiated a review of the preliminary revisions
pertaining to the new SAT format.
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24% of our graduates in 2012 and 2013 received Advanced Regents
with Honors diplomas; 40% an Advanced Regents diplomas
Advanced Regents with Honors Students average over 1825; while
Advanced Regents students averaged over 1500
Increased rigor, SAT Prep and SAT Curricula implemented have led to
a 70 point increase from 2012 to 2014
Regents Diploma students (30%) averaged below 1300
Past recruitment of community college-bound students to take the
SAT have impacted average scores. Continue an individual approach
with guidance with regard to college entrance exams and what is in
the student’s best interest.
Tuckahoe School District not different from National SAT trends
regarding socio-economic data, ethnicity and special education
students.
Students from TMS/Cottle now outperforming new entry students
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Class
Class
Class
Class
of
of
of
of
2011
2012
2013
2014
15%
13%
14%
11%
arrived
arrived
arrived
arrived
Grade
Grade
Grade
Grade
8
8
8
8
or
or
or
or
later
later
later
later
Average SAT Score for Students with GPA of 85% Plus:
}  2014:
1701
2012:
1581
}  2013:
1681
2011:
1667
:
+66
+65
-148
-92
SAT remains in current format until 2016
Administration:
}  Communicate SAT-ACT Student Improvement opportunities
}  Summer Newsletter from Administration
}  Links to plans, strategies and practice questions/exams for
critical reading
Math Department
}  On-Line Math Packet with Regents and current SAT type
questions
}  Practice SAT - Method Test Prep
ELA Department
}  700 SAT vocabulary words
}  Summer Reading
}  Practice SAT – Method Test Prep
AP Program
}  AP Summer course preparation materials
QUIZLET 100 GREEK AND LATIN WORD ROOTS
}  METHOD TEST PREP
}  COLLEGE ADMISSIONS PLAYBOOK by VARSITY
TUTORS, U.S. NEWS & WORLD REPORT
}  SAT PREP COURSE THROUGH BEPT TEACHER
CENTER
}  https://www.khanacademy.org/test-prep/sat
}  CLICK HERE TO CREATE YOUR SAT STUDY
PLAN THROUGH THE COLLEGE BOARD
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Performance Analysis
PSAT Compared to March/May SAT:
Course
Option 1 PR
Option 2 JS March
Option 3 JS May
PSAT October 2013
PSAT 1492 PSAT 1591
PSAT 1458
SAT March/May 2014
Increase
1578
6%
1727
9%
1619
11%
Practice SAT in October Compared to March/May SAT:
Option 1: (PR)Of the 24 students enrolled 10 students took the actual SAT and
showed an average score improvement of 267.5.
Option 2: (JS/March) geared toward the March SAT showed an average score
improvement of 216 points.
Option 3: (JS/May)showed an average score improvement of 252 points.
300
200
100
0
Princeton Review Jumstart Option 2 Jumpstart Option
Option 1
3
JumpStart Average Response Rate:
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How would you rate the instructor? 4.57
Did you find the information you learned in this class helpful in taking the
SAT? 4.29
Were the materials provided helpful? 4.57
Were the strategies taught helpful for the exam? 4.29
Princeton Review Average Response Rate:
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How would you rate the instructor? 3.1
Did you find the information you learned in this class helpful in taking the
SAT? 3.55
Were the materials provided helpful? 3.95
Were the strategies taught helpful for the exam? 4.05
Question 6: Were strategies taught useful?
Question 5: Materials provided useful?
Question 4: Info in class helpful?
Question 3: Rate instructor scale 1-5
0
0.5
Series2
1
1.5
Series1
2
2.5
3
3.5
4
4.5
5
Generally speaking, based upon students who
took JumpStart, those students possessed a higher academic
base before the program began and still demonstrated a
marked increase versus Princeton Review.
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However, a number of the students who enrolled in
Princeton Review tended to be less academically inclined
and therefore had a greater opportunity for improvement.
In reviewing the data of the ten students who took the
actual SAT exam in the Princeton Review course, those
students did show enhanced outcomes.
Recommendation: Continue both programs
Thank you to the Generoso Pope Foundation and the
Tuckahoe School Foundation for their genorosity
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Increasing rigor K-12 ensuring curricular and instructional
alignment especially in ELA and math through the
continued implementation of the Common Core. Higher
SAT scores are expected due to the alignment of the new
SAT (2016) with the Common Core.
Evaluate on going curricular initiatives with new SAT and
ACT .
Keep staff updated on the college assessment changes.
Evaluate technology advancements with regard to student
learning and performance on college admissions exams.
Examine use of chrome books and other technologies as a
potential enhancements in college prep. Exams.
Monitor inter-disciplinary initiatives with regard to college
and state assessments.
Continue SAT Prep Course initiatives.
}  Increase Task Force participation.
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