The transition is upon me. 'Tis time to start moving into school-mode and away from summer-mode, even IF the garden hasn't cooperated very much with me due to the late Spring this year.
The beans are JUST starting to produce; I can predict needing to pick and preserve them on Wednesday; the very day I need to head back full-time to school. *sigh*. The tomatoes are just starting to turn; they will easily need another 2 weeks, I think. The cucumbers are in full swing. The peas are done. The corn -- well, there's a small story there, but I think another week is needed for the 6 rows of the "good stuff" to be ready. A different 6 rows we planted has been ready a few days ago, but..... we be thinkin' it's not that great :( The seed is called "Northern Sweet", but..... it ain't very sweet, folks! We are actually wondering if it's 'field corn.' SO, we're leaving those rows alone, and lettin' 'em dry up. The plan: give it to the chickens once it dries. Potatoes and onions are always Paul's babies, and so I'll let him plan his schedule there. I think that's about it. We have carrots and peppers and a few other odds-n-ends, but we mainly use them to make vegetable juice with the tomatoes.
Therefore, since the garden hasn't needed me daily, and .....
... after seeing my AP-Statistics scores from my students' May tests.....
it's clear I need to put some time into some curriculum! The scores are not good. And, I am taking those scores heavily to heart. Were they really that under-prepared??? The more and more I think about the whole situation (which I have done LOTS of the last couple of nights when I should have been sleeping), I end up having more questions that answers.
I have researched updated materials; truthfully, the materials I currently have are not extremely teacher-friendly -- I don't even have a teacher's manual! They were handed over to me when I took over teaching plain-'ol statistics three years ago having gone untouched and unused since 1999, and I kept them last year for my first year of AP-Statistics. The updated version looks AMAZING with tips and tricks to help students overcome common errors. etc, etc, etc. It seems that I have support from the administration, so tomorrow, my first task will be to contact the Sales Rep to get the ball rolling. Meanwhile, KNOWING that I'll need to focus MOST of my time this school-year on AP-Statistics, I wanted to get as much curriculum mapping done as possible in my other courses, Math 7Reg, Math 7Adv, Math 8, and Algebra 8. Eight hours Friday, 12 hours yesterday.... and I have three more units of Math 8 to go, and all of Algebra 8 (ALSO a new text resource this year!).
Friday night was the worst night I've had in a long time, having just found out the AP test scores that afternoon. The anxiety of the potential consequences of those scores took over, and I turned into an emotional basketcase. With so much focus and hype now-a-days about student scores affecting teacher evaluations... .. yeah... definitely a cause for anxiety!
Of course, I could fall into "well, other veteran AP teachers have been commenting since the scores have been published that they are much lower than normal," but... still. That won't cut the mustard on an evaluation.
So, I'm going to be ready to expect to be called into a meeting with the 'big bad administration.' But I won't know what of much to say. Again, I have more questions than answers too. The kids came out of the testing room saying I had "over prepared them," so obviously, they felt they were confident and prepared. **sigh**
I don't like feeling like I failed them, but how else can I feel?
I wish I could see their tests to know where their weaknesses were...