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Vendor : Certification-Board
Exam Code : STAAR
Exam Name : State of Texas Assessments ofAcademic Readiness
Questions and Answers : 217 Q & A
Updated On : May 23, 2018
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STAAR State of Texas Assessments ofAcademic Readiness

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Certification-Board State of Texas

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Texas Reassesses no matter if Superintendents want schooling adventure | real questions with brain dumps

by means of Kiah Collier

The State Board of training on Wednesday rejected a rule alternate that would have allowed school boards to rent any person they desired as superintendent — notwithstanding the candidate had no public schooling experience — as long as they'd some type of submit-baccalaureate diploma and meant to pursue superintendent certification.

but the 15-member elected board still appears poised to drop a existing requirement that might-be school district chiefs have classroom instructing journey. it really is something representatives from several trainer corporations stated Wednesday became important to with ease working a school district.

The proposed rule alternate the board rejected on Wednesday, which turned into accredited last month by using the State Board for Educator Certification, contained two add-ons.

One would have allowed individuals in the hunt for superintendent certification to change three years of managerial experience in a public college district for a essential certificates, which requires two years of school room event. That ability someone who had spent three years in an administrative position like chief monetary officer could achieve superintendent certification.

The second, extra controversial part of the rule alternate would have allowed any person to develop into a superintendent with out a principal certificates or managerial experience — as a minimum for a 3-year probationary length — if a college board employed them, they had a grasp’s, legislations or medical diploma, and they planned to pursue superintendent certification.

while the board rejected both accessories Wednesday, the movement it approved in a preliminary 10-5 vote requested the educator certification board, which oversees the educating career in the state, to drop the 2nd element of the rule alternate and ship returned the primary.

If accredited, would-be superintendents no longer would need to have teaching event.

that could be an important mistake, representatives from agencies just like the Texas Chapter of the American Federation of lecturers and the Texas association of expert Educators told the board Wednesday.

other teacher and school agencies, including the Texas affiliation of school administrators and the Texas classroom lecturers affiliation, noted they didn’t oppose swapping the important certificates requirement for managerial event. but they referred to they weren’t comfy dropping all necessities for school room event.

The Texas affiliation of faculty Boards — which is commonly in alignment with teacher and school companies — emerged as an outlier Wednesday, with lobbyist Grover Campbell urging the board to settle for the rule trade in its entirety. He noted it will extend the pool of excellent superintendent applicants, and he painted it as a controversy of local manage and accountability.

other proponents of the guideline trade, including an assistant superintendent at the Deer Park college district close Houston, rejected the proposal that superintendents may still have teaching journey, announcing they are purported to function as CEOs. Pete Pape, who also serves on the Goose Creek college board, referred to he became accepted enough with the "economic, political and academic" considerations required to perform neatly as superintendent, which he described as a private career intention.

however Monty Exeter, a lobbyist for the Texas affiliation of professional Educators, observed superintendents make excess of financial selections — additionally enjoying a key position in crafting education coverage — and want to have direct adventure with college students.

most of the training community representatives stated Wednesday that the state already has a waiver manner that makes it possible for faculty boards to ask the state for permission to hire so-called "non-natural" candidates, a request a Texas schooling company staffer couldn't bear in mind ever being denied. Six current superintendents had been employed below that manner, referred to Tim Regal, adding that just about forty have secured such waivers within the closing decade.

schooling company group of workers — with enter from the educator certification board — helped devise the rejected rule trade, a made from a periodic overview of such policies that happens every 4 years.

Regal defined Wednesday that there are certified candidates who are practically barred from ever being hired as superintendents until they cozy a fundamental certificates, forcing them to repeatedly are trying to find waivers. the rule alternate — later improved by using the educator certification board to consist of the greater controversial second component — changed into designed in part to destroy that cycle, he noted.

As for the 2d part, educator certification board participants described it remaining month as a pathway for school districts to employ wise enterprise leaders who may also increase fiscal efficiency.

"You focus on Michael Dell, you focus on bill Gates," noted one certification board member, Leon Lean, who was on the successful aspect of a split 6-4 vote to approve the supply. "They didn't even finish college. They won't have degrees. however I assure you any district within the state of Texas would soar on these guys in a heartbeat."

State Board of schooling members had been greater skeptical Wednesday. One member — Republican Pat Hardy of citadel worth — mentioned the necessities to become a superintendent may still be greater strict, now not less. an extra — Republican Thomas Ratliff of Mount satisfying, who's the board's vice president — cited that, in contrast to lecturers, there is not any scarcity of school administrators.

The board will take a remaining vote on the rule of thumb alternate on Friday.

Vetoing a rule exchange proposed with the aid of the educator certification board is very rare. The last time that took place changed into more than a year ago, when the board asked the state to reconsider elevating the minimal college GPA vital for prospective educators to enter certification courses.

Disclosure: The Texas association of knowledgeable Educators, the Texas affiliation of college directors, the Texas school room academics association and the Texas association of faculty Boards are company sponsors of The Texas Tribune. 

New Texas legal guidelines go into effect Monday | real questions with brain dumps

more than a yr after state lawmakers wrapped up their work in Austin, the closing items of nearly a dozen new legal guidelines take effect today.

Many Texans seemingly gained’t believe or see lots change from the new legal guidelines, on the grounds that the largest one — the closing provision of the finished abortion legislations called HB 2, which required abortion clinics to meet the identical requisites as ambulatory surgical facilities or close their doors — has been overturned.

Had that piece of the legislation taken impact, all but a handful of abortion clinics had been expected to be shuttered.

That leaves round a dozen legal guidelines — relating concerns ranging from judicial and court personnel practicing to greater schooling for veterans and their households — to take effect nowadays, as a result of work closing 12 months by means of the Texas Legislature, based on the Legislative Reference Library of Texas.

In 2013, the Legislature handed more than 1,400 bills.

“The laws that take effect Sept. 1 pertain in most cases to obtuse prison concerns now not of tremendous issue to [the] broader public, apart from abortion,” talked about Allan Saxe, an associate political science professor at the tuition of Texas at Arlington.

right here’s a glance at a few of them:

Boosting profession and know-how classes: residence invoice 5 requires the State Board of training no later than these days to make sure at the least six advanced career and know-how schooling courses are accepted for Texas students to fulfill a fourth credit score in arithmetic.

expanding legal practising: HB 1245 allows personnel of criminal defense attorneys to participate in prison education classes, classes and technical advice projects already funded for judges, prosecuting attorneys and their personnel, and different courtroom personnel.

Representing indigent Texans and a few youths in courtroom: Attorneys are sometimes appointed to symbolize some youths and indigent Texans in court docket beneath HB 1318. a metamorphosis in the legislations requires attorneys who're appointed for that work to prepare suggestions displaying time spent working on those appointments for the previous fiscal 12 months for the county the place the work turned into executed.

Oversight of the Jack County medical institution District: quite a few materials of HB 3896 governing the Jack County health facility District revamp and update guidelines. One portion of the law, which requires the board of directors to serve staggered three-12 months terms, takes effect nowadays.

Consolidation of state boards: SB 966 consolidates a couple of judicial regulatory boards — together with the court docket journalists Certification Board, the Guardianship Certification Board and the manner Server evaluate Board — into the Judicial department Certification fee as of today.

helping veterans with better schooling: plenty of SB 1158 — which is geared to aid veterans with greater education by means of requiring the Texas Veterans commission to provide some oversight, creating veteran school aid counselors and establishing a state award recognizing quite a lot of faculties and universities for veteran training excellence — has already taken impact. however as of nowadays, the element requiring the agency to establish an award program to admire schools and universities for offering training to veterans will also take impact.

staff: AC offers practicing for businesses | real questions with brain dumps


Amarillo school's workforce training and practising programs are designed to satisfy the particular needs of company and industry. We are looking for to strengthen flexible programs and hearken to our consumers' concerns.

for instance, the Occupational training branch is approved to supply a few expert businesses with their mandated continuing training contraptions, together with accountants licensed by the Texas State Board of Public Accountancy, irrigators licensed by using the Texas herbal resource Conservation fee and plumbers licensed by using the country wide association of Plumbing, Heating & Cooling Contractors.

The State Board of Educator Certification approves AC as a company of carrying on with professional training. kinds of proper continuing skilled education actions encompass participation in workshops, seminars, conferences, in-service or workforce construction that are related to or enhance the professional expertise and advantage of the educator.

Examples of courses that are relevant to CPE are the "management certificates program" and the criminal justice seminar "Violence in colleges."

Amarillo college also can downlink specialized teleconferences to satisfy mandated practising requirements for licensing or certification (e.g. attorneys, certified public accountants, optometrists, and so forth.).

The center for carrying on with Healthcare education offers contact hours for nurses that meet EDI (class I) criteria for registered nurse necessary continuing schooling as established via the Board of Nurse Examiners for the state of Texas.

The middle is permitted as a company of continuing education in nursing with the aid of the Texas Nurses association, which is accepted as an approver of carrying on with schooling in nursing by using the American Nurses Credentialing center's fee on Accreditation.

These offerings are also perfect for Licensed Vocational Nurses mandatory carrying on with schooling.

criminal Justice courses accreditations include TDCJ-identity for Correctional Officer training and In-carrier training, TCLEOSE for fundamental Peace Officer practicing and law Enforcement, Texas Board of inner most Investigators and personal safety, Texas Board of Pardons and Parole, criminal Justice counsel Division and Texas Juvenile Probation fee.

Intervention courses are dedicated to instructing and aiding people in making intelligent selections for their lives. The department offers a six-hour fleet shielding driving program for organizations. This curriculum is licensed by the national safety Council and accredited by way of Texas education company.

The Intervention programs department is accredited via the Texas Alcoholic Beverage commission to offer the four-hour application to help alcohol servers and sellers in making legal alcohol income and the Texas Certification Board of Alcoholism and Drug Abuse Counselors for certification and recertification of alcoholism and drug abuse counselors in the state of Texas.

buying the mandated CEUs to maintain knowledgeable certification is extremely crucial. AC partners with expert businesses to deliver mandated CEU-practicing.

to know more, call the group of workers building Division at 371-2900 or contact Linda Reed via e-mail at

Linda Reed is coordinator of occupational training in the personnel development Division of Amarillo faculty.

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fate of Hearne accreditation, college board rests with subsequent circular of STAAR scores | real questions with brain dumps

When Hearne students sit all the way down to take the STAAR test this school year, their answers will play a role in whether a board of managers appointed by the Texas schooling company replaces the faculty board.

The TEA finalized the accountability rankings of school districts this month, giving a glimpse at what accreditation rankings should be introduced in spring. For the third consecutive yr, Hearne has been given an "growth required" accountability rating.

in keeping with the TEA, districts with three consecutive years of substandard accountability scores are given a "probation" accreditation repute, a rank beneath the "warned" accreditation popularity the district become given final yr after two consecutive years of substandard accountability rankings.

each the warned and probation statuses come with TEA displays and the obligation to strengthen turnaround plans. four consecutive faculty years of a substandard educational accountability rating effects within the state revoking a faculty district's accreditation status. Districts which have their accreditation revoked will have their faculty board replaced by means of a board of TEA-appointed managers.

The STAAR scores college students earn this college yr will closely weigh into the district's subsequent accountability ranking, but officials say they aren't involved.

Superintendent Adrain Johnson referred to the district is focused. while the district as a whole earned an development required score, the excessive school met the state ordinary. And while the basic college and junior high school scored "simply short" of the state regular, Johnson mentioned Hearne colleges did make positive aspects.

particularly, the district better on pupil development, one of the most components that goes into calculating the accountability score. Going forward, the focal point is on math and reading, Johnson said.

teachers akin to Janene Day are confident students will do smartly, however Day says she resents the concept that lecturers in Hearne are best focused on standardized trying out.

"We're not simply involved about the STAAR check," said the high faculty English teacher. "I need my youngsters to study anything each day."

all the identical, algebra teacher Selena Kaminsk says the district has taken a greater targeted approach to the STAAR test. unlike in outdated years, when lots of the STAAR overview became completed within the two weeks leading up to the look at various, she said she and other academics started giving greater individualized, statistics-driven tips on the test considering day one.

With students who have not handed in the past, lecturers are analyzing what they received incorrect on outdated tests and focusing on the difficulty areas, she says.

"This year, we now have been capable of pinpoint their weaknesses," she talked about.

U.S. background instructor Amanda Montgomery-Puryear pointed out this 12 months she's making an attempt out just a few new teaching strategies. specifically, she's assigning groups and having every group teach a category beneath her guidance and customarily making an attempt to current college students with exciting entry features into the subject.

"history is not truly unique when it be all names and dates," she says, adding that in Tuesday's category on the tremendous melancholy, she walked college students through the entire buildings in town that came out of the new Deal.

Montgomery-Puryear says she nonetheless receives bad reactions when she tells someone new that she works in Hearne schools. however she pointed out she sees exchange in the district.

Day says she's impressed with this 12 months's freshman class and is beginning to see a kind of eagerness among students that become now not there when she begun with the district six years in the past.

"there is a competitiveness between children that you simply don't continually see," Day spoke of.

Kaminsk spoke of she feels confident that college students will do smartly this trying out season, and she's thinks students are self-assured as well.

Somerville faculty district turned into within the equal region as Hearne closing faculty 12 months. After earning an accountability ranking of development required for 3 years in a row, the district was put on accreditation probation. "It places you in a magnifying glass, no longer simplest in the community however on the state stage," pointed out Somerville Superintendent Charles Camarillo. "The power turned into very precise. It became a make or break year for us...I do not advocate it to anyone.""

Stephanie Longoria, Somerville basic school important, says heading into testing that yr, lecturers were confident they were capable of provide college students the tools they essential, however also a bit fearful.

This month, the district earned the coveted "meets average" score, which Camarillo says skill the district will shake off the accreditation probationary reputation. The information changed into a relief, however now there is drive to no longer get too at ease.

"one of the vital keys of getting out of the condition we're in at this time is to maintain that degree of urgency and not sliding returned down," Camarillo pointed out. "they say the 12 months after is harder than the yr you are in [probation]."

Hearne faculty board member Sheridan Ely is skeptical the district may have the identical influence as Somerville. The board has no longer had a meeting for the reason that the accountability rankings have been finalized, besides the fact that children the rankings have been accessible to the district up to now and administrators say they opted now not to contest the accountability ranking.

Ely noted she's waiting to listen to extra about what the administration has to assert concerning the rankings, however she's disheartened. She stated she worries that administrators and specialists within the district are too focused on showcasing marginal beneficial properties than speaking in regards to the extent of improvement the district nevertheless needs.

"I do not are looking to say i am pessimistic, however I feel it's a long shot," she stated.

For now, district administrators say they are much less concentrated on the district's rating and extra concentrated on improving the lecture room journey.

"no one is extremely satisfied at the moment," talked about Travis Weatherspoon, assistant superintendent. "however we're doing what's highest quality for the toddlers."

document: Most Houston-area faculty districts display above-usual pupil gains | real questions with brain dumps

photograph: Tony Gaines, photograph

photo 1 of 1

during this file photograph, Oakcrest Intermediate college foremost Lee Wright points out the background lesson on the board to students Brayden Poe and Logon Gladrey. The faculty is in Tomball ISD, which ranked first among Houston-enviornment college districts in a Stanford tuition study measuring scholar gains between grades 3 and 8. much less during this file photo, Oakcrest Intermediate college predominant Lee Wright facets out the heritage lesson on the board to students Brayden Poe and Logon Gladrey. The faculty is in Tomball ISD, which ranked first amongst ... extra photo: Tony Gaines, image

record: Most Houston-area school districts reveal above-average scholar beneficial properties

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basic and core college college students in most Houston-area school districts are studying at fees above the country wide regular, in accordance with Stanford institution researchers.

The examine, which analyzed student analyzing and math gains, discovered that students in 19 out of 24 Houston-area school districts are progressing quicker than the national ordinary. The consequences replicate primarily well on a number of suburban Houston school districts, including Tomball, Friendswood and castle Bend. a number of districts showed under-ordinary positive factors, including Houston, Spring and Aldine.

The big apple times published district-by means of-district records from the look at, which will also be considered here.

Stanford researchers measured student positive aspects using records from each and every state's standardized examine outcomes. via a conversion procedure, the verify rating facts is positioned on a uniform scale, allowing for evaluation among states. Researchers then tracked how much college students more advantageous their ratings over a five-year period.

every district acquired a ranking reflecting the equivalent variety of "years" that college students advanced academically over 5 calendar years. as an example, the data display college students in Tomball had the equivalent of 6.1 years of academic growth all through a five-year calendar period, tops in the Houston area and in the 99th percentile nationally. STAAR effects add up to debris after scoring change

The information showed large tutorial gains in different Houston-enviornment districts:

  • Friendswood (5.9 years, 96th percentile)
  • castle Bend (5.6 years, ninetieth percentile)
  • Humble (5.4 years, 83rd percentile)
  • Clear Creek (5.4 years, 81st percentile)
  • Conroe (5.4 years, 81st percentile)
  • meanwhile, students in 5 native districts showed positive aspects below the countrywide average:

  • Spring (4.4 years, twenty fourth percentile)
  • Alvin (4.5 years, 31st percentile)
  • Aldine (four.5 years, 33rd percentile)
  • Huffman (4.7 years, 41st percentile)
  • Houston (four.7 years, forty second percentile)
  • The Houston-enviornment districts that carried out well are largely wealthier and fewer different than the state standard, while the lower-performing districts are excessive-poverty and high-minority.

    despite the fact, the Stanford researchers discovered many larger-poverty districts are assisting toddlers growth at neatly-above-typical quotes. for instance, third-graders in Chicago scored have been about 1.3 years of education behind their peers nationally. however by the eighth grade, Chicago college students have been only 0.four years of schooling behind, putting Chicago in the 97th percentile for educational features.

    The lead researcher, Sean Reardon, wrote that he discovered a "very weak correlation" between how smartly college students carried out in third grade and the way much students improved in right here five years.

    "there are lots of low-earnings faculty districts with distinctly excessive measures of growth and many affluent districts with pretty low boom," lead researcher Sean Reardon wrote. Canceling STAAR exams after Harvey might wipe out federal funding

    Reardon mentioned a few caveats with the data.

    The ratings don't account for college students who circulate out and in of a district, that means that a district could look superior if it bought an inflow of high-performing college students.

    The examine additionally accounted for charter faculty districts by means of mixing their results with the native traditional public school districts. for example, the statistics for fortress Bend comprises citadel Bend ISD and all constitution colleges observed inside the district boundary.

    Reardon also noted that many components other than college guide, together with family components and regional conditions, could impact student positive aspects.

    Ophthalmic Surgical instruments Market value 11.18 Billion USD by means of 2022 | real questions with brain dumps

    Northbrook, IL -- (SBWIRE) -- 12/06/2017 -- in accordance with a new market research record "Ophthalmic Surgical instruments Market by using Product (Cataracts (IOL, OVD), Refractive (Femtosecond, Excimer Laser) Glaucoma, Vitreoretinal (Vitrectomy computer & Packs) Surgical Microscope) end person (hospital, distinctiveness medical institution) - world Forecast to 2022", published through MarketsandMarkets™, the world market is projected to attain USD 11.18 Billion by means of 2022 from USD eight.36 Billion in 2017, at a CAGR of 6.0%.

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    The cataract surgical procedure devices segment to dominate the Ophthalmic Surgical contraptions Market all the way through the forecast period

    in accordance with product, the Ophthalmic Surgical instruments Market is segmented into cataract surgical procedure devices, vitreoretinal surgery devices, refractive surgical procedure contraptions, glaucoma surgical procedure devices, ophthalmic microscopes, and add-ons. The cataract surgery gadgets segment accounted for the major share of the global Ophthalmic Surgical instruments Market. The gigantic share of this segment can essentially be attributed to the turning out to be variety of cataract surgical procedures across the globe. Glaucoma surgical procedure contraptions segment is anticipated to register the highest boom right through the forecast length. The excessive increase of this segment is attributed to the rising prevalence of glaucoma and technological developments in the glaucoma surgical instruments all the way through the world.

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    Femtosecond lasers to witness the optimum boom rate all through the forecast period

    On the foundation of refractive surgery contraptions, the Ophthalmic Surgical gadgets Market is segmented into femtosecond lasers, excimer lasers, different lasers, and refractive surgical procedure instruments & kits. The femtosecond lasers segment accounted for the principal share of the refractive surgical procedure devices market and is also expected to register the highest CAGR all over the forecast length. The tremendous share and excessive growth of this section is attributed to its merits equivalent to lessen incidence of dry eyes, much less brought on aberrations, stronger safety, faster uncorrected visible acuity healing, less intraocular power (IOP) variation in the femtosecond-created flap, and growing number of femtosecond laser-assisted surgical procedures being performed throughout the globe.

    Vitreoretinal packs dominated the vitreoretinal surgery contraptions market in 2016

    On the groundwork of vitreoretinal surgical procedure contraptions class, the Ophthalmic Surgical instruments Market is segmented into vitreoretinal packs, vitrectomy machines, photocoagulation lasers, illumination devices, vitrectomy probes, and vitreoretinal surgical procedure gadgets & kits. In 2016, the vitreoretinal packs phase accounted for the most important share of the vitreoretinal surgical procedure contraptions market. The benefits of vitreoretinal packs, such as it minimizes trauma to the eye and fewer procedural time required to operate surgical procedures, are using the growth of the vitreoretinal surgery instruments market.

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    North the us dominated the market in 2016

    North the united states accounted for the largest share of the Ophthalmic Surgical devices Market in 2016, adopted by Europe. The giant share of this place is attributed to rising occurrence of ocular problems because of growing to be geriatric inhabitants in North the united states, increase in healthcare expenditure, technological developments in gadgets & contraptions used for minimally invasive surgical procedures, and increasing regulatory approvals.

    The widespread players within the Ophthalmic Surgical gadgets Market are Alcon (Switzerland), Carl Zeiss Meditec (Germany), Johnson & Johnson vision Care (US), Hoya supplier (Japan), Bausch + Lomb (US), NIDEK (Japan), Topcon corporation (Japan), Ellex scientific Lasers (Australia), IRIDEX agency (US), Lumenis (Israel), STAAR Surgical business (US), and Ziemer Ophthalmic techniques (Switzerland).

    About MarketsandMarkets™MarketsandMarkets™ provides quantified B2B analysis on 30,000 excessive boom niche alternatives/threats so one can impact 70% to 80% of global businesses' revenues. at present servicing 5000 shoppers worldwide including 80% of global Fortune 1000 businesses as customers. very nearly 75,000 correct officers across eight industries worldwide method MarketsandMarkets™ for their painpoints around revenues decisions.

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    Certification-Board STAAR Exam (State of Texas Assessments ofAcademic Readiness) Detailed Information

    A Terrifying Report about Child Abuse in Texas Schools–and in Your State Too

    At the request of the author, this post was briefly taken down in order to obscure the name of the school and of one student.

    Do students have the right not to be subjected to emotional and psychological abuse? If pressure and chronic stress raise test scores, are they acceptable?

    A group of mental health professionals prepared the following report. It is long. It is painful to read. This is what many schools are doing to our children. They must be stopped. This borders on criminality. Wake up. It is happening in many states and communities.

    Dear Diane,

    This is very Orwellian, but we wanted you to know about it.

    I have attached a copy of report that I and several other university and mental health professionals in Texas schools have prepared.

    We would like to ask your help in bringing awareness to this problem.

    Thank you,

    Joyce Feilke, Counselor Austin Independent School District

    15 October 2013

    To: Senator Jane Nelson & Committee for Health & Human Services

    From: Joyce Murdock Feilke, Counselor, Austin ISD

    Re: Report of Psychological Abuse in An AISD Elementary School

    Dear Senator Nelson & HHS Committee,

    I am writing to report my observations of psychological abuse in a public elementary school in AISD. I am providing this report to your committeeas my professional responsibility and according to the Texas Family Code. The conditions and methods described in this report can be confirmed by mental health experts as factors which are known to contribute to mental illness and criminality when used for conditioning and shaping behavior in young children.

    During the past 30 years as a school counselor, I have observed a steady decline in the elementary school environment. This decline has resulted from complex reasons, but primarily from the obsession with statewide testing and corrosive school politics. Children in most elementary schools of Texas are being forced to function in an environment of chronic stress. Chronic stress is known to change brain chemistry in children and can lead to mental illness. Many of these young children with genetic predisposition to autism and other neurological, sensory, and developmental delays are experiencing chronic traumatic stress and will suffer even greater psychological harm. The demands for high test performance ratings are causing these children to be exploited and experimented on as if they were caged mice in a science lab. They are being psychologically abused on a grand scale that will impact the mental health of future generations.

    It is common knowledge among educators in Texas that punitive methods of Applied Behavior Analysis (ABA), which are known to cause psychological harm, are being used in many elementary schools across Texas to enhance test performance; however, I will focus my report on the one school where I have observed this psychological abuse – XXXXX Elementary school in Austin ISD.

    XXXXXX Elementary School is a Title I School, which means it has a low socio economic population of minority students. Last May it received anExemplary performance rating on statewide testing as a result of a system that was implemented into the school over a three year period. That system, called The New 3 R’s, is said to mean: The Right Resources, The Right People, and The Right Systems.

    The New 3 R’s System was designed by a former structural engineer who became a principal in AISD. He designed his own program of behavioralengineering and experimented on the general elementary school population of minority students ages 4 – 11. It was a successful and efficient method of getting high performance on tests, and led to his school receiving an Exemplary performance rating on statewide testing and national recognition for his school. This high performance recognition led to the Austin ISD allowing another Title I school principal to implement the same New 3 R’s System. After the 2nd school implemented the program over three years and received an Exemplary rating on statewide testing, AISD allowed the principal to train other principals in Title I schools. AISD allowed this program to be implemented into Title I schools without adequate review by mental health experts who would have recognized the potential for psychological harm to young children.

    The New 3 R’s System of behavioral engineering that AISD is celebrating and perpetuating uses the same methods of punitive classic conditioning that are known to enslave children for child labor and sex trafficking, and for obedience training for dogs and zoo animals. It is the same dysfunctional system that kept the black culture of the South submissive to oppression for the hundred years after the Civil War. It is the same dysfunctional system that led to the Nazi Regime in Germany prior to WWII. The New 3 R’s System has the same sophisticated dysfunctional dynamics and abuse of power that can be observed in every poisonous pedagogy that has ever woven its way through history. It can be observed in families, cults, and countries. It is efficient, and it does result in high performance, but at the expense of great psychological damage to its victims.

    The use of punitive ABA methods for conditioning young children in a controlled environment is a violation of human rights. It is unethical,immoral, and illegal. It is psychological abuse which research has shown to have high potential for mental illness and personality disorders that will manifest in young adulthood, but are known to have roots in childhood.

    Positive methods of ABA are designed for use in specific educational settings by specialists with demonstrated expertise in the field of psychology and behavioral sciences. They are required to have certification by a regulatory board: Behavior Analysis Certification Board (BACB). ABA uses therapeutic methods of re-learning and management for autistic, disabled, andor violent children with special needs, addictions, OCD, and other disabilities which may respond to positive ABA treatment. When ABA methods of punitive classical conditioning are used in a controlled environment on healthy young children whose brains are still developing, it can lead to permanent psychological damage. Those same methods can be observed in the dysfunctional dynamics of families with battered-person syndrome, and are sometimes known as mind control, or Stockholm syndrome.

    What the New 3 R’s System calls good discipline, is actually punitive ABA. The signs of psychological abuse that I have observed from chronic stress in this system usually begin by age 6 – 8. The most common symptoms begin with signs of desensitization, anxiety, loss of imagination,loss of spontaneity, loss of humor, regression, irritability, self injury, inability to concentrate, and dissociation. However, the most destructive effects of this psychological abuse will not manifest until the children reach their teenage years, or early adulthood. At that time, their conditioned emotional repression from victimization of institutional bullying and positivenegative ambivalent role modeling can lead to mental illness and criminality.

    Children’s symptoms from chronic traumatic stress are the same symptoms as High Functioning Autism. It is the observation of this counselor, as well as a growing number of other mental health experts, that there is a relationship between the elementary school environment of chronic traumatic stress and the increase in psychiatric disorders that are known to co-occur with High Functioning Autism, especially anxiety, depression, mood disorders, and thought disorders. It is our believe that the elementary school environment of chronic traumatic stress is the environmental factor causing soaring rates of High Functioning Autism in children who have a neurological genetic predisposition to autism.

    The elementary school environment of chronic traumatic stress is believed to be a cause of the increase in personality disorders, especially Narcissistic, Borderline, and Antisocial Disorders, which often lead to criminality and violence. These disorders do not manifest until adulthood, but are known to have roots in early childhood, with symptoms beginning around age 5. These symptoms can be observed in children who have no emotions of empathy or guilt, no emotions of pleasure, imaginative play, spontaneity, or humor.

    In addition, symptoms of complex chronic traumatic stress can result from entrapment in dual environments of institutional bullying and ambivalent role modeling at school, and also at home. The psychological damage can increase with a lack of positive behavior modeling from teachercaregivers and a lack of social and emotional attachments to teachercaregivers and peers. This entrapment from psychological abuse in their total environment, and expectations which the child can never fully meet, are thought to lead to Dissociative Disorder as well as personality disorders.

    Mental health professionals categorize these disorders into the following types:

    Antisocial Personality DisorderAvoidant Personality DisorderBorderline Personality DisorderDependent Personality DisorderHistrionic Personality DisorderNarcissistic Personality DisorderObessiveCompulsive Personality DisorderParanoid Personality DisorderSchizoid Personality DisorderSchizotypal Personality Disorder

    In 2008 the rate of personality disorders in the US was estimated at 1 in 10, and described as a major public health concern requiring attention byresearchers and clinicians. It is estimated to have steadily increased during the last five years and an elementary school environment of chronic traumatic stress is highly suspect as a leading cause.

    The following descriptions are methods of the New 3 R’s System that I have observed in use at XXXXXXXX Elementary during the past two years. These methods are recognized as having potential for psychological harm.


    Absolute teachercaregiver dominance in a controlled environment using punitive classical conditioning to shape behavior through fear, humiliation, and shame are the hallmarks of the New 3 R’s System. This poisonous pedagogy has been demonstrated throughout history to produce efficiency in human systems and gain desired performance, but at the same time repressing vitality, creativity, and emotions in children. This extreme form of discipline takes away any opportunity for self directed learning or original thinking. It represses children’s individuality and independence. It causes them to feel helpless and dependent. It breaks a child’s spirit and represses their imagination. It prevents the development of higher level thinking skills. Research has shown this pedagogy to cause children to become obedient to abusive authority, self destructive, codependent, addictive, mentally ill, and have deviant behaviors. It is institutional bullying.


    Any child with unfinished homework on any given day is singled out in the cafeteria during their lunch, in front of their school community, as punishment for not having completed their work. This method of shaming and humiliating a child during their lunch, in front of their peers, teachers, mentors, school staff, parents, and others, is a method known to cause psychological harm to children. It causes scapegoating and social isolation, and causes a child to become labeled as an “offender”. Many of the younger children cry when forced to sit in isolation by themselves in front of everyone in the cafeteria. Some of their peers show signs of sympathy, while others make sarcastic comments or looks, and others fear the same could happen to them. Most of the children see the injustice, and feel helpless and sad for the victims. This method of humiliating children causes strong emotions of shame, anger, and resentment for both the victim and the bystanders. By using this method, teachers are modeling negative behavior of “bullying”, while presenting it to the child as “good discipline”.

    The cognitive and emotional conflict from such ambivalent positivenegative role modeling from teachercaregivers causes confusion and distorted thinking in young children. They do not have adequate coping mechanisms to process the strong emotions this victimization produces. This ambivalent role modeling by teachercaregivers is sometimes called “crazy making” by psychologists. The child who is victim of this institutional bullying will try to save face in front of his peers by denying his strong emotions of shame, anger, resentment, and self pity. Both the child who is victim and the children who are bystanders will learn that cruelty and disrespect from teachercaregivers is acceptable and normal. It teaches children to deny and repress their own strong emotions, while keeping up the positive appearance and expectations of the teachercaregiver. This “splitting” or distorted thinking (separating cognitive and affective) is considered a defense mechanism leading to personality disorders and regression. It distorts perception of reality. This method of the New 3 R’s is strongly associated with psychological abuse causing Narcissistic, Borderline, and Antisocial Personality Disorders.

    Since children perceive themselves as they think others see them, this method of public humiliation and disrespect teaches them to devalue and disrespect themselves and their needs. It teaches them to fear and disrespect their teachercaregivers, while at the same time working hard to gain their acceptance through their own performance and appearance of compliance. Teachercaregivers who abuse their power and manipulate children’s emotions with this ambivalent method are demonstrating a lack of empathy and disregard for the dignity of the child. Teachercaregivers who use this method are recognized as insensitive and cruel. They are modeling unhealthy behavior, while presenting it as positive discipline. They are teaching children to trust and depend on authorities who mistreat and disrespect them.

    Since young children still have a developing brain and a fragile sense of self and identity, experiencing the strong emotions of victimization of institutional bullying over time will cause desensitization to cruelty and mistreatment that was modeled by teachercaregivers. Years of this chronic psychological abuse can cause a child to become emotionally desensitized to the point of having no empathy for others who are mistreated. The child will be conditioned to perpetuate the same cruelty to themselves or others without guilt, since they learned this behavior to be normal and acceptable.

    The child who suffered the most punishment with this method last year due to chronic homework problems, was also a victim of impoverished family circumstances. Her name is XXXX, and she is the oldest of five siblings. Her mother is intellectually handicapped. As a forth grader, XXXXX had assumed the role of parenting her younger siblings. They were a homeless family and had slept on the floor of a friend’s two room shed for two years. XXXXX spent time in cafeteria isolation on a regular basis. She was the victim of a cruel method which only increased her social isolation anddistrust for her teachercaregiver, and enhanced her feelings of helplessness and worthlessness.

    As counselor, my efforts to point out the harm in using this method and the psychological damage it could cause were ignored. I protested to both theprincipal and the Social Emotional Learning Chairperson, and to higher AISD administration. The principal defended this method by calling it good discipline and one of her methods of success in the 3 R’s System.Later, I was told by an AISD legal administrator to either support all the principal’s policies or leave. This punitive method of ABA illustrates callous disregard and professional ignorance by any administrator who would approve it to be used with young children and call it good discipline.


    The discipline called Friday Assessments is a marathon of weekly testing sessions lasting up to four hours every Friday. This non stop testing begins at the start of the school day on Friday and lasts until lunch and up to four hours. This weekly four hour test is said to be a need to check student progress; however, it has all the characteristics of a simulated ">STAAR test, which last four hours. The children work in isolation behind triboards as they do during the ">STAAR for security. This disguised Simulated ">STAAR is mentally and physically exhausting for young children. It causes them to become desensitized and lethargic. While the purpose is apparently to condition them with test stamina for ">STAAR, it is robbing them of imagination and original thinking. This Simulated ">STAAR is an example of exploitation of children for the unrealistic demands of an administrator who lacks empathy for children and who does not understand their developmental needs. If the Friday Assessments were actually for the purpose of determining children’s weekly progress, then the children could be tested on different days for shorter periods of time. Four consecutive hours of testing every Friday for young children is not developmentally age appropriate or healthy, nor does it illustrate good professional judgement from an administrator. It is mental and physical cruelty. For children, it is torture.


    The New 3 R’s uses morning math timed drills to start each day. These daily drills generate anxiety and set the pace for capturing absolute control of the child’s thinking and attention for the remainder of the day’s drill.Many children develop anxiety disorders from being hurried on work that can be frustrating when they are not developmentally ready for excessive timed tasks. The chronic frustration of excessive tasks with limited time at an early age can lead to anxiety and somatic disorders, performance anxiety, fear of making mistakes, perfectionism, and self defeating behaviors. Such rigid regimens cause children to become passive and pressured. They lose the capacity for spontaneous imaginative play and a pleasure in intellectual discovery. This method of beginning each day with a regimen of anxiety, then holding children’s attention captive with absolute teacher dominated forced rote learning of test material for the rest of the day, resembles brainwashing. It creates feelings of helplessness and entrapment. Children are conditioned to shut down their own original thoughts and ideas and become a receptor for the teacher’s programming.


    Each child’s daily behavior report from the teacher is posted on the board for peers and others in the school to see. This is a punitive method of ABA for motivating children with fear and intimidation. This causes a child shame, anger, and resentment, as well as fear of additional punishment from home. This method serves as a threat throughout the day, and causes chronic stress and loss of trust in the teachercaregiver. This method singles out a child for scapegoating by peers, and it conflicts with a child’s need for healthy attachment to the teachercaregiver. This method of the New 3 R’s is a violation of the Family Educational Rights and Privacy Act (FER).


    The 3 R’s method of emphasis on performance rewards for young children neglects their most primary social and emotional developmental needs. Emphasis on performance rewards creates competition too early and hampers development of authentic self and identity. Young children perceive themselves as they think others see them; therefore, when only performance is rewarded with neglect of ongoing emotional validation, they begin to think of themselves as a test score, since that is what matters most to their teachercaregiver. They will become conditioned to perform for their teachercaregiver, while denying their own emotions and needs. Young children are not developmentally ready to have their performance depend on rewardspunishment since they have not yet learned coping skills for disappointment. They learn from behavior modeled by teachercaregivers. When a young child sees others rewarded for performance while they are not, they are left with the strong emotions of sadness, jealousy, anger, resentment, and failure, which they are unable to process. The method of constant rewards for test performance reinforces negative emotions of winnerloser and competition for children too young to process the emotions. It does not allow children to learn intrinsic motivation.


    There is intimidation and fear from constant surveillance, requiring children to carry a behavior checklist with them for all movement outside their contained classroom, such as library or lunch when supervised by someone other than their primary teachercaregiver. This punitive method creates disrespect and lack of emotional attachment to the teachercaregiver. It teaches children that the teachercaregiver does not trust or believe in them to control their own behavior. The children will learn to think of themselves as incapable of controlling their own behavior without someone always monitoring it. It validates the teachercaregiver’s mistrust and diminishes opportunity to learn self regulation and to function independently. It does not illustrate mutual respect. This method leads to paranoia and fear of making mistakes, as well as creating dependency and lack of opportunity for behavioral decision making.


    The New 3 R’s uses a selective process for teachers and staff in order toimplement the program effectively into a school. There is a process of weeding out all teachers and staff who have objections to the methods of the system or who have recognition of the potential for psychological harm.The Right People means that everyone on the faculty must agree with the principal and not express any opposition or disagreement to the methods.

    The gradual selective process of the Right People begins with flight, fight, or freeze, which are the normal reactions to a threat of abuse of power.

    FLIGHT: Those teachers who were not indoctrinated into the system by the end of the second year, either transferred, retired, or were terminated.

    FIGHT: The school counselor is the only one left on the faculty at present who has continued to point out the psychological abuse in the system. The counselor filed two formal grievances of child mistreatment to AISD Human Resources last school year, but no changes were made in the system. At this time the counselor has experienced the full victimization of bullying by the principal and AISD higher administration: Threats, scapegoating, alienation of faculty, and retaliation continued until the counselor was forced to take leave on 17 September. The counselor filed an EEOCgrievance against AISD for retaliation on 17 September 2013, and is continuing to advocate for the children who are being exploited in anenvironment of psychological abuse.

    FREEZE: Teachers who remained in the school are desensitized and loyalto the principal and the New 3 R’s System. They do not object to any of the punitive harmful methods nor do they empathize with the students. Teachers who function in chronic stress have similar symptoms as the students. They function in a “survive” mode rather than a “thrive” mode. They are robotic and scripted, emotionless, lack spontaneity and imagination, lack humor and flexibility. They are rigid and controlled. Their performance is measured by the test scores of their students, so they are dedicated to programming their students according to administrative directives. They obey orders without question. Many walk on eggshells for fear of making mistakes or displeasing the principal. They work very hard to keep up with the principal’s expectations and focus on their own performance. They are stern and demanding. They have lost the ability for imaginative play.


    The New 3 R’s System is a rigid system of behavioral engineering that uses punitive methods of ABA which are known to cause psychological harm to young children. Some of the methods are known to cause mental illness and criminality. The New 3 R’s is a sophisticated system of bullying.

    AISD administrators allowed the New 3 R’s System to be used in elementary schools for the purpose of obtaining high performance ratings on statewide tests, but without adequate oversight of mental health experts who would have recognized the potential for psychological abuse.

    AISD has allowed administrators to use punitive methods of ABA in violation of certification requirements and with methods known to causepsychological damage to young children.

    AISD administrators ignored the counselor’s reports of the New 3 R’s methods as being psychologically abusive to children, and retaliated against the counselor.

    Children in Texas public elementary schools are entitled to have their mental and physical health protected by state law. There are currentlyno agencies with adequate laws in place to protect the rights of these children.

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    Insights on the ">STAAR Grade 5 and 8 decision

    On Friday, June 10, 2016, I announced that as a result of ongoing reporting issues with the state’s testing vendor, the state will be removing student consequences attached to State of Texas Assessments of Academic Readiness (">STAAR) for fifth and eighth-grade students for the 2015-2016 school year. In addition, I also announced that fifth and eighth-grade retest administration scheduled for June 21st and 22nd would be cancelled.

    My decision sparked many questions from parents, teachers and school administrators. To provide greater context into what led to my decision, I’m sharing a few of those questions – with my response – on my blog.

    1.    What were the circumstances that led your decision?School districts are in the beginning stages of implementing accelerated instruction for students struggling to demonstrate grade-level proficiency on the ">STAAR exam.  For many, this means summer school, but ETS has not returned ">STAAR scores from the May 5th & 8th grade retest for some students in a number of districts. This has caused many districts and parents a large amount of confusion, as the districts don’t precisely know which students would be statutorily required to enroll in these summer learning programs and parents haven’t had results for their kids. Early last week, we were actively monitoring the situation, and we believed that all results would be returned to schools by Thursday. On Friday, we were given additional information confirming that hadn’t happened; therefore we had to take action to provide clarity to districts and parents for the affected students. Given the delays from ETS, we issued guidance encouraging districts to make accelerated instruction decisions entirely on their own, rather than wait and attempt to guess at ">STAAR results that hadn’t yet been received. Effectively, this meant exempting districts and their students from using ">STAAR results for this process.

    2.    How do these ">STAAR issues differ for Grades 5 and 8 versus those in Grades 3, 4, 6, and 7?The reporting delays apply equally to all grades and subjects.  But 5th and 8th grade students are the only grades in 3-8 subject to retest.  It is the follow-up required actions from ">STAAR that we’ve suspended, not the tests themselves.3.    Do you plan to use these scores for any other purposes such as school accountability?At present, yes. We will proceed with campus and district accountability ratings as outlined in statute for the 2015-2016 school year.  However, we will continue to monitor the situation, and we will provide any additional updates regarding accountability.

    4.    Why announce your decision on a Friday?With regard to the timing of the announcement, we decided to issue the letter and news release immediately – right after the decision was made – to inform parents and ensure school systems had as much time as possible to decide on summer school enrollment.

    I hope this provides some additional context for my decision. As a parent, I certainly understand the interest regarding all public education issues – but particularly those that relate to testing. To read the June 10th announcement on the Texas Education Agency website, visit

    Commissioner of Education Mike Morath June 13, 2016 

    Ex-Carroll ISD principal successfully appeals state reprimand over preparing students for TAKS

    Updated: Andra Barton successfully appealed this case, and the state's reprimand was reversed by the Texas Supreme Court in 2013.

    SOUTHLAKE — Saying she wants "complete clearance," a former Carroll school district principal plans to appeal a state reprimand issued over her helping prepare special-education students for the Texas Assessment of Knowledge and Skills.

    The State Board for Educator Certification ruled last week that Andra Barton can keep her education credentials and ordered the lightest punishment it could impose in the case, in which she was accused of violating more than 20 federal and state laws in handling the TAKS at Old Union Elementary School in Southlake in 2007-08.

    The Texas Education Agency's Educator Certification and Standards division is the office that accused Barton of the violations after, she says, the school district forced her to resign or face termination.

    "I want a complete clearance," Barton said Friday. "I didn't do anything wrong."

    Among other charges, Barton was accused of manipulating student education plans to ensure that the school kept its exemplary rating. An investigation by Carroll ISD attorneys concluded that she violated special-education law and state testing procedures.

    Old Union received a label of "not rated: data integrity issues" from the state that year.

    State Administrative Law Judge Shannon Kilgore concluded in March that most of the charges against Barton were not proved, and she rejected the TEA's request to have Barton's educational certificate revoked or suspended and proposed that she be reprimanded for improperly notifying parents about changes to the educational plans for their children.

    As a result, at a June 18 hearing, the certification board ordered a lesser "non-inscribed reprimand," which is noted in an internal employee file but does not appear in online records, TEA spokeswoman Suzanne Marchman said.

    For the past two years, Barton's online records showed that her educator certificates were valid but under review, making it difficult for her to get a job in education. The flag on her record was removed Thursday, she said.

    "I can now go back to work in the public schools," Barton said. "I want to get back into working with kids. It's extremely rewarding to work with kids."

    Bonny L. Cain, chairwoman of the educator certification board, declined to comment on the case Friday.

    Meanwhile, Barton is going forward with a wrongful-termination lawsuit against Carroll ISD.

    The lawsuit alleges that she was coerced and forced to resign from her job in April 2008 after being "wrongfully accused of skewing TAKS tests and testing accommodations for certain students ... so that the campus rating would be maintained at an 'exemplary level.' " She seeks reinstatement with back pay.

    Carroll ISD spokeswoman Julie Thannum declined to comment Friday because the litigation is pending. She pointed to an April statement in which the district stood by its findings and actions.

    "We stopped our investigation when it became clear we had enough information to accept a resignation or take action," the statement said. "We believe our Dragon families know and understand that many of the details of this case could not, and will not, ever be made a part of public or media discussion."

    Jessamy Brown, Fort Worth Star-Telegram

    Construction at Kashmere HS to begin this summer

    Kashmere High School alumna Janice Wright has fond memories of her experience at the Trinity Gardens area school, where she graduated in 1978.

    Now, with a $17 million renovation project about to break ground, she is excited about the future for the campus and the opportunities for future generations of students.

    “I think it’s great for the children,” she said. “It’s going to make the kids want to come to class.”

    Wright was one of about three dozen people — including Board of Education Trustee Rhonda Skillern-Jones and representatives from the offices of Congresswoman Sheila Jackson Lee and Commissioner Gene L. Locke of Harris County Precinct One — who turned out Wednesday for an update on the 2012 Bond project.

    Work on the campus is slated to start this summer, with the construction of an addition that will create a new front entrance to the school that is better defined and more secure. The next stage of work will be to renovate the academic areas to provide natural light, updated technology and spaces that enhance collaboration.

    Another major component will be to enclose the interior center courtyard to create a large indoor flexible space that can be used throughout the day for different activities. By removing many of the ornamental columns and adding glass throughout that area, the goal is to create visual connections, according to Architect John Haugen of Natex Corp. The contractor on the project is DT Construction.

    More information on the Kashmere High School project

    Other highlights include expanding the JROTC area, relocating and renovating the dance studio, adding new bleachers to the gym, expanding the weight room, upgrading the school’s snack bar and opening up the auditorium and gymnasium visually to allow for better supervision.

    “This is a big improvement,” said Master Sgt. Michael McAneney, who leads the school’s JROTC program, which attracts about 150 students each year. “It’s perfect.”

    So that work can begin as soon as possible, Kashmere will relocate for the summer to Key Middle School, where it will hold summer school classes and have temporary administrative offices until July 31.

    Principal Nancy Blackwell opened the meeting by talking about Kashmere’s overall plans to strengthen its academic program to boost academic achievement. A major focus will be placed on hiring effective teachers and providing more professional development to improve classroom practices, she said.

    Blackwell said the renovations will only serve to help with those academic efforts. All construction work is slated for completion during the third quarter of 2017.

    “I’m looking forward to it all being done,” Blackwell said. “It really is a comprehensive turn- around plan, inside and out.”

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    You don't have to spend a specific amount of time working with Learning Tools Flashcards. You can start and stop at your leisure. The cards can be accessed from any mobile device that has an Internet connection, meaning you can study on the bus, before class, or during lunch breaks. If you find that you need some extra work with a particular area of the PTCB test, you can use the flashcards template to make your own questions. These are great to use for homework questions that you may be unfamiliar with.

    You can also use Learning Tools Practice Tests to assess your current skills in each concept that you'll see. These tests have questions similar to what you’ll see on the PTCB exam, ensuring that you have the opportunity for in-depth practice. Additionally, Question of the Day poses a random question each day from PTCB study materials for you to answer. Both Learning Tools are great for some extra practice in each concept, or to test your general knowledge.

    You will be tested in a few primary areas with the PTCB exam. Sixty-six percent of the test covers assisting the pharmacist with patients, where you will see questions pertaining to confidentiality, instructions, and more. Twenty-two percent of the PTCB exam is on maintaining medication and inventory systems. Twelve percent of the test focuses on participating in management and administration aspects of pharmacy practices. You can find these concepts are well-covered in the different Learning Tools, including the flashcards, practice tests, and Question of the Day for a comprehensive test review. You can focus on one concept at a time, or review through them at random.

    Varsity Tutors’ Learning Tools provide you with an efficient means of studying for your PTCB test. If you are serious in your career goals, you will want to develop a secure, free PTCB review plan. You can use Learning Tools with your current coursework, or as a means of studying during your downtime.

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