For several days in early January, Michaelis and support staff members met with classroom teachers in grades three to six charged with identifying students in different subgroups (Hispanic, African American, English language learners, special education) at levels 1 and 2 with the best chance of scoring at a higher level on the
math,
reading,
or writing section of the CMTs, if they received intensive, targeted
remediation.
For high schools: College, Career and Military Readiness indicators, including students meeting the Texas Success Initiative benchmarks in
reading or math; students who satisfy relevant performance standards on Advanced Placement
or similar exams, students who earn dual - course credits, students who enlist in the military, students who earn an industry certification, students admitted into postsecondary certification programs that have as an admission requirement successful performance at the secondary level, students who successfully complete college preparatory courses, students who successfully meet standards on a composite of indicators that indicate the student's preparation to success, without
remediation, in an entry - level course for a bachelor's
or associate's degree program, students who successfully complete and OnRamps dual - enrollment course, and students awarded an associate's degree while in high school.