Improving the system of preparation for the GIA and the Unified State Examination. Improving pedagogical skills Organization of systematic work on repetition Use of active forms of activity in the lessons, incl. training of graduates for independent activity Use of modern educational technologies, incl. ICT Differentiation of tasks in preparation for the GIA and the Unified State Exam Credit system for accounting for the knowledge and skills of graduates Information readiness of students Work on the development and self-development of the intellect of students.

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Preparation for the exam

"USE exams" - MOU "Secondary school with in-depth study of individual subjects No. 2" in Vsevolozhsk. 4. 5. 3. Final state certification. 2011. 2.1.

"Preparation for the Unified State Examination and State Examination" - Areas of work to prepare students for the final certification. The system of preparing students for the GIA and the Unified State Examination. MOU Komsomolskaya secondary school.

"USE" - An applicant with a low score of 115 entered the direction "Agronomy (bachelor)". The choice of the exam. Yes, and the minimum barrier turned out to be quite solid - 203. What awaits applicants in 2011: new clarifications and rules for entering universities. BGU. Additional period: Passing scores as of the date of issuing the order for admission to USPTU.

"Psychological preparation for the exam" - Block "Goal setting". Formation of skills for passing exams in a test form; PROGRAM MODULES: Introductory block. Working with the teaching staff. Individual work with students. Behavior time 45 minutes. Methodological guide for school psychologists "Psychological preparation of students for the exam." Model of psychological readiness for the exam.

"System of preparation for the Unified State Examination" - 2007-2010 base of the experiment. Research objectives. The timing of the experiment. Development of a regulatory framework: Participation of teachers in innovation activities (based on monitoring results). Feedback from the participants of the master class: New, effective methods of preparing for the exam. Meeting of the city MO of language teachers "Methods of preparing students for the exam (part C)".

The school system for preparing students for the state final certification

C1 Good afternoon, dear colleagues!

Today, the purpose of my speech is to acquaint you with the system of preparing students for the GIA, which has developed in our school.

C2 With the introduction of an independent assessment of the quality of education of students in the 9th and 11th grades, the school faced the task of organizing preparation for the state final certification not only of school students, but also of all participants in the educational process: teachers, parents of graduates.

Throughout the academic year, one way or another, issues related to exams are raised: this is preparation for them, conducting, analyzing the results.

To solve this problem, the following work was organized:

C3 Working with teachers.

If we talk about the system of work with teachers, then the start begins in August at the pedagogical council. School principal Olga Vladimirovna and I are summarizing the analysis of the results of the past academic year, including the results of the State Academic Examination: quality, academic performance, comparison of results with the average for the city.

Top arrow on the slide

C4 Analyzing the results obtained in this way, ways to correct them are outlined here, for example, events are planned for the HSC. So the school traditionally conducts control “Preparing students in grades 9 for passing exams in the form of the OGE and 11th grades for passing the exam”, subject controls are planned to find out the reasons for the low results of the GIA.

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To improve the quality of education in the subjects of the Russian language and mathematics, additional hours have been allocated in the school curriculum for preparation for the state final attestation of students. In the 9th grade, these are the so-called special courses “Preparation for the OGE in mathematics”, “Preparation for the OGE in the Russian language”. In grades 10 and 11 - “Analysis of a literary text”, “Solving mathematical problems”. Similar hours stand out in other subjects that traditionally lead among those chosen for passing the GIA: social science, physics.

These courses have been developed by school teachers and have undergone internal examination. In these subjects, students purposefully prepare for exams: they repeat previously studied sections, and most importantly, they get acquainted with the structure of examination papers and methods for solving tasks (learn to cut off deliberately incorrect solutions, consider various solutions and identify the most effective ones for tasks of this type).

Naturally, these courses did not take shape immediately and are now undergoing changes depending on the structure and content of KIMs.

In addition, the deputy director for water resources management, who oversees the SIA, holds meetings with teachers, where he introduces them to the regulatory framework for the final certification. Teachers regularly attend seminars on preparation for the final attestation of students, organized by SOIRO and the methodological department of the education department.

Down arrow on the slide

Work with students.

In addition to attending by students the already listed courses at school, work is being done with students to familiarize them with the legal framework. During the year (starting from October), the deputy director for educational resources management, who oversees the issues of state final certification, instructs students on various issues: these are the Regulations for conducting the GIA in grades 9.11, the rights and obligations of students in exams, the rules for filling out forms, etc. .P. To develop practical skills, as well as psychological readiness, with the consent of the parents, training exams are held with students in compulsory subjects and elective subjects as part of intra-school control.

To organize this work, a survey of students is carried out and a schedule is drawn up in accordance with requests. In these exams, students find themselves in an environment that is as close to real as possible. They are seated in classrooms according to the list, they must have a passport and a black gel pen with them. There are organizers in the classrooms who monitor discipline (maybe even stricter than in a real exam). The time of the exam is given in accordance with the time of the real exam. When checking the work, emphasis is placed on both the design of the forms and their content.

I try to analyze the design of the forms the next day, after writing the exam. Practice shows that no matter how detailed the instruction on filling out the answer forms, students en masse make typical mistakes: spelling symbols not according to the model, corrections in the answer fields, arranging the answers if they do not fit in the field allotted for it, etc. P. Sometimes you can count up to 20 filling errors with a mass character of up to 60%.

Naturally, after such a shake-up, students think about the idea that even if they have the correct answer, due to inaccuracies in the design, they may not earn the necessary points. This is a powerful incentive for a more responsible approach to exams.

Thus, the guys get a positive practice of working with exam materials, plunge into the atmosphere that prevails during exams (including the presence of phones), get the opportunity to calculate their strength for a real exam, mentally tune in to them.

Information work is also carried out with graduates: information is brought to their attention about the courses organized to prepare for exams in the form of the OGE, the Unified State Examination, and about the tests conducted by the RTsOI.

All innovations, all regulatory documents are posted on the school website. Students and their parents can familiarize themselves with the normative documents in the original.

In addition, demo versions of materials on subjects, expert advice on the psychological readiness of students, and regulatory documents are placed in the classrooms and recreation areas of the school.

Working with parents of students.

Since students are minors, parents or legal representatives are responsible for the bottom, so it is necessary to work and remove. Basically, this work comes down to informing about the regulatory and legal framework regarding not only the procedure for conducting the state final certification, but also the procedure for entering professional educational institutions. For this purpose, general parent meetings are held in grades 8-11, where the rights and obligations of all participants in the GIA, the rules for admission to the GIA in grade 11 (writing a final essay) are explained.

The effectiveness of the work carried out in preparation for the state final certification, of course, is reflected in the results of students. The diagram shows the results of students' progress on the GIA in subjects.

C9 Thank you for your attention!

Municipal state educational institution "Basic comprehensive school No. 22"

The system of work of MKOU "OOSH No. 22" in preparation for the state final certification of graduates.

St. Novotroitskaya 2014

According to the Law of the Russian Federation "On Education", the development of educational programs of basic general education ends with a mandatory final certification of graduates of general educational institutions, regardless of the form of education.

Preparedness for something is understood as a complex of acquired knowledge, skills, abilities, qualities that allow you to successfully perform a certain activity. In the readiness of students to pass exams in the form of GIA, the following components are highlighted:

• Informed readiness (awareness about the rules of conduct in the exam, the rules for filling out forms, etc.).
• Subject readiness or content (readiness for a particular subject, the ability to solve test tasks, tasks of KIMs).
• Psychological readiness (the state of readiness - "mood", internal attunement to a certain behavior, focus on appropriate actions, actualization and adaptation of the personality's capabilities for successful actions in a situation of passing an exam).

Relevance of the topic: the peculiarities of the approach to the goals, structure and content of the GIA largely determine the peculiarities of the preparation for it of all participants in the educational process. The consequence of this is the need to adapt school graduates to new requirements, primarily to changing the terms, forms and methods of assessing the quality of knowledge, the variety of types of examination tasks, and the mobility of their implementation.

Organization of the educational process to prepare students for the state (final) certification in the form of GIA

Based on the "Regulations on the state (final) certification of graduates of educational institutions of the Russian Federation", a plan was drawn up for the preparation and conduct of state exams, including the following areas:

• Organizational matters.
• Working with the teaching staff.
• Working with parents.
• Work with students.

All work is organized in such a way that all areas for the preparation of graduates are interconnected and pursue the ultimate goal: "successful completion of the GIA".

Stages of work

I stage. Organizational (August - October).

II stage. Informational (November-January).

III stage. Practical (October - May).

IV stage. Psychological preparation for the GIA

V stage. Analytical (June-August).

Consider the content of each stage of work.

I stage. Organizational (August - October)

The organization of preparation for the GIA began with an analysis of the results of the final certification for the past year. The analysis of the results was carried out in the following areas:

• The percentage of grades received by students in the GIA in all subjects.
• Correspondence of annual estimates and estimates obtained at the State Examination.
• The average score in the Russian language and mathematics obtained by students in the comparative characteristics of the school

After analyzing the results obtained, ways and means were thought out to eliminate the identified shortcomings in preparing students for the state (final) certification in the current year, the school plan for preparing for the GIA was corrected.

At the meetings of the school MO of subject teachers (September), the following issues were considered:

1. Inclusion in the work plans of school methodological associations of issues related to the preparation for the GIA.
2. Approval of plans for preparing students for the GIA in all subjects.
3. Create a mobile group.

Mobile groups of teachers have been created at MKOU "OOSH No. 22" in order to improve the quality of preparation of 9th grade graduates for the state (final) certification. The composition of the mobile group and their number are considered at a meeting of the MO of subject teachers. It includes subject teachers who have common goals and objectives for preparing students for the GIA for this academic year. Meetings of the MG are held once a month and are documented in minutes.

Diagnostics and organization of multi-level training

Diagnosis of 9th grade students is being carried out to establish the level of residual knowledge and the degree of assimilation of program material in various subjects through administrative training and diagnostic work compiled in the form of district examinations.

Following the thesis that school is not a place for spending time, but a place for gaining knowledge, and it is necessary to teach everyone who came to school, depending on their level of knowledge and claims, the school has organized a system of multi-level education and generalized repetition in mathematics and Russian language. The method of multi-level training and generalizing repetition ensures the achievement of the following goals:

• Increasing the level of students' learning and the quality of knowledge.
• Establishing the level of residual knowledge on the main topics of the course of algebra and the beginning of analysis and the Russian language, studied at a given point in time, for the subsequent adjustment of the teacher's lesson plans, aimed at eliminating the identified gaps in the knowledge of class students.

Taking into account the results of administrative diagnostic work, in order to organize multi-level education and generalizing repetition, subject teachers of mathematics and the Russian language were asked to divide the class into 3 groups.

An example of a class breakdown for preparing for the GIA in mathematics.

Taking into account the degree of learning and motivation in teaching each group of students, subject teachers plan their work to prepare for the GIA.

II stage. Informational (November-January)

In their activities for the preparation and conduct of the state (final) certification in the form of the GIA, the school administration and the teaching staff are guided by the regulatory and administrative documents of the federal, regional, municipal, and school levels. These documents are systematized and arranged in folders according to the levels of information passing (1 folder - federal level; regional level - 1 folder; municipal level - 1 folder; school level - 1 folder). Folders with documents of the federal, regional, municipal, school levels are replenished in accordance with their receipt. All normative and administrative documents are considered during the year at meetings of various levels.

1. At administrative meetings, legal documents of various levels on the organization and conduct of the GIA are studied.
2. At the meetings of the MO of subject teachers, instructional and methodological letters on the results of the State Academic Examination in various subjects last year and recommendations for preparation this year are analyzed.
3. Conducting pedagogical councils on preparation for the GIA
4. Sending teachers to district seminars to prepare for the GIA.

When organizing work with the parents of students, we consider it a priority to provide them with information on the conduct and procedure of the GIA. For this purpose, parent meetings are held, information stands are drawn up for the preparation and conduct of the GIA.

In the corridor of the school, 3 stands were decorated: “State final certification”, “Preparation for final certification”, “Organization of pre-profile training”. Given that we live in the age of using information technology, the school website contains a section on preparing for the GIA, which contains documents regulating the procedure for conducting the GIA in 2011 and demo versions of KIMs in all subjects.

However, given the location of the school and the fact that many students are from low-income, single-parent families, leaflets have been developed for parents and graduates of the 9th grade in order to convey information on the GIA to everyone.

The memo includes the following sections:

1. General provisions of the GIA.
2. Forms of the GIA.
3. Terms and general rules for conducting the GIA.
4. Filing an appeal.
5. Evaluation of the results of the GIA.

Such memos are printed for each student and pasted into the diary. Thus, the diary is a school document through which you can quickly convey to parents information on the procedure for conducting the GIA, the result of an intermediate certification.

1. Organization of information work in the form of instructing students:

• Exam rules.
• Rules for filling out forms.

2. Information stand for students: regulations, demos, Internet resources on GIA issues

3. In the library:

A folder with the materials of the GIA (regulatory documents, instructions, demo versions of KIMs in all subjects).

III stage. Practical (October - May)

This stage includes the work of subject teachers to prepare students for the GIA.

After conducting administrative, district training and diagnostic work, subject teachers fill out diagnostic cards for preparing for the GIA, after analyzing the results of students, develop a strategy for organizing multi-level generalizing repetition in parallel with the study of new material.

When working with weak students from the "risk" group, the teacher must remember that such students tend to quickly forget unclaimed skills, therefore, they need to prepare tasks on the basis of the accumulation of skills. That is, if the student began to correctly complete the task on certain topics, then in subsequent individual work on these topics it is necessary to provide for at least one task of the basic level of complexity and include tasks of another, not yet mastered topic.

When working with students, great attention is paid to:

• Acquaintance of students with the structure and content of KIMs.
• Work on KIMs.
• Teaching students how to fill out forms.

It is important to develop students' skills of introspection and self-control. This ability of students should be taught starting from the 5th grade when analyzing tests.

Acquaintance of students with the form and organization of the GIA

According to the "Regulations on the conduct of the GIA" in the classroom in which the exam is taking place, there is no subject teacher and the examinee is surrounded by unfamiliar exam organizers and students from other classes and schools.

As a result, the student finds himself in an environment that ensures the independence of the work, and unprepared students have an increased state of anxiety during the exam. An unexpected psychological environment for such students reduces their ability to complete tasks. Because of this, in the process of preparing students for the GIA, it is necessary to periodically immerse students in an environment close to the conditions for conducting an independent GIA. To this end, the school conducts trial exams in the form of the GIA in all subjects, which is reflected in the plans for preparing for the GIA in subjects.

The forms and methods of conducting mock exams are as close as possible to the GIA, as far as possible within the same school.

The head teacher analyzes the results of these works in various subjects in the following areas:

• % of progress and quality of performance of control work for each class.
• Comparative characteristics of the performance of tests by each class (November-April).
• Analysis of control work on assignments. Comparative characteristics of the % of the planned difficulty of the task and the % of the task.
• Distribution of marks according to the results of work.

Analysis of the results of the performance of tests is discussed at meetings with the head teacher.

IV stage. Psychological preparation for the GIA

The methods of conducting classes are varied: group discussions, gaming, mediation techniques, questionnaires, mini lectures, creative work, oral or written reflections on the proposed topics. The content of the classes should focus on the following questions: how to prepare for exams, behavior during the exam, ways to relieve neuropsychic stress, how to resist stress.

Work with students is carried out both with the whole class and selectively.

V stage. Analytical (June August)

Analysis of the results of the GIA, adjustment of plans. Expansion of the scope of areas of preparation for the GIA (if necessary).

Rating: / 2

Badly Fine

One of the tasks of a modern school today is the qualitative preparation of a graduate for the state final certification, which is carried out in the format of the USE for 11th grade and in the form of the OGE for 9th grade.

The final state certification of students plays a huge role both for the school, the teaching staff, and for the students themselves.

And it makes it possible for the teaching staff as a whole to sum up their activities, deeply test the knowledge and skills of students, discover gaps in the teaching of individual subjects, achievements and shortcomings of the entire educational process of the school. Creating conditions for the successful passing of the Unified State Examination and the OGE is one of the most important tasks of our teaching staff.

Solving the problems of a modern school on the way to improving the quality of education requires the common efforts of the teaching staff: unity in understanding contradictions, setting goals, and implementing planned actions. Its implementation requires: system of interaction of all participants educational process. This is a system of coordinated and purposeful work of the teacher, students, school administration and parents. If at least one link in this complex “mechanism” does not act with sufficient quality, then this will ultimately affect the result of the exam.

It is essential to have mmodels of organizing management activities in preparation for the exam, and the exam andcommon position among all participants in the educational process- teachers, students, parents - in relation to the final certification itself and to the readiness of graduates, since it is positive public opinion that justifies efforts, relieves emotional stress, and gives psychological balance.

Success is largely determined by how effective the preparatory work was. In our school, it begins already at the August teachers' council after analyzing the results of the last exam. At the beginning of the school year, the school develops Plan-schedule for the preparation and conduct of the state final certification of students, which takes into account the analysis of the results of the exams of the previous academic year, and the constant familiarization with legal documents, examination materials of previous years and demo versions, and psychological support for preparing students for exams.

And students, and their parents, and their teachers are interested in getting better results. Therefore, our teaching staff seeks and applies in their work the most effective forms, methods and technologies of teaching.

The main thing in preparing students for the final certification is the lesson. To increase the effectiveness of lessons and the interest of students in them, the use of information and communication technologies by teachers of our school, differentiated, activity-based approaches to teaching, work in pairs and groups allows.

When preparing students for final exams at the initial stage, we determine the planned learning outcome for each student. This does not mean that the "ceiling" should be lowered or remain unchanged, but both the teacher and the student should be guided by it.

In order to effectively build a training system, the number of lessons that are allocated to the course of mathematics and physics is not enough. Chemistry, so we needed to build new ways of organizing educational activities: in addition to lessons, these are elective courses (1 hour per week).

With ninth-graders, we begin preparatory work in mid-September with an entrance test. Entrance monitoring helps to divide the class into 3 groups: group 1 - study at "4" and "5", group 2 - study at "3" and group 3 - "risk" group.

For example, in 2015 there were 16 students in grade 9. 9 of them studied at "4" and "5". 3 students on "3", 4 students - risk group. Mathematics and Russian language teachers for each group made a plan to overcome gaps in students' knowledge. Working with the "risk" group, the main goal was to work out the basic level, with the 2nd group - to work out the basic and advanced level, with the 3rd group - the increased and high. After the lessons, the teachers worked with groups of children according to an individual program: some repeat the topics of the seventh grade, while others solve problems of increased complexity.

It is obvious that only advisory extracurricular activities are not enough for high-quality training.

Therefore, we organize other types of work:

Collaboration with parents of students in organizing home self-study for the exam.

Remote testing, both thematic and in the form of a trial online exam (http://uztest.ru/);

Acquaintance of students and parents with electronic resources.

In e-education, we create virtual electives to prepare for exams

For home self-study and for preparing for the GIA, a mathematics teacher developed electronic teaching aids “A Multimedia Tutorial on Function Graphing”.

In order to increase the efficiency of preparation for the OGE, we conduct monthly diagnostic and training work in the StatGrad system. We conduct monitoring, which allows us to track the performance of each student. We acquaint students and their parents in detail with the result of the work performed, indicate the topics that the student should pay attention to in self-preparation.

One of the important factors in the quality preparation for the OGE and the USE is the work of the classrooms. Each classroom has an information stand that reflects general information related to the final certification. There are materials on subjects: a demonstration version of KIM, instructions for performing work, instructions for filling out forms, specification of examination work, methodological and psychological and pedagogical recommendations for preparing for passing the GIA, a schedule of individual classes for preparing for the OGE, USE, a list of references and website addresses. The classrooms contain samples of demo versions of examination papers, diagnostic work for previous years, literature for preparing for the GIA.

The results of the GIA of our graduates fully meet the expectations. For example, in 2015, the quality in mathematics and Russian in the 9th grade is 93.8% with 100 percent progress. The average score in the 9th grade is -23, the average score is 4, 44. This is higher than the republican and district levels. In mathematics - 2nd place in the republic, in Russian - 1st place in the Republic of Tatarstan. In 2017, all USE indicators are higher than the republican and district levels. The average score in mathematics is 74 (the highest score is 84 points), in the Russian language 81 points. (the largest -93b.). in physics, the average score is -68 (the highest is 78 points), in social science -69 points (the highest is -70), in biology - 77 (the highest is -84).

The result of systematic work on preparing for exams is the successful passing of the Unified State Examination and the admission of students to universities for state-funded places.

Only the joint work of the teacher and students with the support of the administration and parents can lead to success.

According to the Law of the Russian Federation "On Education", the development of educational programs of secondary (complete) general education ends with a mandatory final certification of graduates of general educational institutions, regardless of the form of education.

Since 2009, on the basis of the "Regulations on the forms and procedure for conducting the GIA for students who have mastered the basic general education programs of secondary (complete) general education" (Approved by the Order of the Ministry of Education and Science of the Russian Federation of November 28, 2008 No. 362), the only form of conducting the GIA for almost all students 11th grade is the USE. The results that graduates will get in the exams largely depend on the preliminary preparation of the school for this tense and very responsible period.

Preparedness for something is understood by me as a complex of acquired knowledge, skills, abilities, qualities that allow you to successfully perform a certain activity. In the readiness of students to pass exams in the form of the exam, I highlight the following components:

• Informed readiness (awareness about the rules of conduct in the exam, the rules for filling out forms, etc.).
• Subject readiness or content (readiness for a particular subject, the ability to solve test tasks, tasks of KIMs).
• Psychological readiness (the state of readiness - "mood", internal attunement to a certain behavior, focus on expedient actions, actualization and adaptation of a person's capabilities for successful actions in a situation of passing an exam).

Relevance of the topic: the peculiarities of the approach to the goals, structure and content of the USE largely determine the peculiarities of the preparation for it of all participants in the educational process. The consequence of this is the need to adapt school graduates to new requirements, primarily to changing the terms, forms and methods of assessing the quality of knowledge, the variety of types of examination tasks, and the mobility of their implementation.

Organization of the educational process to prepare students for the state (final) certification in the form of the Unified State Examination

Based on the "Regulations on the state (final) certification of graduates of educational institutions of the Russian Federation", a plan was drawn up for the preparation and conduct of state exams, including the following areas:

• Organizational matters.
• Working with the teaching staff.
• Working with parents.
• Work with students.

All work is organized in such a way that all areas for the preparation of graduates are interconnected and pursue the ultimate goal: "successful completion of the GIA".

Stages of work

I stage. Organizational (August - October).

II stage. Informational (November-January).

III stage. Practical (October - May).

IV stage. Psychological preparation for the exam.

V stage. Analytical (June-August).

Consider the content of each stage of work.

I stage. Organizational(August - October)

I start organizing the preparation for the GIA with an analysis of the results of the final certification for the past year. The analysis of the results is carried out in the following areas:

• The percentage of grades received by students in the USE in all subjects.
• Compliance with annual grades and grades obtained at the USE.
• The average score in the Russian language and mathematics, obtained by students in the comparative characteristics of the gymnasium, city, region, Russia.
• Monitoring of progress, quality of 11th grade graduates in comparative characteristics for 3 years (9th grade, 10th grade, 11th grade).

After analyzing the results, I think over ways and means to eliminate the identified shortcomings in preparing students for the state (final) certification in the current year, and adjust the gymnasium's plan for preparing for the GIA.

At the meetings of the school MO of subject teachers (September), the following issues are considered:

1. Inclusion in the work plans of school methodological associations of issues related to preparation for the exam.
2. Approval of plans for preparing students for the exam in all subjects.
3. Creation of mobile groups. On the basis of the “Regulations on problem groups of the CRO of Novorossiysk”, the gymnasium developed the Regulations on the creation of school mobile groups.

Mobile groups of teachers have been created at the MOU gymnasium No. 4 in order to improve the quality of preparation of graduates of grades 9-11 for the state (final) certification. The composition of mobile groups and their number are considered at a meeting of the MO of subject teachers. They include subject teachers who have common goals and objectives for this academic year in preparing students for the GIA. Meetings of the MG are held once a month and are documented in minutes.

Diagnostics and organization of multi-level training

Diagnostics of students in grades 10-11 is carried out to establish the level of residual knowledge and the degree of assimilation of program material in various subjects through administrative training and diagnostic work, compiled in the form of regional examinations.

Following the thesis that school is not a place for spending time, but a place for gaining knowledge, and it is necessary to teach everyone who came to school, depending on their level of knowledge and claims, a system of multi-level education and general repetition in mathematics and Russian language. This methodology is based on the technology of multi-level education, developed by the rector of KKIDPPO E. A. Semenko.

The method of multi-level training and generalizing repetition ensures the achievement of the following goals:

• Increasing the level of students' learning and the quality of knowledge.
• Establishing the level of residual knowledge on the main topics of the course of algebra and the beginning of analysis and the Russian language, studied at a given point in time, for the subsequent adjustment of the teacher's lesson plans, aimed at eliminating the identified gaps in the knowledge of class students.

Based on personal experience in preparing students for the Unified State Examination in mathematics (since 2003, 6 classes have been prepared for the GIA in the form of the Unified State Examination), taking into account the results of administrative diagnostic work, in order to organize multi-level education and generalizing repetition, subject teachers of mathematics and the Russian language were asked to split the class for 3 groups.

An example of a class breakdown for preparing for the exam in mathematics.

Taking into account the degree of learning and motivation in teaching each group of students, subject teachers plan their work in preparation for the exam.

II stage.Informational(November-January)

In their activities for the preparation and conduct of state (final) certification in the form of the Unified State Examination, the administration of the gymnasium and the teaching staff are guided by regulatory documents of the federal, regional, municipal, and school levels. These documents are systematized and arranged in folders according to the levels of information passage (1 folder - federal level; regional level - 1 folder; municipal level - 1 folder; school level - 1 folder). Folders with documents of the federal, regional, municipal, school levels are replenished in accordance with their receipt. All normative and administrative documents are considered during the year at meetings of various levels.

1. At administrative meetings, legal documents of various levels on the organization and conduct of the exam are studied.
2. At meetings of the MO of subject teachers, instructional and methodological letters on the results of the Unified State Examination in various subjects last year and recommendations for preparation this year are analyzed.
3. Conducting pedagogical councils on preparation for the exam
4. Sending teachers to city seminars to prepare for the exam.

When organizing work with the parents of students, I consider it a priority to provide them with information on the conduct and procedure of the Unified State Examination. For this purpose, parent meetings are held, information stands are drawn up for the preparation and conduct of the GIA.

In the lobby of the gymnasium, 3 stands were decorated: "Unified State Exam", "Preparation for the Final Attestation", "Organization of Profile and Pre-Profile Education". Given that we live in the age of using information technology, the school website contains a section on preparing for the GIA in the form of the Unified State Examination, which contains documents regulating the procedure for conducting the Unified State Examination in 2010 and demo versions of KIMs in all subjects.

However, given the location of the gymnasium and the fact that many students are from low-income, single-parent families, I have developed leaflets for parents and graduates of the 11th grade in order to convey information on the GIA in the form of the Unified State Examination to everyone.

The memo includes the following sections:

1. General provisions of the GIA.
2. Forms of the GIA.
3. Terms and general rules for conducting the GIA.
4. Filing an appeal.
5. Evaluation of the results of the GIA.

Such memos are printed for each student and pasted into the diary. Thus, for me, a diary is a school document through which you can quickly convey to parents information on the procedure for conducting a GIA, the result of an intermediate certification.

1. Organization of information work in the form of instructing students:

• Exam rules.
• Rules for filling out forms.
• Schedule of the office of informatics (hours of free access to Internet resources)

2. Information stand for students: regulations, demos, Internet resources on USE issues

3. In the library:

A folder with USE materials (regulatory documents, instructions, demo versions of KIMs in all subjects).

III stage. Practical(October - May)

This stage includes the work of subject teachers to prepare students for the exam.

After conducting administrative, regional training and diagnostic work, subject teachers fill out diagnostic cards for preparing for the USE, after analyzing the results of students, they develop a strategy for organizing multi-level generalizing repetition in parallel with the study of new material.

When working with weak students from the "risk" group, the teacher must remember that such students tend to quickly forget unclaimed skills, therefore, they need to prepare tasks on the basis of the accumulation of skills. That is, if the student began to correctly complete the task on certain topics, then in subsequent individual work on these topics it is necessary to provide for at least one task of the basic level of complexity and include tasks of another, not yet mastered topic.

When working with students, great attention is paid to:

• Acquaintance of students with the structure and content of KIMs.
• Work on KIMs.
• Teaching students how to fill out forms.

It is important to develop students' skills of introspection and self-control. This ability of students should be taught starting from the 5th grade when analyzing tests.

Acquaintance of students with the form and organization of the exam

According to the "Regulations on the Unified State Examination" in the classroom in which the exam is taking place, there is no subject teacher and the examinee is surrounded by unfamiliar exam organizers and students from other classes and schools.

As a result, the student finds himself in an environment that ensures the independence of the work, and unprepared students have an increased state of anxiety during the exam. An unexpected psychological environment for such students reduces their ability to complete tasks. Because of this, in the process of preparing students for the USE, it is necessary to periodically immerse students in an environment close to the conditions for conducting an independent GIA. To this end, trial exams in the form of the Unified State Examination are held in the gymnasium in all subjects, which is reflected in the plans for preparing for the Unified State Examination in subjects.

The forms and methods of conducting mock exams are as close as possible to the GIA, as far as possible within the same school.

The head teachers analyze the results of these works in various subjects in the following areas:

• % of progress and quality of performance of control work for each class.
• Comparative characteristics of the performance of tests by each class (November-April).
• Analysis of control work on assignments. Comparative characteristics of the % of the planned difficulty of the task and the % of the task.
• Distribution of marks according to the results of work.

Analysis of the results of the performance of tests is discussed at meetings with the head teacher.

IV stage.Psychological preparation for the exam

The methods of conducting psychologist's classes are varied: group discussions, gaming, mediation techniques, questionnaires, mini-lectures, creative work, oral or written reflections on the proposed topics. The content of the classes should focus on the following questions: how to prepare for exams, behavior during the exam, ways to relieve neuropsychic stress, how to resist stress.

Work with students is carried out both with the whole class and selectively.

V stage. Analytical(June August)

Analysis of the results of the exam, adjustment of plans. Expanding the scope of areas of preparation for the exam (if necessary).

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