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MERCED CITY SCHOOL DISTRICT

MERCED CITY SCHOOL DISTRICT. 2002 REPORT ON THE CALIFORNIA STANDARDS TESTS AND STANFORD ACHIEVEMENT TEST. FOCUS ON STUDENT ACHIEVEMENT. “NO WIND CAN DO HIM GOOD WHO STEERS FOR NO PORT” - OLD PROVERB. UNLESS WE HAVE A SENSE OF DIRECTION NO AMOUNT

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MERCED CITY SCHOOL DISTRICT

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  1. MERCED CITY SCHOOL DISTRICT 2002 REPORT ON THE CALIFORNIA STANDARDS TESTS AND STANFORD ACHIEVEMENT TEST

  2. FOCUSON STUDENT ACHIEVEMENT “NO WIND CAN DO HIM GOOD WHO STEERS FOR NO PORT” - OLD PROVERB UNLESS WE HAVE A SENSE OF DIRECTION NO AMOUNT OF EFFORT WILL HELP US REACH OUR DESTINATION IT IS TESTING AND ASSESSMENT THAT HELPS US KNOW IF WE ARE ON COURSE TOWARD THAT DESTINATION

  3. TWO TYPES OF TESTS • CALIFORNIA STANDARDS TESTS • REQUIRED BY LAW (PSAA OF 1998) • SHOW HOW STUDENTS PERFORM ON TESTS THAT MEASURE STATE STANDARDS • EMPHASIS IS ON MASTERY • REFLECTS THE SUPERINTENDENT’S PRIORITY • WILL ACCOUNT FOR 60% OF NEXT YEAR’S API • STANFORD ACHIEVEMENT TEST • REQUIRED BY LAW (PSAA OF 1998) • SHOW HOW STUDENTS PERFORM ON A NORM REFERENCED TEST RELATIVE TO OTHERS IN THE NATION • EMPHASIS IS ON COMPARISON • DECREASING PRIORITY AT THE DISTRICT AND STATE LEVEL • WILL ACCOUNT FOR 40% OF NEXT YEAR’S API • WILL BE REPLACED BY THE CAT/6

  4. CALIFORNIA STANDARDS TESTS

  5. SO WHAT DOES THIS MEAN?

  6. STUDENTS ARE STEADILY DEMONSTRATING INCREASED ACCURACY ON READING STANDARDS TESTS STUDENTS ARE STEADILY DEMONSTRATING INCREASED ACCURACY ON MATH STANDARDS TESTS

  7. STANFORD ACHIEVEMENT TEST

  8. AND WHAT DOES THIS MEAN?

  9. IT MEANS: • STUDENT ACHIEVEMENT IN READING, MATH, LANGUAGE, AND SPELLING ARE SHOWING A CONSISTENT, LONG-TERM, AND SIGNIFICANT UPWARD TREND • COMPARED TO STUDENTS IN THE NATION, MCSD STUDENTS ARE SCORING NEAR THE MEAN, AT THE MEAN, AND IN SOME CASES ABOVE THE MEAN • A VERY HAPPY SUPER!

  10. TO WHAT DOES THE DISTRICT ATTRIBUTE THE INCREASES IN STUDENT ACHIEVEMENT? • SKILLS AND TALENTS ON THE PART OF TEACHERS, ADMINISTRATORS, SUPPORT STAFF, AND CLASSIFIED STAFF • CAREFUL ATTENTION AND FOCUS ON STATE AND LOCAL STANDARDS • IMPROVED ALIGNMENT BETWEEN ASSESSMENT AND CLASSROOM INSTRUCTION • WELL ORGANIZED STAFF DEVELOPMENT PROGRAM

  11. CONT: • CLEAR AND SPECIFIC CURRICULUM PLAN FOR TEACHERS • EFFECTIVE TEXTBOOK ADOPTION PROCESS • MATH MATTERS STRATEGIES • NEW TEACHER ORIENTATION AND MENTORING

  12. TO DETERMINE THIS, WE MUST USE WHAT IS CALLED A “COHORT”, “SAME SUBJECT”, OR “LONGITUDINAL” DESIGN. HOW DO STUDENTS PERFORM WHO HAVE BEEN INTHE DISTRICT FOR AN EXTENDED PERIOD OF TIME? WHILE THERE ARE RELIABILITY ISSUES INHERENT IN THESE METHODS, THE CENTRAL FEATURE IS THE IDENTIFICATION AND TRACKING OF A STUDENT GROUP AS IT PROGRESSES THROUGH THE GRADES AND RECEIVES CONTINUOUS MERCED CITY SCHOOLING WAIT UNTIL YOU SEE THIS

  13. THIS IS NEWSWORTHY!! FOR STUDENTS TRACKED FROM SECOND GRADE IN 1998 TO SIXTH GRADE IN 2002: ACHIEVEMENT GROWTH IN READING WAS 11 POINTS. THIS WAS STATISTICALLY SIGNIFICANT ACHIEVEMENT GROWTH IN SPELLING WAS 11 POINTS. THIS WAS STATISTICALLY SIGNIFICANT ACHIEVEMENT GROWTH IN MATH WAS 13 POINTS. THIS WAS STATISTICALLY SIGNIFICANT ACHIEVEMENT GROWTH IN LANGUAGE WAS 14 POINTS. THIS WAS STATISTICALLY SIGNIFICANT NOTE: A SHIFT OF 3 OR MORE POINTS IS CONSIDERED SIGNIFICANT

  14. CONGRATULATIONS TO STAFF MEMBERS! IMPROVEMENTS IN STUDENT ACHIEVEMENT DO NOT OCCUR WITHOUT THE CONCERTED EFFORT OF CLASSROOM TEACHERS WITH THE SUPPORT OF CLASSIFIED EMPLOYEES AND ADMINISTRATION. AND CONGRATULATIONS TO OUR STUDENTS

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