Standardized testing is not new to public schools. Many of us remember Iowa Basics and the days spent with No. 2 pencils, filling in ovals. In Minnesota, the Iowa Basics have been replaced in most schools with the Minnesota Comprehensive Assessments (MCAs). Every three years the MCA tests are updated, so a Roman numeral is included in the name; MCA I, MCA II and soon the MCA III will be out.
These tests are basically pass/fail, although there are three levels of achievement: proficient, partially proficient and not proficient. The results of these tests are provided to the district approximately four months after the tests are completed. The limited information, coupled with the delay in reporting, makes using MCA information to help students improve academically, very difficult.
During the November 2010 levy campaign, a promise to voters was made to spend a portion of funds raised (through the increase in property taxes), on academic excellence.
In December 2010, the I.S.D. 166 school board took a positive step in that direction. The board approved spending $155,000 over 18 months to make a valiant effort at helping our students, all students, improve academically. This means adding support for those who struggle academically and challenging students who find school easy. We currently have a countywide achievement gap in various populations, of 25-35 percent. The goal is to close this gap by at least percent, while at the same time, moving all students forward. This is an extremely aggressive goal, but we believe in setting our expectations high.
Achieving this goal is going to take several different steps. We will expand and improve data-driven instruction. This means the faculty at I.S.D. 166 will use data, along with their personal experience with students, to improve instruction. This data includes classroom assessments, standardized tests, attendance data, Special Education data, etc.
One new test we are implementing is Measures of Academic Progress (MAP). These tests tell us much more than the MCAs and allow us to track student growth more effectively. The cost of implementing MAP testing was less than $10,000, including staff training.
The rest of the $155,000 is earmarked for three other steps leading toward closing the achievement gap. First, funds will be used for teacher training on differentiated instruction. This includes time to look at data and collaborate on how to adjust teaching methods to better meet the needs of all students. Pending school board approval, four additional teacher workdays will be added to the 2011-12 school year.
Second, the district is presently seeking a data coordinator who will be instrumental in consolidating data into a form useful for teachers and scheduling assessments to limit interruption of instruction.
Third, and most important, we are expanding our opportunities year-round to support students academically. Presently, we have limited support for students who struggle in school. This support is focused in elementary and grades 9-12, through a program that helps students pass, after they have failed. The new monies will be spent on middle school intervention, with a strong effort to help students be prepared to pass courses the first time.
The voters approved the November 2010 levy with high expectations of improved achievement at I.S.D. 166. We are committed to following through on our promise to help all students succeed and achieve their full potential.
Each month a representative of our local schools will offer thoughts in Issues in Education. This month’s s contributor is Beth Schwarz, superintendent of School District 166.
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