Daily Press Writer
MONTROSE — Many classrooms were extra quiet this week, as third through 10th grade students spent their days answering test questions that are designed to measure how well they are learning material required by the state.
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“It was quiet and kids were more serious (about the tests) than I’ve seen before,” said MHS math teacher Basil Mike, who’s been teaching for 38 years.
The CSAP tests cover three areas: math, reading and writing. Students in fifth, eighth and 10th grade are also required to take a test in science. Because of the limited subjects tested, educators and administrators have different opinions about CSAP.
“I don’t find it a tool at all,” Brett Saunders, 12-year MHS agriculture teacher, said.
He said the tests are good for many subjects, but for him, he’s not been trained on how to use the data to evaluate his program.
Results from the CSAPs are returned to the school during the first week of July, Assistant Superintendent of Curriculum and Instruction B.J. Brown said. The test data comes back in the form of a number-scale score that places the student in either an unsatisfactory, partially proficient, proficient or advanced level.
Brown breaks down the results for each school, grade and the demographics within. He then meets with the principals and discusses the results. When teachers return to school in the fall, they meet to discuss test scores and the areas in need of improvement.
“I still don’t have the scores like I need them yet,” Brown said.
CSAP scores tell whether a high academic standard has been met, but it doesn’t and wasn’t designed to show longitudinal achievement.
“It’s one point in time,” said Mary West, MHS special education teacher.
Currently, the state spotlights one day, the day students take the CSAP tests, and then compares those scores the next year with the same grade level. It does not assess the students’ progress from one year to the next, which a longitudinal analysis would do.
On Feb. 6, Governor Bill Ritter singed House Bill 1048, which requires the CDE to find a formula for longitudinal growth.
This is important to educators because the CSAP scores are used in several different assessments of the school district: No Child Left Behind Act, Accountability Reports and Accreditation Reports. The reports show the state department, parents and community members how well the district matches up to state standards.
Other problematic issues that some teachers stressed is the time it takes for the results.
“I’m not opposed to state assessments ... but it’s not timely for us,” said Pat Myers, MHS assessment coordinator. “It does help us look (at student achievement), along with our other testing.”
Because of some of the problems with CSAPs, the district does other testing to see how students are learning and how well teachers are covering required subjects.
One of the more important tests is the Northwest Evaluation Association Measures of Academic Progress. These tests, Brown said, are given in the fall, winter and spring and monitor longitudinal progress of the students. It is also more timely, with results coming back within 24 hours.
Contact Kati O’Hare via e-mail at katio@montrosepress.com
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