Chester Middle School Assessment Report
665 Words3 Pages
Among the problems identified at Chester Middle School we can highlight the poor academic performance of the students demonstrated by the low scores on standardized tests, the deficiency monitoring student’s progress, and the few strategies implemented by teachers to help students succeed.
The purpose of these assessments is to measure the academic performance of students and how they are mastering certain skills. What is the problem in Chester Middle School? The problem is that these tests have shown low performing students especially in reading, and teachers do not have the tools to improve it. The main challenge teachers are facing is the low school funds allocated by the Department of Education to each school district, preventing
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685 Words | 3 Pages
Approximately 85% of students are currently proficient in reading and math. If, after analyzing pertinent data, individual students were non-proficient or “on the bubble,” swift interventions were implemented, and the majority of these students have shown vast gains in those scores. We began specific interventions two years ago. In the elementary and middle school, non-proficient students receive the common curriculum in their homerooms, and then are redirected to different staff members for remedial aid. In the high school, specific classes were created for interventions in reading and math such as: Short Stories, Extended Learning, Algebra Concepts, and Geometry Concepts.
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These students academically underperform
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Additionally, Nevada's schools confront severe financial difficulties that have forced curriculum and service cuts.
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Whoville Middle School is in need of a vision. I would further investigate the needs of the school to ensure that all of the needs are identified. A needs assessment plan will be used to provide important information concerning the strengths and weaknesses of the school. I would collaborate with the teachers and parents of the community to develop a vision that would best improve the school. I have to be aware of the demographics of the school in means of diversity and diverse educational needs.
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By checking the performance of their pupils, teachers can devise a strategy to improve classroom lessons to strengthen areas in which the struggle in (U.S. Department of Education). Because of No Child Left Behind, the NAEP reported in 2005 that reading scores between white and African-American nine year olds are shrinking. The same was reported between whites and Hispanics as well. In math, the Nation’s Report Card Trial Urban District Assessments For Math and Reading reported that “eight out of ten urban school districts made large gains in the national average” (U.S. Department of Education). In addition, nearly a quarter of a million students in the fourth grade have learned rudimentary math between 2003 and 2005 (U.S. Department of
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In my perspective Chester High school needs to be improved drastically . With many improvements the school can regain its former glory and status as one of many schools to attend in Pennsylvania. Chester High schools improvements should revolve around improving its communication skills around the school,establishing more Advanced Placement and honor classes,and improving its lack of discipline around the school. These are the main and important things Chester High school needs in order to run smoothly and efficiently and here is how.
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Mumford Academy is in the process of transitioning from it's prior E.A.A. evaluation system into the DPSCD Danielson teacher evaluation system. For the past two months, school leadership has been norming themselves under the Danielson rubric to develop a clear understanding of the new evaluation system. Under the Danielson Rubric tenured teachers are observed four times during the year. Two announced observations as well as two unannounced observations. The observation sequence for non-tenured teachers consists of at least two announced and four unannounced observations.
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Introduction The ACCESS for ELLs 2.0 is a large scale test, designed by WIDA, to assess the English Proficiency Levels of English Learners (ELs) in grades K-12. The intended purpose of this report is to evaluate a specific grade cluster and language domain test in regards to its effectiveness in accurately determining the proficiency level and growth of numerous ELL students. In order to do so, it is important to address important aspects of the exam, such as the purpose of the exam and the scoring procedures that are associated with it. After a brief introductory of the exam, the remainder of this report will evaluate the reading test for the 4th – 5th grade level cluster. The strengths and areas of improvement will be addressed, as well
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We are still caught up in data analysis of student performances and using its outcome to strategize and plan reteach lessons. We emphasize reading, writing, and mathematics at Clement Middle School because students are expected to perform well on district sanctioned common assessments (that are given every five weeks, mainly to ensure teachers of core subjects are covering essential topics) as well as on state mandated tests. The few teachers at the school who subscribe to perennialism, “view themselves as authorities in the field [and] teach utilizing the Socratic method: oral exposition, lecture, and explication” (Ornstein & Hunkins, 20013, p.
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This is a key part in schools today because it’s enforcing a higher bar of achievement for teachers and students (Catapano, 2018). Implementing standards into a school system that are internationally benchmarked means all states and countries have a way of measuring their academic performance. They can use this also as a tool to compile scores and understand the weaknesses to improve students’ knowledge. This provides teachers with various ways to assess their students more frequently through observations and informal assessments to understand the student’s comprehension level of the lesson material. It will help the teachers to strive to improve her test scores by adapting lesson materials to the needs of each
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Most studies do not include standardized measures or changes in performance or accountability, which is what the article is recommending. Lastly, the author reveals that without research of those type of measures, significant improvements will not be made toward grade-level reading standards, without specifying instructional needs at varying levels and reading impairments. Critiquing Schools should provide high-quality instruction which include word-level and comprehension skills. Many researchers would agree that up to 61% of struggling
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The United States felt that just less than a decade of dropping significantly in math and reading, it cannot just be the student’s faults. The government made an emphasis on the schools districts as a whole creating a focus on testing in
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In the article about standardized Tests that Don’t Effectively Measure Student Achievement. The author claims that tests do a poor job of measuring student achievement. The first point the author generally states is that the measurement of student achievement is complex for the social science methods presently available. This point is agreeable and supported
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Recently, the Common Core State Standards were developed and kids were going to be tested more than ever. However, all of this education reform has been a failure because our testing scores have not improved, the testing makes children suffer, and it doesn’t improve how teachers teach. Education reforms has had little effect on our testing scores. The average score for a 17 year old student doing a reading test in the beginning of school is 285 and over 40
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According to the United States Department of Education (2003) on their National Assessment of Educational Progress Report states that students are reading below their grade level with a statistics of one in four twelfth grade students. This report also shows that three eight grade students and two out of three twelfth grade students are not capable in mastering their reading skills. This leads to more than eight million students struggling to read between the grade levels 4-12 years Harris (2007).Coddling (2001, p. 22) argued that “struggling readers have literacy problems throughout their education cycle. It is also said that students can become frustrated develop behavioral or disciplinary problems and contribute to a large portion of our
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