By:Joseph Kellard
School districts do well on state English assessment
The percentage of students meeting state standards on the fourth-grade English Language Arts exam increased again this year in the Oceanside and Island Park school districts, according to scores released last week.
In the first three years of the state assessments, Oceanside students have gone from 73 percent making the grade in 1999, to 83 percent last year and 86 percent this year. Improvement in Island Park has been more dramatic, rising from a meager 39 percent of students meeting state standards in 1999, to 83 percent in 2000 and up to 93 out of 100 students who took the test this year.
In Oceanside, 444 students took the test this year.
The statewide English Language Arts test, given to fourth- and eighth-grade students each January, involves exercises in which students listen and take notes, read and write essay-style answers. The percentages above reflect those students considered on track to pass the Regents examinations in their high school years.
The ELA standards contain four levels:
Level 1-- Students who demonstrate a minimal understanding of written and oral text beyond the literal level.
Level 2 -- Students who demonstrate a partial understanding of written and oral text beyond the literal level.
Level 3 -- Students who demonstrate understanding of written and oral text beyond the literal level.
Level 4 -- Students who consistently demonstrate understanding of written and oral text beyond the literal level.
This year, for the first time, school districts had the option of scoring tests internally, as opposed to having them scored at regional centers, which consists of people from various school districts collaborating on the scoring.
"I think our ELA program is strong and it continues to get stronger," said Dr. Herb Brown, superintendent of Oceanside Schools. "We begin preparing students for the test from kindergarten onward. And we have reading recovery teachers in the first grade to help kids with reading problems. These and other factors have helped increase the scores."
However, Dr. Linda Bruno, assistant superintendent of curriculum, said Oceanside does not perform test preparation. "We built our curriculum from kindergarten to fourth grade geared toward the New York State learning standard. Just prior to the test, we go over some of the strategies they will need to take the test. But we don't want to take away from important instruction just to proactive for a test."
Bruno also believes the test scores accurately reflect that the students are reading and writing better. "They definitely have improved in the listening, note taking, reading and writing," she said.
Asked what accounts for test score increases in Island Park, Superintendent Dr. Edward Price initially said that the data is somewhat misleading since the scores are not those of the same students.
"But we were pleased to see the greater number of children going into levels 3 and 4," he said. "In the first year of the test, our students had the basic skills when you look at the mean score. Nassau County's average mean score was right in the same category or general range as our students that year. But it said we'd better pay pretty close attention to determine where they did poorly. The scores were raised because we concentrated on the areas where they were having difficulty."
Price also explained that what, in part, accounts for the higher test scores is that the school district gives the Terra Nova tests in grades 2 and 3 (as well as 5 and 7), which, he said, better prepares them for the ELA test. Also, a couple of Saturdays before the test is taken the district holds classes for students to review.
"A large number of students came out for that," Price said. "But the basis is good instruction. The test preparation helps, but it's not the end all. Instruction is most important."
As to the test accuracy in reflecting the students' progress in reading and writing, Price said: "I think what the tests are telling us is that in the areas they evaluate, the students are doing a good job. But if we are only looking at these areas, then that is not looking at the total student. It doesn't give you a complete picture. It's only a snap shot. But that doesn't mean they aren't doing well in other areas, either."
As to internal or regional scoring, Oceanside chose the former while Island Park chose the latter.
In Oceanside, a committee of teachers no associated with the fourth-grade students scored the tests.
"We chose not to score the tests regionally because we couldn't get enough subs, and when you do it regionally they often ask for many teachers to contribute," Brown said.
"We believe their is a lack of consistency in regional scoring, and internal scoring is much more controlled, efficient and cost-effective," Bruno reiterated.
About Island Park's decision to continue having the tests scored regionally, Price said, "We felt that it would be more consistent to get a pattern over a couple of years by doing it outside. And we didn't want to provoke any kind of questioning about grading the tests ourselves."
Ronna Kaplan, who has a daughter in the fourth grade at Oceanside's School 4 and this September will be a PTA co-president, said, "I think the increase in the test scores is reflective of the Oceanside district's ability to combine teaching of the curriculum with fostering love of reading in the children. I think the increase is due to the students getting more familiar with and learning the curriculum, and not just studying to take a test."
Asked how she prepared her daughter for the test, Kaplan said, "I think my watching over her when she does her homework has helped. But what's essential is that I read with her a lot and she sees me reading a lot. I'm a big reader."
Lisa Morrell-Shapiro, a mother of two boys, a third-grader and fifth-grader, said "I'm very pleased with the increases. I attend just about ever Board of Ed meeting. The board listens and everything they do is in a positive manner and with a positive attitude."
She also attributed the increase to the school district's hiring of a reading specialist, Helen Boxwell, and Price as superintendent.
"Also, they put together many reading programs for the ELA," Morrell-Shapiro said. "An after school support program for ELA and the in-school Academic Intervention Service. And they're working a lot on critical thinking. Also, the teachers have been excellent in adapting to the changes they've made. To me, all of this is what has made the school district grow."
Morrell-Shapiro's son, a fifth grader at Lincoln Orens Middle School, took the ELA test last year.
"He received some of the services the school district provides and they benefit him very much," she said. About her third-grader, who attends Francis X. Hegarty Elementary School, she said, "I'm not concerned with him at all. He is going to be completely ready for the test. His teacher Barbara Feinstein, Principal Gloria Maffettone and the school are doing a wonderful job."
