Comments on: New Mt. Diablo Student Achievement and School Support Division gets generally high marks from principals

By: Doctor J

Doctor J — Wed, 13 Apr 2011 14:57:56 +0000

Lawrence promised “The members of this new department will be annually evaluated ” on May 11, 2010. As we near the end of the first year of SASS, it will be interesting to hear his evaluation of this new department based on the criteria he set forth.

By: Theresa Harrington

Theresa Harrington — Wed, 30 Mar 2011 18:14:24 +0000

The answer to that question may not be known until the district receives its next batch of STAR scores.
And yes, it makes sense that students have progressed because Curriculum Associates tests them on end-of-year standards.
Board President Gary Eberhart asked Superintendent Steven Lawrence to “fill in the numbers” on the budget cut list, including costs for the SASS Department: http://esbpublic.mdusd.k12.ca.us/public_itemview.aspx?ItemId=3787&mtgId=300.
Under “impact,” the department description tells how positions are funded, but doesn’t give the total cost of the department, including Curriculum Associates materials and training. It states that the district is saving $246,000 from last year’s budget, based on the elimination of the Associate Superintendent for Educational Services position and SASS restructuring, but does not give an accounting for how this was determined.

By: Doctor J

Doctor J — Wed, 30 Mar 2011 17:58:19 +0000

Abstract test scores in a vacumn are pretty meaningless. Of course students progressed — 2/3 of the year has gone by. I am sure they progressed last year too. The $64 question is whether the students are making a significant leap in progress from prior instructional methods to justify the huge commitment of funds and human resources. Perhaps I missed it, but I don’t see the data to support that conclusion.

By: Theresa Harrington

Theresa Harrington — Wed, 30 Mar 2011 17:37:46 +0000

MD Teacher: Are you at an elementary, middle or high school? Based on the PowerPoint presentation, it seemed that progress was touted more at the elementary level than at secondary schools: http://esb.mdusd.k12.ca.us/attachments/92e833fb-6eb3-4f78-b2b4-09321d1b631f.pdf.
Many elementary teachers have been trained in data analysis, BoardMath and BoardLanguage. Middle school teachers are beginning to have department level meetings to collaborate on curriculum, but it sounded like high school teachers haven’t really been involved in this yet.
The PowerPoint also shows how there is a focus toward teaching to the test through the data analysis. However, this also helps to assure that students are learning what they are supposed to, SASS administrators said.
Teachers identify “focus standards” based on how many questions are on the CST, as well as which standards their students are struggling with. They also stress “essential standards,” which have already been developed at the elementary level (but not shared with the public) and are still being developed at the middle and high school levels.
At some schools, teachers collaborate and divide students in the same grade level into different groups based on their test scores, rotating them as they improve or regress.
According to the PowerPoint, students in grades 1-5 progressed in Math after each Curriculum Associates test was given, with first graders achieving 70 percent correct and 5th-graders getting 56 percent correct on their last tests. Results for English language arts, however, weren’t presented.
According to a “Data Team Survey,” principals rated the data analysis higher overall than teachers. When asked to rate this sentence: “The data analysis process has helped with my grade level collaboration,” on a scale of 1-5 with 5 highest, teachers averaged a 3.9 compared to 4.6 for principals.
The two were a little closer on the following statements:
“The data analysis process has helped make a difference to my students and their learning.” Teachers gave this 4.1 compared to 4.6 from principals.
“Time spent on data analysis was valuable and helped inform my instruction.” Teachers gave this 4.2 compared to 4.7 from principals.
The presentation only focused on the district’s Educational goals and objectives and didn’t mention how the district is doing toward meeting board-adopted goals related to Communications Plan and Community Relations, Personnel Services, Fiscal Services or Facilities.
It also focused only on Math and English language arts. In response to a board question about writing, SASS administrators said they are still searching for good materials for this.
They also said they are working to improve instruction for English Language Learners, after being required by the state to create a “corrective action plan.”
One of the next steps is: “Professional development for all administrators and teachers on effective first instruction.”

By: Doctor J

Doctor J — Wed, 30 Mar 2011 14:36:45 +0000

It felt more like a sales presentation that should have occurred last August at the start of school instead of towards the end of school. By now, where is the data from all the testing that should show progress ? I was surprised there weren’t more probing questions from the Board, especially Gary, in light of his previous questions.

By: Md teacher

Md teacher — Wed, 30 Mar 2011 13:51:57 +0000

Is there any evidence that this new department is helping students or teachers. I don’t see it at my school. Our principal is off campus more than ever these days, and we see a much bigger focus on teaching to the test coming from the district now.