LEADINGtheJOURNEY
An E-newsletter on EXCELLENCE in Leadership
Using Standardized Test Scores NAD Principals’ Handbook Excerpt 
A standardized testing program assists the school in measuring student learning and planning for improvement, and provides accountability to stakeholders. The principal must lead faculty in reviewing and analyzing test data, while ensuring appropriate use for decisions about student learning and program improvements. This may occur through a designated testing coordinator or a small committee appointed to assist in planning and implementing the testing program. The principal should regularly reference testing data in reports to various stakeholder groups.
October 2024 | Volume 13, No. 3
Previous Issues
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Utilizing Standardized Assessments
for Student Success
By Hayley Hamel
Principal—Riverview Christian Academy
At Riverview Christian Academy, we use standardized test data to guide instructional focus and inform areas for improvement. There was a time when the mention of data from standardized tests made me feel exhausted. I associated this with added burdens for teachers and an unnecessary focus on quantitative measures. However, I’ve come to realize that standardized testing has the potential to streamline our work.
The first step in our standardized testing program is setting students up for success. We inform parents about the assessment ahead of time and emphasize the importance of adequate sleep and nutrition. We encourage students with positive affirmations.
After the testing week, we use the generated data to track student levels and progress, determining methodological effectiveness. The NWEA offers valuable reports; one called the “Learning Continuum” is particularly helpful. This measure groups students by developmental stages. It also specifies the standards each group is ready to learn, allowing teachers to focus on the most useful objectives.
Last year, based on MAP data, we initiated reading groups that arranged students from various grades according to their developmental needs, creating break-out learning labs. As a result of this targeted approach, we observed a 10% increase in students performing at or above grade level.
On a broader scale, I closely monitor trends. The data revealed that students generally struggle with foundational concepts and vocabulary. In response, we determined we would follow the pacing guide for math and collaborated with a local math coach for individual teacher support. Our goal this year is to see improved results. If we don’t, we will reassess and try a new approach. Although we utilize many different data points and strategies, without standardized tests, we would lack the focused insight vital to developing a robust needs assessment strategy.
Set Students Up for Success
Inform parents about assessment ahead of time
Communicate the importance of adequate sleep and nutrition
Encourage students with positive affirmations
By Carla Drake
Teacher—Oakwood Adventist Academy
This past school year brought exceptional success for our first-grade students, who showed incredible dedication and growth in their Measures of Academic Progress (MAP) assessments. At the start of the year, only 9 of the 21 first graders had achieved "blue" mastery levels. A few students scored above and on grade level. Some of the students also scored in the orange and red areas. I asked myself, "How will I help my students grow this school year?"
As a school, we decided to have data chats with our students. Some felt that having data chats with first
graders may have been a bit much, but the students embraced the challenge. Students met with me and discussed their scores and goals for the next MAP Assessments.
Our data conversations were a turning point for many, as students took their test preparations seriously. The students met individually with the teacher before each testing window to discuss their strategies for reaching their goals. The students also set WIG (Wildly Important Goals) goals as a class. The class percentile for math was 61%, and our class goal for the end of the year was 70%. For reading, our class percentile was 67%, and our goal was 72%. We surpassed our goals, hitting 95% for reading and 98% for math, with no students in
the orange or red levels. By the end of the year, the number of students in the mastery category had grown to 16 (up from 9) in both reading and math.
Much of the progress is attributed to their work with individualized skill plans on IXL.com. Students participated in the leaderboard activities for extra practice. This kind of commitment was widespread across the class. The students answered more than 155,000 questions from October to mid-May. Their hard work, persistence, and focus paid off, setting a strong foundation for their academic journey.
The
Power
of
Data Chats
Enhancing
Educational Outcomes:
The Future of
MAP Data in a Standards-Based School
By Bernelle Rivera
Teacher—San Gabriel Academy
San Gabriel Academy (SGA), a leader in standards-based learning, is leveraging MAP (Measures of Academic Progress) test scores to further align instruction with student needs. Historically, secondary school teachers at SGA hesitated to use MAP data due to concerns about its relevance. Since MAP scores are not tied to college admissions like the SAT or ACT, many students are disengaged during testing, often guessing answers or rushing through the assessments.
To address this issue, high school teachers have implemented a pilot program to incentivize students to take the MAP test more seriously. The results have been promising. "Where students once rushed through the test, they are now more focused and even competing for higher scores," says Rychelle Lehnhoff, a high school math teacher.
More importantly, MAP test scores offer valuable insights into student learning by identifying gaps and strengths in their understanding of key standards. The NWEA platform generates reports that help teachers target areas where students need support, recommend personalized learning activities, and set meaningful growth goals. This allows SGA to ensure that instruction is standards-driven, helping each student progress at their own pace.
SGA is also exploring how MAP data can be incorporated into its accreditation process. Although the school is still working on ensuring consistent and reliable MAP data, there is great potential to use these scores to assess program effectiveness and student achievement. By reinforcing the standards-based model of instruction and aligning learning with standards, SGA plans to demonstrate to the accrediting commission that it is utilizing tools like MAP to support continuous student growth.
As SGA refines its use of MAP data, the school remains committed to using it as a powerful tool for differentiated instruction, helping students meet their academic goals while providing clear evidence of progress for accreditation and stakeholders.
MAP test scores offer valuable insights into student learning by identifying gaps and strengths in their understanding of key standards.
MISSION: STRENGTHENING ADVENTIST EDUCATION ONE LEADER AT A TIME
