A presentation of the results of new state assessments was the focus of a recent Farmingdale Board of Education Special Curriculum Meeting. A discussion of how those results compared to the goals set by the board followed at the session, which was held Oct. 21.

In March 1997, the board of education adopted goals that stated uniform districtwide expectations for students in order to better prepare them for completion of a Regents level high school curriculum. These goals specified various interventions, such as prep classes, extra help, remedial classes, collaborative classes and others to "ensure that all students are provided with opportunities to achieve the All Regents Standards in all areas." Instructional technology and the plan to purchase the needed hardware and software to increase students' access to computers were included in the goals. In December 1997, the board endorsed "specific measurable goals of at least a 2 percent increase in participation in the English 11 Regents and at least a 1 percent improvement in performance for that exam and a 1 percent improvement in performance on the Sequential I Regents."

At the Oct. 21 meeting, Joseph Morra, chair of English for grades seven through 12, presented the English Regents results. Of the 346 students who took the test this June, 282 students, or 81.5 percent passed. This was compared to the results of the June 1997 test, in which 336 students were tested, and 300 students, or 89 percent passed. The increased participation rate far exceeded the goal set by the board, but the percentage of those students passing decreased. Morra explained that by "expanding the base," that is, by having almost all the 11th grade students take the test, it is much more difficult to increase the percentage of those passing. He also stated that as students start facing the reality that passing this test is a requirement for obtaining a high school diploma, that percentage will increase.

School Board President Josephine Macchia stated that the purpose of setting goals is to look to see where the district's students actually are, and to ask why we did not meet the goal of 1 percent increased performance. "What didn't we do that we could do better, that we could do more of?" she asked. Morra presented strategies for improving the Regents results, including ongoing staff development, a ninth grade parent orientation workshop, Saturday review classes for at-risk students, practice testing sessions, support labs and a 12th, grade prep course for those who failed the test.

The English Regents that will be given in June of next year will be very different from the test that has been given for over 40 years. The new test will be given in six hours over a two-day period and will include such tasks as listening to a lecture, taking notes, and writing an extended written response; interpreting and responding to written texts; and writing a proposition paper substantiating a quote from literature, called a critical lens.

This type of test will be used in the mid-term and final examinations in 11th grade English classes to help students become familiar with the format. The English Regents test that will be given in January 1999, will be the last time it is given under the old format, and students can opt to take this one instead of the new test that will be given in June.

Also at the Oct. 21 meeting, Eilleen Lamden, the district's director of Language Arts, showed the comparisons of the percentages of students scoring above the SRP (State Reference Point) on the Reading PEP tests in grades three and six in 1997-98. When all of the students, including all handicapped students and ESL students) are included in the tally, the percentages of those students who score above the minimum passing level are usually lower than when only those scores of students in only regular classes are tallied. Lamden stated that absenteeism plays a big part in the achievement levels of all students. "Attendance is a problem in those who fail," she said. "And this must be addressed." School board member Anthony Vitale posed a question about whether the students were getting enough homework, and this did not seem to be fully answered. However, Lamden did mention all of the programs available to help students achieve, such as the "Parent-Child Program," Corrective Reading Classes, The Columbia Reading and Writing Project, as well as Inclusive and Collaborative Programs.

Starting in January 1999, the PEP tests will be changed to the English/Language Arts Assessments and will be given in grades four and eight instead of three and six. The format will include reading and writing answers to questions, listening to a fable or folk tale and taking notes, writing meanings to specific quotations, and responding to open-ended questions. Lamden stated that teachers are currently focusing on listening skills in their classes.

Gerardine Johnson, director of mathematics for the district, presented the results of the Mathematics PEP tests for grades three and six for 1997-98. Once again, when the scores of all students are tallied, the percentage of those students that score above the minimum passing level is lower than when only nonhandicapped students' scores are tallied. Johnson is beginning to track the students who take Corrective Math Programs to see if their achievement levels rise as a result of this program. New Math Assessments will take the place of the old PEP test and will be given in the fourth and eighth grades. These tests will address more critical thinking skills, and will serve as a diagnostic tool to ascertain students' strengths and weaknesses.

A comparison was made between the June 1997 and the June 1998 Sequential I Regents Exam results. Between these two years, the number of students who took the test increased, but this passing rate was not reflected in an increased percentage of students passing, which was actually lower. Current 10th and 11th graders are now required to pass this test to graduate. Johnson reported on strategies that are being used to improve student performance on these tests: ongoing staff development, ninth grade parent orientation workshop, revamped 2R Prep Course, mandatory tutoring, increased peer tutoring and Saturday review classes for those in need of additional help.

There was also some discussion about the possibility of using a standardized assessment for third-graders to help evaluate which students are at risk for failing the fourth grade ELA assessment. Assistant Superintendent Bob Schultz added that he was "confident that we will successfully meet the new standards from the state."