SAM Implementation in School B
School B in the Ravenswood City School District started SAM in 2003 school year. School B serves 5-8 grades. Among about 420 students enrolled, 98% students are economically disadvantaged and 64% students are English learners.SAMAN Score Changes
The graph above shows SAM implementation status in School B. The SAMAN total score in the first of SAM implementation was 1.53 and the score increased to 2.73 at the end of intensive support (2005 school year). The school is still maintaining its excellent SAM status even after the intensive support. SAMAN items #5, #9, #11, and #15 are ones that need to be further examined and discussed for School B.
5. School is organized to provide all accommodations to students insuch a way as to maximize the number of students who will benefit
9. School effectively utilizing general education students in instructionof students in need of supports in all instructional environments
11. School personnel use a uniform, non-categorical lexicon to describe both personnel and teaching/ learning functions
15. SAM implementation at the school site is fully recognized and supported by the District
California Standardized Test (CST) Scores and SAMAN
The following graph describes students' CST scores and SAMAN mean scores over four years. The left-side vertical axle indicates the CST score for the bar graph and the right-side vertical axle indicates the SAMAN score for the line graph.
The CST Math mean score of cohort matched students (scores of the same
group of students in successive years) increased from 301 (in 2003
school year) to 313.4 (in 2006
school year). The CST English mean score also increased from 281.6 (in
2003 school year) to 305.3 (in 2006 school year). The SAMAN score
change pattern is almost same as the CST
score change pattern.
English and Math Score Trends in California Standardized Test (CST)
The following graph shows the proportion of students at/above and below proficiency level on CST English and Math.
After SAM implementation, the proportion of students at/above
proficiency level increased on both CST English and Math. 8.2% of students were at/above proficiency level on CST English in 2003 school
year. In 2006 school year, 14.25% of students were proficiency or above on CST
English. On the other hand, the
proportion of student below proficiency decreased from 62.2% (2003) to 53% (2006).
The increase of student proportion at/above CST Math
proficiency was not linear. The proportion of students at/above on CST Math reached the highest in 2004 school year (26.5%, which was 14% increase from 2003) and decrease to 18.67% in 2006 school year.
California Standardized Test (CST) Scores for Students with Special Needs
The following graphs shows CST score progress for students with special needs.
CST scores of 29 cohort matched students in the special education
program increased on both English and Math CST. English CST scores increased continuously from 262.7 (2004) to 283.8 (2006). Math scores on CST also increased from 263.6 (2004) to 286.9 (2006).
California English Language Development Test (CELDT) Progress
Longitudinal CELDT scores were analyzed with Repeated Measure
ANOVA (Analysis of Variance). In the analysis, CELDT scores of students
who took the test in all 2002, 2003, and 2004 year were extracted and
analyzed. Repeated Measure ANOVA results showed that there was a
statistically significant difference among 2002, 2003, and 2004 year
CELDT scores, F(1.83, 472.77) = 237.80, p
< .001. The Tuckey's HSD post hoc test was followed to compare
between any two year scores. The result showed that the significant
increase was made between 2002 and 2004 school year.
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