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Students, teachers outline test-preparation strategies as Modesto board hears presentation
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Summary
Students and teachers described study habits and classroom strategies the district is using to prepare for spring assessments; board members asked how student-led methods could be scaled and praised teachers' work.
Students and teachers from Modesto City Schools told the district board on March 30 that sustained, classroom-based preparation and peer-led review are central to success on statewide and program assessments.
Rudra Patel, a junior in the International Baccalaureate program at Modesto High School, told trustees that IB preparation is layered over years and focuses on practicing past questions and learning examiner expectations. "Rather than overwhelming us," he said, "teachers have broken down these complex topics into digestible pieces that we're able to understand gradually throughout the year." Uriel, an eighth grader at Martin Junior High, said students quiz one another and prioritize rest the day before exams; sixth grader Ariana Ybarra described strategies she uses to prepare for ELPAC and CAASPP, including working with teachers and previewing multiple-choice questions.
The presentation, led by Shakina Shams, included a video of staff describing districtwide approaches. Jennifer Malone, principal of Fairview Elementary School, framed preparation as a lifelong skill: "Preparation requires clear goals, intentional practice, feedback, and perseverance," she said.
Trustees asked how the district could scale student-led practices beyond single classrooms. Trustee Maestas pointed to strategies such as intentionally integrating routine practice (he cited "Factor Friday" in math) and creating structures that help students retain skills over multiple years. Trustee Urban and others asked whether peer-led study and co-teaching models could be systematically broadened through targeted professional development.
District leaders said co-teaching cohorts, targeted PD and instructional coaching are in place at some sites and that the district monitors outcomes through midyear and annual reports. Staff also noted that alternate assessments apply to some students with significant needs and that the district reports postsecondary outcomes for students with disabilities to the state.
The board did not take formal action on the presentation. Presenters said the goal is to translate promising classroom practices into broader professional learning and student supports ahead of the April-May testing window.
