About

Achievement Levels and Accomplishments

MCS uses multiple assessment measures including the Ohio Achievement Tests (OAA,
3-8), the Ohio Graduation Tests (OGT, 10), PSAT (10-11), PLAN (9), Explore (8), and the
Stanford Achievement Tests for Independent Studies students. MCS had the highest OGT
scores in the area (private and public) when comparing student data in 2005 and 2006. Scores
dropped significantly when the large population of Ed Choice students was tested in the spring of
2007, and they have remained low for the past three years. For many years, MCS administered
the Stanford Achievement Tests in the elementary, but that was recently replaced by the need for
OAA testing required by the ODE with Ed Choice students. It was determined in 2009 that MCS
would opt for the testing of all students and not exclusively those in the voucher program.

MCS introduced its first three-tiered approach to school divisions in the 2009. Long
functioning as an elementary and secondary school, MCS now utilizes an elementary division for
grades K-4, a middle school for 5-8, and a high school for students in grades 9-12. Each division
has its own administrator, secretary, and faculty. These adjustments were made to ensure that
learning is enhanced at each level in consideration of academic needs and student population.
Currently, the middle school program is undergoing significant high-level training for transitions
to better use instructional time, differentiated instruction, and provide experiences that support
learning for this specific age level.

The school complies with the expected standards for the use of student assessment data;
however, a systematic approach needs documentation, accountability, and training for teachers.
Evaluation and monitoring of the curriculum is conducted by the administration using curriculum
review cycles and philosophical oversight is afforded by the Educational Policies Committee.
Led by the administration, the teachers are frequently encouraged to introduce new instructional
strategies and learning activities that engage critical thinking skills and prompt understanding.
Teachers are routinely afforded professional development opportunities using both in-house
experts and outside resources. The school is diligent to provide CEUs and reward teachers for
innovation in the classroom.

The teachers’ understanding of good, planned biblical integration into the curriculum
took a major step forward following the recent two-year inservice training. Coordinated and led
by the superintendent, the teachers studied Christian Overman’s Biblical Integration Guide and
test, Assumptions That Affect Our Lives. The challenge has been to provide this same training to
new and young teachers that seem to enter the field with little prior knowledge of this issue.

MCS is also undergoing a significant overhaul of guidance services to better track alumni
data and the alignment of expected student outcomes.