GilfordGrok

I posted here about the most recent Gilford NECAP results here (2006 results here).  My comments on the recent results were:

I am almost all but sure that the following will be absolutely raise a few hackles, but since this is an opinion blog, I'll oblige.  Given the numbers, somebody's gotta step up and speak out.  What's that's obnoxious Liberal phrase - "speaking truth to power"? 

• I'm just dying to hear what the explanations are going to be for the Reading fiasco.  After all 87 or 120 are not just the "challenged" few.
• When is "more time" enough, and when is "more resources" enough?"
  

When is it time for results?  Is it time for "taxpayers pay for performance"?

If it were just a few, one could say "students".  A few more, "uninvolved parents" or "unable to enforce discipline".  Time to add another......

To say that I was underwhelmed at reading the scores when they were released is to be kind.  I looked at our results, looked at the overall state results, and then when I remembered what the Gilford SAU Budget was vs the State average was, well I was not a happy camper (we spend about  $17,329/student).  That said....

Our unofficial motto is "spank'em when they're wrong and thank'em when they're right"!  Here, I may have been a bit rough on Paul Blandford, as he helped, with his own words, to prove a point on Right To Know requests.  But, you've heard the phrase "from zero to hero"? 

Now, give the man a ceegaarr!

“Maybe they’re just not learning what they need to learn,” said Blandford. 

Yup, looks like the Gilford School Board finally lost its patience, too, given the recent NECAP scores.  I do remember using the word "accountability" several times on Saturday when Dr. DiMinico and Ken Wiswell were on MTNP.

Now, I was not there at the School Board meeting.  I bet it was not taped (but you can BET I'm going to be looking for THOSE minutes!).  Thus, I can only go by what was in the paper - so I shall!  From the Daily Sun (pages 1 and 9, I'm only quoting the "relevant" parts):

Gilford board very disappointed with ‘average’ state assessment scores

GILFORD — The message from the School Board was clear: average is not good enough for Gilford students. The message was a reaction of the board last night as it reviewed results from the elementary and middle school’s New England Common Assessment Program (NECAP) tests, administered in October 2007.

 [snip]

NECAP scores fall within one of four categories: level four is “proficient with distinction”, level three is “profi cient”, level two is “partially profi cient”, and level one is for “substantially below proficient”.

Elementary School Principal Sandra McGonagle began the presentation of the NECAP results, reminding the board that the state Department of Education has set the goal of all students scoring profi cient or better in all categories by the year 2014. As such, she said “we always have an eye towards improvement.”

Really?  Can you show a graph (or did you) of how well we've had continuous improvements in the scores ? 

I scoured the Annual Report Card (not listed on the SAU web page that I could see found it!  ) that was sent out. 

• I saw the great (really!) dropout rate percentage. 
• I saw that Suspensions are up (could be a good thing, as that means discipline standards are being raised.  Or bad, in that Zero Based Tolerance silliness is reigning supreme). 
• I wonder that with the financial demographics of Gilford, why so many kids are getting Free & Reduced Lunches?
  
• I noticed that the State average SAT scores are consistently BETTER than Gilford's.
• I saw that the NECAP scores were nothing to write home about (actually, only every other student would be proficient in doing so)  
  

But I digress....a tad

Looking at the results of the tests, though, board members failed to see such improvements. The scores for Gilford’s students in grades three through eight hovered within a few points of the state averages, which is just where board members have seen scores in previous years.

“I’m disappointed,” said Board Member Derek Tomlinson. “I expect that we’re going to be above state average.” He noted that the district has dedicated a good deal of time and resources lately to improve the scores.

Superintendent Paul DeMinico shared with Tomlinson’s disappointment. “We shouldn’t be average,” he said, especially considering the demographics of Gilford. “We should a leap, by a good size, beyond the state.”

Glad I'm not the only one.

Tomlinson said, “I feel like we’re doing a lot but I don’t see the data coming out.” He wondered if teachers had the time they needed to apply the results from previous tests to their curriculum planning. “How much time to they really have?”

Board Member Kurt Webber said he wasn’t sure if students were taking the tests as seriously as the board does.

But Board Member Paul Blandford said the students might be taking their cues from teachers. “I think it goes beyond the students to the staff taking it seriously. It’s extremely disappointing. We do not want to be average.”

I'm not convinced that the major reason for low scores is that the students are not taking the test seriously.  That's a cop out, and perhaps laying blame at the wrong feet.

I think Paul has it right on target again (and YES, I VOTED for him!) and here's why.  If it is just a single year, or happening sporadically, looking at the class of kids is justifiable - teachers have said (and I agree, having been a member of some) that some classes are bright, some not, some good and some are very ill behaved.  You could blame the kids - but only partly and only some of the time.  You DO have to look at who is managing that class!

But long term results that don't meet the community's standards?  The only things that cannot be ruled out are curriculum... 

...and the people who teach that curriculum.

McGonagle said the staff has been “working as hard as we can to make sure [improvement] happens.” The school has taken such steps as giving students bagels and fruit on testing days, giving pep talks to impress the importance of the tests, and asking parents to send students to bed early on nights before tests.

I think that these efforts may be a tad misguided....let's see, what could it be?  Oh Yeah:

“Maybe they’re just not learning what they need to learn,” said Blandford.

Question: if the kids are being taught the fundamentals, tested on the fundamentals, and then corrected on those fundamentals, then shouldn't they fundamentally be able to score well on the NECAPS?  So what does it say when the scores are not "well"?

Certainly, what has been the process so far for years isn't working.....empirical evidence is proving that out.

The data may be similar to last year in result, but Middle School Principal Jim Kemmerer said the format and specificity of the reports is better and more useful than in years past. He said the results show teachers exactly which students are having trouble and with what types of questions. He said a teacher can quickly see if all students got the same question correct, and if many got it wrong, the teacher can see what wrong answers were given. “We’re for the first time getting really good data,” he said. He also noted “Middle school students take the test seriously, but they do get test-weary.”

I'm getting tired of the "blame the students" game - it seems like the School Board is losing it's patience with this too.  While reviewing test results to locate curriculum / teaching "holes" is fine, there's still a problem:

Why weren't our students being taught from the get-go with respect to demonstrably provable curriculum and methodologies? 

I keep hearing (and seeing the in the SAU Report card) how Highly Qualified our Teachers are.  Thus, THE QUESTION that HAS to be asked, given the simple results requested (and no small boasting of the Report Card of how well Qualified our teachers are) is:

where, then, are the above average results? 

I hope this question is at the forefront of the teacher contract negotiations - after all, they are the adults in the room doing the teaching and should be held responsible for the results (or lack thereof). 

Perhaps the district could take steps to give students reason to take it more seriously, Board Member Margo Weeks said, such as making the results part of a student’s permanent record, or holding a contest wherein the grade that had the most improvement would be rewarded. High School Principal Ken Wiswell said he already was thinking along those lines, and would present some of those ideas at the April 7 board meeting, along with the High School’s results.

How about a competition between the teachers
for the best classes relative to the State Averages? 

Hey, School Board members - can you find it in your budget to reward merit pay for this?

Naw, I know, the Teachers Union will never buy into it......but it was a thought.....