County school districts post good 'No Child' results

When students around the county return to school this month they might notice a little extra spring in administrators' steps.

That's because all of the county's eight school districts made adequate yearly progress (AYP) as defined by the federally-mandated No Child Left Behind criteria, which measures students in math and reading. The results released last week are for the 2004-2005 school year based on testing done last spring and winter.

The news is particularly good for Ronan, Polson and Arlee districts, each of which had at least one school fail to make AYP last year, although sometimes for reasons outside of school administrators' control.

The NCLB testing criteria divides students up into many subgroups, including ethnicity, socioeconomic status (as defined by those who qualify for free or reduced lunches), and numerous other categories.

If even one subgroup doesn't make AYP, the entire school — and district — is labeled as "identified for improvement."

Last year in Polson, for example, 94 percent of economically disadvantaged 10th grade students took the math test, but federal requirements dictate that at least 95 percent must take the test, so the high school was labeled as needing to improve. In Ronan, the graduation rate was short of federal requirements, but the district is held accountable for students who entered the high school in ninth grade even if they transfer elsewhere before their senior year.

Two Polson subgroups of eighth graders, one subgroup of Ronan eighth graders, and some subgroups of Arlee fourth and eighth graders failed to make AYP last year, but the districts worked hard to close those gaps, superintendents said.

"Essentially we focused more on test taking strategies to better prepare students," Arlee superintendent Gordon Friberg said. "There were several opportunities to analyze questions and work with students on test-taking strategies."

"Frankly, when you have an experienced staff that had identified issues at hand, and you give them time to address those results, the district is very committed to shoring up some results," said Ronan superintendent Andy Holmlund. "We are hitting areas we feel kids have deficiencies in and try to address those areas specific to each individual. Individuals become groups and groups become classrooms."

"We are feeling good about this. We identified staff members who could teach reading explicitly. We now provide direct instruction in reading from fifth to eighth grade," Polson superintendent Sue McCormick said. "We assess kids to see where they are in terms of skill level, and we tailor the instruction to their specific skill level."

McCormick noted the district has been aided by a summer reading program implemented at the middle school, too.

While last year's testing focused on fourth, eighth and 10th graders, this year, students in third through eighth and 10th grades will be tested. Science will also eventually be added to the mix.

Superintendents had mixed feelings about more grade levels being tested.

For smaller school districts like Arlee that might not have enough subgroups, different subgroups can be combined to qualify for the minimal amount needed to qualify as a subgroup — which might hurt the district, Friberg said. More subgroups being tested means more chances of being labeled as needing to be improved.

"My concern is that our subgroups will be large enough that subgroup test scores could cause us to not make AYP this year," he said. "In grades four and eight, if we had fewer than 40 special education students, then that subgroup was not counted. But if you take grades three, four, five, six, seven, eight and 10, then we will have enough students to qualify (as a subgroup)."

Holmlund didn't have a problem with new grades being tested, but reiterated his frustration with just how effective the current tests are in assessing students. Last year's results were largely based on the criterion referenced test (CRT) and the Iowa Test of Basic Skills administered in late winter and early spring, although the results were weighted differently for larger school districts than for smaller ones.

"How many people use a two-legged stool to sit on? Testing accurately and acutely is important, and I'd prefer a more balanced approach," Holmlund said. "But we do what we can, like ask for more parental support to make sure there's good eating and sleeping habits (during the testing period)."

"Not all students start at the same level. We all recognize that poverty is an issue. It will affect test scores. I don't think it's realistic to say that all students are going to jump over the bar at the same time," Friberg noted.

Friberg reiterated a common frustration with NCLB testing — that expecting all students to be proficient at the same level, including special education students, is a high expectation.

"Kids don't learn to walk or talk at the same time. They have different emotional development times," he said. "But that seems to fall on deaf ears."

Administrators have also complained about "test burnout" because the two tests are usually administered in close proximity. Thus, students might be engaged in the first set of tests but feel frustrated at having to do another one so soon, especially since they're aware that it doesn't count toward their GPA.

However, despite the potential downfalls, more testing allows administrators to better gauge overall student progress across grade levels, they noted.

"In the past it was just the Iowa test, but now we have the measured-progress test," McCormick said, referring to the CRT. "We want the longitudinal testing data on our students because it allows us to better track their progress."

McCormick said, overall, testing more grade levels will help school officials have a better idea of students' needs and progress.

"It will help us (testing more grades). It will give us the longitudinal data that shows us the progression of the learning path," she said.

Regardless, all of the superintendents were pleased with the staff and student efforts involved in making AYP countywide.

"I think this supports the staff's commitment to make a difference in a child's life. We are committed to making sure that individual students are successful," Holmlund said. "It's a wonderful feeling going into the school year being able to share this accomplishment with our staff and students."