By Patrick Tepoorten

Results from statewide standardized tests were released by the Department of Education last Wednesday to much consternation statewide. Districts from one end of the state to the other have seen scores plummet, resulting in a much higher number of under performing schools in areas of reading and math.

North Branch did not escape this trend, as the Middle School, the Area Learning Center, and the Sunrise River School all failed to meet Adequate Yearly Progress (AYP) standards. Of those three, only the Sunrise School faces possible penalties from the federal government.

Penalties come in the form of withheld Title I dollars and Sunrise is the only school in the district that both failed AYP and accepts Title I funds. However, the school is still a long way from seeing federal funding yanked. It will have another chance to achieve AYP standards next year, and if that fails, the school must create a plan to reverse the trend in order to preserve the roughly $40,000 in Title I funds it receives.

WHY THE SUDDEN DOWNTURN?

The 2006 results are based on the new MCA-II test, which was given for the first time last April. ìWeíre not comparing apples to apples,î said Jan Ashlin, who interprets test results for the district. The MCA-II is a much more difficult test than its predecessor. ìThe rigor of this test is incredible,î said Ashlin.

Still, the expectations for the test were that scores in reading in math would drop, and the state did weight its goals against that. In other words, expectations of success were decreased by the state, in some cases significantly, to account for the more difficult exam.

For example, over 82 percent of district middle school students achieved AYP in 2005, but the target for 2006 was considerably lower, at 64 percent. In 2006, 75 percent of middle school students achieved AYP, a passing grade. To the untrained eye though, it could look like a sudden drop in the quality of education students receive. In fact, it was the standard that changed, with the bar set higher.

And, while the results are something that concerns Ashlin, she also recognizes that this test will become baseline data for future tests. A beginning, not an end.

RESULTS ARE RESULTS

There is no escaping failed grades, and North Branch is seeing a few this year.

At the middle school, failure to meet goals was the result of poor reading proficiency among special education students. Forty two percent of students demonstrated proficiency, well short of the 59 percent goal.

Ashlin acknowledged that the district needs to do more to increase reading proficiency in the sub-group, but added that the district prefers to see special education students take the test, rather than take advantage of special assessments. ìWe have not used our special assessments to full capacity,î she stated. The middle school can conduct up to 38 special assessments, which amount to a form filled out by a special education teacher, but the school only performed 16 special assessments. ìOur intent is to give them the opportunity to take the test, and see how they do,î said Ashlin. Now that tests have been taken, the district will re-evaluate who can take tests in the future, and who should be evaluated with a special assessment.

Ashlin also pointed out that, despite failing to meet goals at the Area Learning Center (ALC), the school actually improved in 2006. ìThe ALC did not make AYP in three categories in 2005î said Ashlin, referring to reading and math proficiency as well as attendance rates. This year, students met goals in reading proficiency and attendance, failing only math proficiency.

Like the middle school, Sunrise failed to meet proficiency goals for special education students. In Sunriseís case though, it was in both reading and math proficiency. It fell more than 10 points short of expectation in reading, and almost 15 points short in math.

ìWe are taking these results very seriously,î Ashlin said.

THE GOOD NEWS

The good news, according to Ashlin, is that results from the MCA II tests are much more specific than previous tests. They give a wealth of data in subcategories that can assist a district in recognizing weaknesses and focusing on them. It is that data the district needs the most, because it goes beyond noting a problem, and instead shows where problems might be addressed. ìWe will try to focus on the data more than the end result,î Ashlin said.