Letter from the Superintendent - December 2018
Once again, the Department of Education has changed the way they evaluate and give “classifications” to schools and school districts. Although the Department of Education said they would be considering more than test scores, the reality is that standardized test scores are the focus of the evaluation. In addition, almost every year the structure and content is changed so we are working with a moving target. It is an issue for all schools and districts, so we are certainly not isolated in this task. The task for us is striving to improve and find ways to boost those scores. Curriculum, amount of time spent teaching that curriculum, evaluating test results then adjusting that curriculum; that’s a large part of this effort. The greatest frustration is getting students and parents to “buy in,” to take this process seriously, and do their very best to learn material, review the material assigned (homework), and then give their very best effort when taking these tests.
As a school we know that there are varying levels of ability that each individual student has. All districts do. There are many varying factors, such as how many English language learners a district has, what percentage of special education students you have, the socio-economic makeup of your district, the mobility rates of your students (how often and how many times do they move from school to school), and the diversity of your school. The Department of Education breaks down these areas, along with male and female, and puts students into subgroups. Each subgroup is measured by these test scores, and if a certain group performs below “proficient” for a certain period of time you need to find ways to boost that score. Period. There are no excuses, no waivers, and no “well you did ok over here so we’ll let that go.” Almost all districts must improve in some of their schools in one area or another at some time. The tough part is answering the question of how to motivate and convince students, and even more importantly, parents, that doing their very best when tested carries over to effort in everyday life when you move on. That can be in the workforce, in their education after high school, or even in things like relationships or ability to perform to be a good, industrious and contributing citizen. Trying your best, doing the right thing, giving your very best effort. That’s the point.
In the coming weeks we will be examining ways to motivate students. We will be reviewing curriculum. There will be training and seminars for teachers and administrators. We will consult with experts from the Department of Education on how to engage students and parents to understand how important this effort is and that a more diligent effort is needed. We are asking for parents or caregivers to check for homework, read with their children, insist that they ask questions to their teachers before, during, and after class. Turn completed work in! The job of insuring that your child is doing their very best and making the very best effort they can is job number one. We understand that not every single student will get that “proficient” score on every test. We will, however, expect that every student gives their very best effort. All of our Southwest Community must insist they do, as well. We have no time to waste, and the time to act is now. Our students’ future relies upon it. Many of our students do, but all of our students must make that serious effort to achieve at their highest possible level in the classroom.
Sincerely,
R. Todd Porter, Superintendent