In my earlier post, I really liked what Paul Blandford had to say:
“Maybe they’re just not learning what they need to learn,” said Blandford.
as I discussed the NECAP scores for Gilford (pretty much only average at best; dismal results based on what we budget for the SAU). Certainly, the School Board was rather unhappy as well (as well I believe they should be). He also said:
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.”
Again, we had both Dr. DiMinico and Ken Wiswell on MTNP and both of them, if I can summarize it balanced, are against this "high stakes" testing. Certainly, this belief is being held counter to that of the Board.
Then this in the Citizen this past Tuesday on the front page:
Board winces at survey results
"Disheartening" and "alarming" are how the School Board is characterizing results from a statewide survey delving into the behaviors undertaken by high school students.
The Youth Risk Behavior Survey was taken last year by 439 Gilford High School students and what the results found is, as school nurse Meg Jenkins said, "There is a tremendous amount of alcohol and drug use among students." Jenkins pulled out 13 key statistics to outline the problem areas for the School Board and in all but two of these areas the statistics in Gilford were up from years past and every area was well above state averages.
This is not new information - when my kids were at Gilford High, stories abounded about behaviors described above. In my opinion, I'm glad that the survey was done and that the results are being publicized. Terry has a good take on this here.
However - serious question here - is it the fault of the school system? My SHORT answer - only if the staff is modeling this behavior (or showing attitudes / philosophies that would seem to condone such behavior) for the students to see, thus giving an implicit "this is ok".
Is it truly up to the school system to fix this? No, not in my opinion. It is up to the parents to be responsible for their children. And part of the article says such:
"We feel it really is a community-wide issue, a family issue," explained Jenkins.
School Board member Margo Weeks honed in on the family involvement, saying: "If someone doesn't notice something is seriously amiss then something is seriously wrong."
She, along with Jenkins, noted that there may be a wide range of problems at home that could be enabling these types of behaviors and, by in large, the results say parents and the community need to get involved.
Given that the problem is widespread, this would involve a lot of parents, right? Well, only 30 parents showed up for the forum they held later on.
NOW, here's the part that the school system has to fix, when everything is considered....
The Steamer covered this issue as well in the same article (page A5) as well as the NECAP scores. Ken Wiswell had this to say:
“Our staff meeting on April 2 was dedicated to this,” said Wiswell. “I am disappointed but not discouraged.”
Look, the results have been far from steller for a while. To say that a staff meeting was dedicated to it, with the School Board rather unhappy, I bet some other words ("anxious" might be one) may have gone unsaid at the same time. Frankly, if I had kids still in the system, my words would be far from "discouraged" and more to the point.
As someone who looks at the the SAU budget, I will be asking a lot harder questions next year....we cannot have a spending budget of about $17K / child with these results. We all should be.
Wiswell offered several courses of action that were already being implemented at the high school.
Frankly, I think that some of the ideas were fine:
The math teachers are asking students to solve more multiple step problems and requiring more writing.
Absolutely....but what about the other areas? And why didn't this start before?
“How can we say students can go off campus when they are scoring below average?” asked Wiswell.
...or requiring seniors to have certain scores for open campus privileges.
Absolutely! But remember - you are the folks that permit and allow the off campus in the first place - blame yourselves. And you have known from previous scores (remember, your own School Report shows SAT scores at Gilford are below State averages. That is a long term test that has been going on, so to blame only the NECAP is a dodge, IMHO).
Some are just plain dopey:
The school will also move the testing to an off site location to ensure the same proctors for each test and instill the seriousness of the test on the students.
No, we already pay for a school and its rooms - there is no reason for this expense IF THE CULTURE SET BY THE STAFF IS SUCH that it penetrates the kids' mindsets that this is serious stuff well ahead of test time.
This is a one time band aid scheme - a ill thought out one as well. It is NOT the testing location that matters - it is the attitude given by the staff to the kids all year long academics matter. Kids will perform to expectations - raise them, not just for the NECAP, but for ALL the time.
Wiswell also suggested that the scores go on the student transcripts
Dopey Number Two - this won't matter except for the motivated kids - which is redundant (they're all ready motivated to do well anyways).
and perhaps offering incentives such as gift certificates at the student store
Oh please, PLEASE let's not get into "paying for performance" for the kids. Unless you're talking about "pay for performance for the teachers". I bet that if the School Board wrote that into the contracts for the teachers (and not the Admin), scores would go up!
Naw, never happen...the union won't let it. Speaking of the local union, I cannot WAIT for them to file their LM-2 forms now that the Supreme Court has forced this to happen. I bet we'll see some GREAT stories in that!
Wiswell said that what needs to change is the culture of the school and that the students don’t feel like they are part of something bigger.
Yes to the first part, and that, again, is the responsibility of the teaching staff. They have to set an "all the time" attitude and not just at test time. It may well be time to move the emphasis by the Administration (and the Athletic dept) from Athletics to Academics.
Want a clue - look what the Dean Kamen folks do - they make the students who do their academic competition feel like Rock Stars! When's the last time that the cheer leader squad cheered for the Math Team?
ANd add a huge "NO" to the second - students do not have to feel that they are part of the bigger collective in order to test better....that's silly. Rather, they should be encouraged, as individuals, to perform at their best ALL the time. After all, you cannot take part of Johnny's score and give it to Janey if he does well and she doesn't not. Her score does not impact his. Trying to graft a team mentality onto this is, well, dopey.
In fact, I think that a good part of the problem is this heightened emphasis on "the group" dynamics and "we're all in this together" attitude.
Instead of concentrating on pure academics.
The students don’t feel the scores count for anything and so do not do as well as they could. Wiswell asked selected students individually about how hard they worked on the test and showed them the results for the school. “Most of them said ‘Oh if I had known I would have tried harder,’” said Wiswell.
For them, it doesn't. It does for the professionals that we employ to ensure that our children have the knowledge and the skill to succeed at these benchmarks, not the other way around.
Now, I've gone long already....but did anyone ELSE notice this? This may be part of the problem as well!
On the next page, page A6:
Gilford Schools plan weeklong Earth Day celebration
Lots of time and effort expended on this effort - what would be the result if the staff were to do the same thing on something that is more important to the kids - ensuring not an "incomplete" knowledge of a crisis (in name only - and yes, I am a skeptic that man is primarily responsible for this - look here at some of the project's finding with which Morrison is associated.
Look, I believe a back to basics is has to be implemented - prioritize what has to be taught to cover those bases. Those not at the top, dump them. Period. Until scores rise to acceptable levels (and the School Board ought to say what those acceptable levels should be REAL SOON so that everyone knows what the expectation is.
PUT THOSE EXPECTATION OUT ON THE SAU WEBSITE SO THAT THE COMMUNITY CAN SEE WHAT THE SAU leadership and School Board are expecting our kids to achieve - by academic area by grade level.
In fact, I CHALLENGE them to start now - even the draft forms, even the glimmer of ideas!
Dr. DiMinico said on his last time on MTNP that this process was already beginning - here's the invite to come on as soon as possible again!
To conclude: the retained academic priorities should apply to ALL students, not just the top level ones. And that proposed International Baccalauriate program? Ditch it for now.
According to Dr. DiMinico at the IB info meeting (I do have to post the audio from that still, don't I?), it would only be used for the top students at its beginning. So dump the IB idea (and the expense, even if outside money is used). Concentrate the SAU's time, effort, and money, for a few years, on ALL students and strictly on the basics.