Board addresses student performance
The Estherville Lincoln Central Community School District Board of Education addressed student achievement issues Monday night, in response to a letter from a district patron expressing concern on the issue.
The meeting was also coincidentally the time set aside for a student achievement report by Shirley Johnson to reported on the district’s 2007-08 annual goals:
n In 2006-07, 69.33 percent of combined scores for grades 3-8 were proficient as measured by Iowa Tests of Basic Skills. In 2007-08, 70.37 percent of the combined scores for grades 3-8 were proficient.
n In 2006-07, 71.6 percent of the 11th graders were proficient in math. That percentage was 81.8 percent a year later.
n In 2006-07, 67.4 percent of fifth graders were proficient in science. A year later, 84 percent were proficient.
Future goals include:
n All students will gain an understanding of humankind and its role in culture by the 2013-14 school years. In order to do that, students will develop an awareness of individuals and their roles in society.
n Students, teachers, and the community will use technology as a tool to facilitate learning and live in a global society. Students will use technology to retrieve, process, and utilize information to solve problems and crease knowledge as demonstrated by the eighth-grade technology literacy assessment.
n The school will enhance district and building culture and improve two-way communication with parents and community. Toward that end, the district will research and implement effective strategies for dealing with behavioral student needs and issues within the school environment.
Regarding the process for developing next year’s goals, Johnson said the district leadership team will look at data and determine where needs exist.
Johnson noted grade levels where student performance was according to state trajectories and goals. She said the Second Chance Reading program “probably had a significant impact” on high-school students reading at above their goal level.
Regarding the ASSET test that high-school sophomores take to determine their readiness to do college-level work, Johnson said the state has set the performance levels at which students can enter college without having to take remedial-level courses.
Frank Christenson, high-school principal, said the sophomore year is a good time for students to take the ASSET test because that allows them to take college-level classes when they are juniors.
Johnson said special education students and those who were not college-ready represented two different student populations.
“I am so glad people are looking at the annual progress report,” Johnson said.