The Glasgow District met 9 of 11 NCLB target goals or 81.8 percent, but did not make AYP in reading or math.
Both South Green Elementary and Glasgow Middle School met 10 of 10 targets for 100 percent and achieved AYP in reading and math.
Highland Elementary met 9 of 10 targets or 90 percent and AYP in math, but not reading.
Glasgow High School only met 7 of 12 targets or 58.3 percent and did not make AYP in reading or math.
“Any high school, as our accountability model currently exists, is the most challenging of any of the schools to move forward and maintain the benchmarks,” said Sean Howard, Glasgow superintendent.
Howard has set guidelines for teachers and administrators to follow to help address the deficiencies.
“We must continue to provide the necessary guidance and support to our high school in order for the needed improvement to occur. We need to continue to provide professional development to our teachers in the areas of the most effective teaching and planning practices. We must have daily conversations which focus on the delivery of the content, the significance of well-designed assessments, and knowing how every student is performing on a daily basis. We must continue to build rapport with each student and continue to reach out to their needs and push them to excel,” he said.
The Metcalfe County District met 9 of 11 target goals or 81.8 percent in NCLB and made AYP in math, but not reading.
Two of three elementaries, North Metcalfe Elementary and Summer Shade Elementary, plus Metcalfe County Middle School met 100 percent of their targets as well as making AYP in reading and math.
Edmonton Elementary and Metcalfe County High schools both only met 7 of 10 targets, and met AYP in math, but not reading.
When Superintendent Patricia Hurt was asked about why EES and MCHS decreased in the number of targets met this year, she explained the NCLB goals are moving targets, which makes them more difficult to achieve.
“Each year the NCLB goal rises, and we have to perform at the same high level as we did the previous year and then some. There is simply a reading issue at both schools and the gap continues to get wider in part due to the fact that the NCLB goal moves,” she said.
Hurt has a three-point plan for addressing the deficits at the two schools concerning NCLB and AYP.
• “We need to spend time looking inside the KCCT results at the individual student level and map intervention strategies that have been identified for each child to be successful.
• “We have PD (personal development) day devoted to data disaggregation at each school site and by the end of the day, each school will identify goals that will be incorporated into their CSIP (comprehensive school improvement plan) to address each academic issue found.
• “We have placed additional support staff at the district and school levels to work with teachers and administrators in curriculum and instruction roles,” she said.
What are the other schools in the district doing right to achieve NCLB and AYP benchmarks?
They have devised a system of interventions to best meet the needs of all students whom they serve, according to Hurt.
“Leadership holds teachers and students to a high standard of performance and best practice. The focus is on teaching and learning and are not distracted by things that matter least. A successful performance of any kind requires intentional focus. They utilize all available resources to illicit a high level of achievement and by doing so, they maximize learning opportunities for all,” she said.
Monroe County District met 10 of 13 target goals or 76.9 percent for NCLB, but did not achieve AYP for reading or math.
All three elementaries, Gamaliel, Joe Harrison Carter and Tompkinsville, met 100 percent of their targets and AYP in both reading and math.
Monroe County Middle and Monroe County High each only met 6 of 10 targets and did not make AYP in reading or math.
The middle and high schools continue to underperform on NCLB/AYP when compared to the other schools in the district.
Superintendent Lewis Carter said the elementaries “continue to show consistent, continual climbs towards individual student success.”
“That commitment to student growth is crucial in their successes, which have placed them in the top 10 percent of the state again this year for the fifth year in the row. The individualized education plans and RTI (Response to Intervention) have been in place for several years and we see the benefits already with increased student achievement and mastery levels. Individually, the schools score high on the reading and math - but the collaborative efforts through Professional Learning Communities in place for teachers through the whole county will continue to improve scores throughout the schools and district,” he said.
Lewis pointed out that the test results do not follow the same students’ performance.
“It is imperative that everyone realizes the individual data years do not compare the same group of students. Being able to see growth as the new Kentucky accountability system proposes will allow the progress of individual students to be measured. This will begin to let the public see the schools’ actual numbers of ‘apples to apples,’” he said.
Part of the improvement plan is to add an instructional coach to help address deficits in performance.
“As we look toward the remainder of this year, we will be using Title I Federal funds set aside for school improvement to employ an instructional coach at the Monroe County High School (pending board approval Thursday morning of the position). The charge of this person will be to evaluate, assist and monitor school improvement issues and strategies,” Lewis said.