JISD: Sub-groups not showing progress
District expected low scores from JHS, JJHS
By GEORGIA PURDY Newsboy Correspondent

When Assistant Superintendent for Curriculum Gwen Gilford gave a detailed report to the Jasper Independent School District Board of Trustees Monday, Feb. 11, showing that three schools had subgroups who failed to meet Adjusted Yearly Progress (AYP), two of those were expected.

AYP is based on progress measured in a two-year period, and both Jasper High School and Jasper Junior High had low TAKS math scores for two subgroups on the 2007 test.

Rowe Intermediate School, however, had a different problem. The special education subgroup did not make AYP in TAKS reading even though 73 percent met the standard. AYP, part of the No Child Left Behind Act, puts a three percent cap on students taking below grade level special education assessments. Rowe had 21 students in that category.

"Because we can only have three percent taking the below grade level test, Life Skills students and a few in Resource classes take up the numbers," Gilford said. "That means a significant number of Resource students who should be taking the Modified Special Education test must be moved to the regular or the TAKS accommodated test."

Special ed students have a wide range of disabilities; therefore, there is more than one type of test designed for these students. For example, a test can have fewer questions and a larger font, which creates more white space and is easier to read. By moving a student from the test recommended by his/her ARD, it can mean that the student is unable to achieve mastery.

"This is mandated by the No Child Left Behind Act which also says that 100 percent of students, all students, will meet the standards by 2013-2014," Gilford said. "I don't think that is reasonable."

To better prepare special education students, the district offers morning and afternoon tutorials, content mastery for inclusion students taking regular classes plus inclusion aides, grade level curriculum for Resource students, and increased technology. As with all students, benchmark tests are analyzed each six weeks.

JISD began beefing up math curriculum in 2004 with the addition of the Sharon Wells program in grades two through six. In 2005, Jasper Junior High began a double math period with a pullout program for students who were struggling. While scores have been coming up steadily; it was not enough to keep JJHS from missing AYP.

Junior High African American students did show improvement on the 2007 TAKS, two percent above the state standard of 40 percent; however, their five percent improvement did not meet the six percent AYP required for 2006- 2007.

Poor math performance, Gilford says, is primarily a curriculum alignment problem.

"It's not because they cannot read. It's a curriculum alignment problem and we have already taken steps to correct that," she said.

Jasper High School received a rating of Unacceptable last fall when TAKS scores and accountability ratings were released. As now, that rating was based on low math performance of the African American and Economically Disadvantaged subgroups.

"We still see apathy in ninth and tenth graders," Gilford said. "They don't take the test seriously. That is evident when you look at EXIT scores of eleventh graders."

"We have seen results from seniors taking math and English/language arts tests," Gilford said. "All seniors passed those in October."

The high school also offers after-school tutorials but when attendance is low, those don't have much effect. Last week, the combination of math teachers and athletic coaches took a stab at changing that.

"I went to Coach Thomas Brooks and showed him the data," Gilford said. "He was wonderful. He said, 'we have to educate them first. How can we help?' Athletic coaches are now requiring failing athletes to attend tutorials on Tuesdays before they can practice. We started this last Tuesday and 81 students showed up. We went from an average of seven to 81! Both coaches and math teachers were there. Our coaches are helping us by telling their students that failing grades are not acceptable. Students have to know that there are accountability measures. This is an example of how it takes a village to raise a child. We all have to be involved."

Gilford hopes to spread this type of cooperation.

"We are also looking at other organizations for help," she said. "Whether it is band, choir- whatever it takes, we need to get everyone involved."

Math curriculum is being targeted at every level.

Gilford says she expects to see better performance but cannot predict how much and how rapidly this will happen.

"We are monitoring benchmark tests every six weeks. We are not where we want to be, but I see progress," she said. "I expect our scores to be better this year, but I cannot predict how much."