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Using Data From State Assessments, School Districts Work "To Improve The Learning Experience For All Students"
The following excerpts from the Danville Advocate-Messenger offer a brief look at how two Kentucky school districts plan to use data from state assessments to identify areas for improvement:
"Boyle Superintendent Pam Rogers said district officials were happy with progress at elementary schools, but knows there are areas in which to improve. 'Although Boyle for several years has ranked among the top 30 school districts in Kentucky, we feel more urgency as a result of the No Child Left Behind report to improve the learning experience for all students,' said Rogers. 'Based on this most recent data, we know we need to try even harder to meet the needs of students with disabilities, particularly, and to continue our work to assist the other student subgroups, including African Americans, Hispanics, Asians, students with limited English proficiency and students from low-income families. Our report, however, indicates we need to develop strategies to strengthen reading performance at the high school and mathematics performance at the middle school for students with disabilities.'"The complete text of the Danville Advocate-Messenger article can be found online.
"'This most recent information leads us to examine more closely our work with special needs students,' said Rogers. 'Additional instructional strategies will emerge this year as we engage in Early Release faculty study, including revision of our professional development for special and regular education teachers to focus on reading at the high school and mathematics at the middle school to further assist students with disabilities. We also plan to review our practices in consultations with teachers and parents of students with Individual Education Plans to further assist students with special needs.'"
"Students in Lincoln County elementaries have shown marked improvements in meeting federal testing standards for the No Child Left Behind [law], with all seven of the elementaries meeting their target goals. ... After elementary school, however, students and staff found it difficult to reach all of their target goals, with both the middle school and high school coming up short in more than one sub-category. At the high school level, two sub-levels of goals were not met; goals regarding disability students and graduation rates. Principal Ty Howard said that having fallen short in an area did not diminish the accomplishment of the students' remaining scores. 'I feel really good about it, only we have a lot of work to do with that subgroup,' said Howard. Howard said students would be the focus of reform but some changes would be made on a management level to help the school meet federal and state standards. 'I've refocused what I'm doing. I've tried to move management duties to the two assistant principals and I'm spending more time in the classrooms,' said Howard. 'This target group will be one of our focuses during our next school improvement plan.'"
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Last Modified: 11/24/2003