|
|
 |
 |
 |
 |
News
Traughber Jr. High School doesn't meet AYP standards : News : Oswego Ledger-Sentinel : Hometown Newspaper for Oswego and Montgomery, IllinoisTraughber Jr. High School doesn't meet AYP standards
| 'Subgroup' of special education and IEP in math, reading below average
| by Lyle R. Rolfe
| 1/21/2010
|
Traughber Junior High has joined several other Oswego schools in not meeting state testing standards for 2008-09 because of low scores in a subgroup.
A report on the test scores and the school's improvement plan was presented last week to school board members by principal Ralph Kober and assistant principals Rene Garren and Amy Zientek.
Kober was the bearer of bad news, noting that they did not meet Adequate Yearly Progress last year in the No Child Left Behind program. He said they did not make AYP in the Special Education and Individualized Education Plan subgroups in math and reading. This subgroup represents 11 percent or less than 100 of the school's 897 students.
When a school does not meet AYP in any subgroup, according to state standards, the entire school did not meet AYP.
"Although our students have shown continued improvement in many areas we did not make AYP based solely on the special education subgroup in the areas of math and reading.
"We will continue to seek out ways for improving the academic performance for those students not currently meeting our state and local standards," he added.
On the positive side, Kober said, "we are pleased to report that our 2009 ISAT and EXPLORE test data show our students continue to attain high levels of achievement in tested areas.
"For the sixth consecutive year, Traughber students, as a whole, showed steady gains in reading and science on the ISAT test. In areas of reading, math and science, Traughber students out performed the state averages in all three grade levels and subjects," he said.
Garren added that students in all three grades scored at or above the state and district level in reading for the past five years through the 2008-09 year.
"Our students scored above the district average in five out of seven possible areas of the ISAT test," Kober said. Traughber students scored significantly above the national average on the Explore test for the past three consecutive years.
Kober said they stayed above the state average over the past four years with a minimum seven point gain over the state.
"We are proud to share our science scores for the seventh grade students," Zientek said, noting that they have increased each year from 76 percent in 2002-03 to 93 percent in 08-09.
Garren talked about the EXPLORE tests which grades eighth graders on math, science, reading and English. She noted that their composite score has increased each year from 15.5 in 2004-05 to 17.2 for the current year. She said these grades are also used for student placement.
"We scored significantly above the national average in all testing areas," she said. In English, they scored 16.2 compared to the national 14.2; math 17.3 compared to 15.1; reading 16.8 compared to 13.8 and science 17.8 compared to 15.9. She said no state figures are available.
2008-09 goals reached
Kober said they attained their first goal for 2008-09 which was to increase the achievement level of students in the areas of reading, math and science on both standardized and local assessments by three percent each year.
Their math scores are consistently above the state average, and they are continuing to address the special education groups in math and reading.
Zientek said they also met their second goal which was to increase the level of school spirit of students, staff, parents and school community. She said there is a high level of teacher and student rapport and support, a staff commitment to mission and goals, and more participation in the Home and School organization.
Garren said Traughber also met its third goal which was to investigate, plan and implement a staff development program that supports the staff by improving their ability to perform their roles and responsibilities
It included a mentoring program for new teachers, smart board program, differentiation training, a lesson study team, and custodial and support staff training.
Four goals for the present 2009-2010 year were outlined.
Kober said their first is to increase the achievement level of students in areas of reading, writing, and math on both standardized and local assessments by three percent each year with an emphasis on those students not currently meeting expectations.
These goals will be reached by assisting the staff, students and parents to maintain a focus on academic achievement, and to implement and monitor programs for recognizing students meeting or exceeding academic achievement.
They also plan to assist students not meeting academic expectations, determine ways to focus on life applicable achievement and relate the school curriculum to life improving skills, Kober said.
Zientek said the second goal is to continue increasing the level of school spirit among students, staff, parents and school community. They plan to do this through programs recognizing a standard of excellence in the school and implementing district and school-based Character Counts programs and activities.
Activities also include staff participation team building activities and school-wide, assemblies and activities supporting school programs and goals.
Garren said their third goal is to have a development program that improves the staff ability to perform their roles and responsibilities. This would include activities focused on technology as a teaching and learning tool, activities for the support staff, and staff participation in wellness activities that address physical, social, and emotional well being.
The last goal for the this year is to have a student development program that focuses on the whole student, preparing them to be a productive member of society.
Kober said there are three steps to attain this goal. They include monitoring student recognition programs and activities; providing opportunities for students to learn how to benefit from life-long learning; and expanding the use of the Character Counts as part of curriculum and student recognition programs.
Traughber statistics
The attendance rate has stayed fairly stable at just over 95 percent since the 06-07 school year, Garren said.
Student mobility has dropped slightly to 5.5 percent for last year from 7.4 percent in 06-07, she noted.
And thanks to the entire staff providing constant discipline, working with parents, and hiring a dean's assistant, the numbers of suspensions and expulsions have dropped, she said. They numbered 61 in 06-07, 54 last year, and this year numbered only 17 as of last month.
Garren said Traughber's enrollment increased to 897 this year from 2006-07 when it was 595. This increased the average class size to 25.42 this year from 23.8 in 06-07, but the teaching staff size also was increased to handle the additional students she said. It now numbers 61, up from 38 in 06-07, which includes full-time equivalent teachers, teaching assistants, and special education teachers. The total staff size for the building is 82.
Zientek said the ethnic makeup of students has changed in four years, becoming more diverse. The white, non-Hispanic population decreased to 69.7 percent this year from 82.5 percent in 06-07.
Hispanic students went from 9.4 percent in 06-07 to 16.5 percent this year, and the multi-racial group increased to 4.3 percent from 1.8 percent.
The number of black and non Hispanic students increased to 5.9 percent from 4.5 percent; the Asian and Pacific Islander numbers is now 3.1 percent, up from less than one percent, and the American Indian-Alaskan population went from 1 percent to one-third of a percent.
Zientek said the special populations at Traughber this year include18 percent gifted and academically talented, 11 percent special education and individual educational program students, 11 percent needing reading support, and 3.1 percent with limited English proficiency.
She noted that the low income population increased to 21 percent from 10 percent last year.
She commented on special programs at the school which she said help students academically and socially by encouraging their participation.
"One of those is our academic excellence award which is given quarterly to students who have achieved a 4.0 grade point average. We also have a habitat restoration project in our Science Department which is a partnership with the Oswegoland Park District," Zientek said.
Garren also commented on their student intervention team which works with students to help improve their grades.
Other special programs include their Panther award, student council, academically talented, English Second Language, special education programs and services, natural helpers, award-winning fine arts programs, intramural and sports programs and an extensive variety of clubs.
Traughber is in its second year at 570 Colchester, Oswego, after being at 61 Franklin St., Oswego, since the 1977-78 school year.
The Franklin Street building opened in 1950 as Oswego High School, then became Oswego Junior High in 1964 when Oswego High School was opened on Route 71. It was later named after T. Lloyd Traughber, school district superintendent from 1948 to 1968.
"Our goal at Traughber Junior High is to ensure that each student develops the academic and social skills necessary to become successful at his or her fullest potential," Kober said.
|
|
 |
 |
 |
 |
|
|
