NORTHWEST ARKANSAS — Editor’s Notes: Richard Page, superintendent of Gravette Schools, provides the following explanation of changes in testing procedures and standards which have been adopted since requirements of the “No Child Left Behind” system in Arkansas have been waived. Included are results of the most recent literary and math proficiency results in the Gravette school district.

By Richard Page Superintendent Gravette Schools

In the recent months, state standards and the requirements of the Elementary and Secondary Education Act “No Child Left Behind” have been waived due to the state submitting a waiver that was approved in June. No longer does the one-hundred percent proficiency in literacy and math have to be met by all students. The impossible task of meeting unreasonable goals has been restructured and replaced with more attainable and rational goals established by the state of Arkansas. The new standards will adopt college and career ready standards and assessments, set new ambitious but achievable Annual Measurable Objectives (AMOs) toward specific goals, structure a state developed educator evaluation system and implement a system of differentiated recognition, accountability and support.

The newest standards are being used in the evaluation and accountability of Gravette Schools. Statewide assessment results are measured by two sets of standards, one being the current status of student performance as measured against a state standard and second by measuring student growth over the last three years. Student results are reflected on the state accountability report as All Students and Targeted Achievement Gap Group (TAGG). TAGG is the summary of all subgroups which includes African American, Hispanic, White, Economically Disadvantaged, English Language Learners and Students With Disabilities. Schools that meet the state objectives are classified as “Achieving” and those that are below the required AMOs are classified as “Needs Improvement”. The Gravette School District’s results are mixed.

Gravette High School scored 76.85 in Literacy and 86.27 in Math Proficiency for all students. The TAGG group results indicated a proficiency of 56.82 in Literacy and a 77.87 in Math. Even though the scores were close to meeting Annual Measurable Objectives they were not enough to meet the status of “Achievable”, therefore Gravette High School received the designation as “Needs Improvement”.

Gravette Middle School scored 81.62 in Literacy and 83.97 in Math Proficiency for all students.

The TAGG group results indicated a proficiencyof 71.62 in Literacy and 74.70 percent in Math.

The assessment scores designated the Gravette Middle School as a “Needs Improvement” school.

Glenn Duffy and the Gravette Upper Elementary were designated as “Achieving Schools” due to exceeding the AMOs set by the state. The scores in Literacy indicated all students scored 85.64 percent proficiency while Math scores reflected all students scoring at 82.87 proficiency. The TAGG group results indicated a proficiency of 78.05 in Literacy and 76.10 in Math.

As Superintendent of Schools, I am very proud of the work that is taking place in our classrooms.

Our staff and students are working hard to see thechildren in the Gravette community receive the best education possible.

The parents and community can rest assured that student achievement will continue to be one of the most important aspects of our job. By working together we can be the best.

News, Pages 11 on 09/05/2012