Math test scores at Staples Motley Schools have improved enough that the

district is no longer on the No Child Left Behind Act list for not making Adequate Yearly Progress (AYP) in math.

That's the good news.

The bad news is that the district is entering the list for not making AYP in reading for the subgroup of special education across the district.

Strategies that worked for improving the math scores and goals still to be reached were among the discussion items at a special work session of the Staples Motley School Board Monday night.

Cindy Swenson, curriculum coordinator, said that the improved math scores showed that the increased emphasis on math during the past two years has worked.

Two years ago the district formed Professional Learning Communities (PLCs) within each building. These are groups of teachers led by a facilitator to share ideas for improving student performance.

These were part of the goals a district is required to set when they do not make AYP.T

he board examined test data from the last four years comparing scores in math, reading and science in the Staples Motley district to statewide scores.

Another group of charts showed the growth in scores, that is, how they have improved from year to year, compared to a state norm.

Superintendent Mark Schmitz noted that there is some movement legislatively to change No Child Left Behind standards to look at growth rather than only test scores.

Elementary Principal Jason Luksik told the board they also look at other tests that are given throughout the year to evaluate students' progress. This allows them to adjust teaching strategies and content if they see a specific area that needs improvement.

Ken Swecker noted that some grades never quite reach the median. He wondered if that was the system or the curriculum or what might it be and how could it be addressed.

Swenson said some of it was developmental because of the age of the child and the transition into a new grade, like seventh to eighth grade and third to fourth grade.

Mary Freeman said you'll see the same thing if you look at eighth and ninth graders across the state. "It's not just our kids," she said.

Freeman had two more questions. She said a survey of high school students showed that some capable students "click through" the test without trying to answer questions correctly.

"How do we help students understand the stakes?" she asked.

Her second question had to do with the new challenge in special education.

"Special education costs more and more every year and we get less and less. How do we bring that subgroup along without robbing our general education funding?"

The board and administrators discussed some possible incentives that could be given to students to take the testing seriously, including showing them their individual scores and challenging them to improve.

Swenson said more teachers are involving students in the assessments, showing them where they are at and helping them track their progress.

Another question was how structured to make the PLCs. The consensus was that better student results were seen when the PLCs had more structure and specific goals.