Last week I discussed the MAP portion of the Annual Performance Report (APR). This week I would like to look at the other areas that were evaluated. They include: ACT, Advanced Courses, Career Education Courses, College Placement, Career Education Placement, Graduation Rate, Attendance Rate, and Subgroup Achievement. We did not meet the standard in Graduation Rate, Attendance Rate, and Subgroup Achievement.

The Graduation Rate and Attendance Rate are connected. Students who miss a lot of school tend to fall behind and eventually drop out. Some students miss school because of problems at home. As I stated last week, they have no interest in education because they have more immediate problems at home to deal with. Their circumstances at home are such that it interferes with their ability to come to school regularly. We also have students who miss school because there is not an adult at home who will make them come to school. Other students miss school because of suspensions for misbehavior. One of the main reasons that we did not meet the standard in Attendance Rate is because we had more than 50 long term suspensions last year. These students are counted absent when they are not here. We have a plan to address these concerns.

First of all, we are going to implement student incentive programs at the middle school and high school level that reward students for being good citizens. Students who have regular attendance, get to class on time, follow the rules, and give their best effort will be eligible for the "Good Citizen Club." Those that qualify will be rewarded. There will be several small rewards throughout the quarter and at the end of each quarter, there will be one large reward. Most schools only reward students for perfect attendance and/or good grades. Students who drop out of school often state that they do so because the school does not have anything for them. They also say that because they could not make high grades, they felt detached and looked down upon. Students need to believe that school has something for them. By rewarding students for effort, they will learn that even though they may not be able to make straight A's, it is no disgrace as long as they do their best. What I have found is that once students buy into this, their grades improve. They will have a sense of belonging and begin to feel that school has something for them. Any student can qualify for the "Good Citizen Club" regardless of their academic ability. This alone encourages students to go for the reward and to become a part of the group.

Beginning in January, we are going to establish an Alternative School. The vacant building by Willoughby Park will be used for this purpose. Students who are suspended from school will be assigned to the Alternative School. This will enable them to receive credit while on suspension while protecting the regular school environment from disruptions. We will be contacting those students who are on long term suspension and encouraging them to attend the Alternative School. This Alternative School is different from D.R.E.A.M.E.R.S. in that we will employ only two staff members for approximately 20 students with no administrator. The Average Daily Attendance (ADA) will be enough to fund the program. We will also be writing a Safe Schools Grant in an effort to obtain additional funding for the program. I believe that the establishment of a "Good Citizens Club" and an Alternative School will allow us to meet the MSIP standards regarding attendance and graduation rate.

I am sure most of you are aware of the problem we have in this community with teenagers who are out of school and on the street. We are going to be encouraging them to return to school through the Alternative School. If anyone would like to volunteer to be a mentor or provide assistance with these young people in some other way, it would be greatly appreciated. Getting these students off the street and an opportunity to receive an education can only help our community.

We also did not meet the Subgroup Achievement standard. Student scores are disaggregated into subgroups. If there are at least 30 students in any subgroup, the scores are evaluated. At Kennett, we have the following subgroups: IEP (Special Education Students), Free and Reduced Students, White Students, and Black Students. The only subgroup that met the standard was the White Students. We are searching for ways that will help improve student achievement for all students. We offer after school and before school tutoring. On November 17th, the teachers will be attending a workshop entitled "How to Teach Students Who Do Not Look like Me." We have looked at the way we question students in class in an effort to engage all students. If there is one area we fall short, it is our ability to get the parents involved. Somehow we have to get the school and parents working together for the good of the students. In regard to Special Education students, I feel we are already doing everything we can. It makes no sense to me for the politicians or anyone else to expect a student who has a learning disability to make the same score on a test as a student who does not. We have an Individual Education Program (IEP) for each special education student. These include modifications because of the particular disability the student may have. Yet, when it comes to taking the MAP, no modifications are allowed. Where is the common sense?

In closing, smaller schools will look better on the APR because they do not have all of the subgroups. I can assure you that the staff of the Kennett School District is working hard and your child is getting a good education. I invite you to contact your child's principal and visit the school and the classes. You will be able to see for yourself, as I have, that our teachers are working very hard. If you have any questions or concerns, feel free to contact me.

Jerry Noble is the superintendent of Kennett Public Schools.