MONROE - The Monroe Alternative Charter Middle School missed the mark in its Adequate Yearly Progress (AYP) review for 2007-08.
By not meeting the AYP requirement set in mathematics, the school did not pass its review. It was one of 156 schools listed by the Wisconsin Department of Public Instruction on Tuesday that didn't meet federal standards set by the No Child Left Behind Act.
Schools must pass all four sections of a review: test participation, reading, mathematics and other academic indicators - normally graduation and attendance - to receive a passing grade.
Since the school received a satisfactory status for the past two years, it was not identified for improvement accountability, which begins with a written school improvement plan. Schools that miss the AYP two years in a row are identified for improvement. There are 56 of such schools in the state.
All other Monroe and area schools had satisfactory marks for 2007-08.
The Monroe Alternative High School received two unsatisfactory marks in math and reading in 2006-07, but were at passing level during the last academic year.
Eighth-graders took the Wisconsin Knowledge and Concepts Examination (WKCE) test in November, and the school district received the scores in April.
"We have a pretty good idea by the time we get our test scores and have already taken steps," to deal with improvements, Superintendent Larry Brown said.
Two items related to the test work against the school and its students.
"Unfortunately, the WKCE (Wisconsin Knowledge and Concept Examination) is inconsistent. It changes, and the data can't be compared as they go through the progress," Brown said.
The district has other assessments to help teachers that are more consistent throughout the district, and on a more timely basis for the students.
"The priority has to be, look at the kids who need help and get them up to speed," Brown said. "The next (WKCE) indicator is when they take the 10th-grade test."
Brown said the district always is looking at the curriculum and approach it from the view of the entire group, but teachers certainly know individual students' needs.
The other problem Brown pointed out was the small sampling of the test.
When dealing with small groups, such as the alternative school, "This is what you end up with," Brown said.
By not meeting the AYP requirement set in mathematics, the school did not pass its review. It was one of 156 schools listed by the Wisconsin Department of Public Instruction on Tuesday that didn't meet federal standards set by the No Child Left Behind Act.
Schools must pass all four sections of a review: test participation, reading, mathematics and other academic indicators - normally graduation and attendance - to receive a passing grade.
Since the school received a satisfactory status for the past two years, it was not identified for improvement accountability, which begins with a written school improvement plan. Schools that miss the AYP two years in a row are identified for improvement. There are 56 of such schools in the state.
All other Monroe and area schools had satisfactory marks for 2007-08.
The Monroe Alternative High School received two unsatisfactory marks in math and reading in 2006-07, but were at passing level during the last academic year.
Eighth-graders took the Wisconsin Knowledge and Concepts Examination (WKCE) test in November, and the school district received the scores in April.
"We have a pretty good idea by the time we get our test scores and have already taken steps," to deal with improvements, Superintendent Larry Brown said.
Two items related to the test work against the school and its students.
"Unfortunately, the WKCE (Wisconsin Knowledge and Concept Examination) is inconsistent. It changes, and the data can't be compared as they go through the progress," Brown said.
The district has other assessments to help teachers that are more consistent throughout the district, and on a more timely basis for the students.
"The priority has to be, look at the kids who need help and get them up to speed," Brown said. "The next (WKCE) indicator is when they take the 10th-grade test."
Brown said the district always is looking at the curriculum and approach it from the view of the entire group, but teachers certainly know individual students' needs.
The other problem Brown pointed out was the small sampling of the test.
When dealing with small groups, such as the alternative school, "This is what you end up with," Brown said.