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I received a couple of interesting documents this week from a new friend, Mark Millis, who happens to be the son of Dr. Arthur Millis, now retired. More to the point, Mark Millis is the Superintendent of the Nineveh-Hensley-Jackson School Corporation in Trafalgar, Indiana. Now that the encomiums are falling down over our heads for the salutary results of the recent Third Grade Academy (per the Palladium-Item of Sunday, July 25), it might be well to hear what Mark’s district is doing in the same field of education (and maybe take a dose of reality).

Incidentally, Mark grew up in Richmond, where both he and his wife, Karin, are graduates of Richmond High School, Class of ’73. He is also a graduate of DePauw University and received graduate degrees from Butler and Ball State. Now, on to what he is doing after his appointment as superintendent of the NHJ district mentioned above.

One of the documents is based on the presentation he gave the first day to teachers establishing a Reading Goal. It is very simple: “90% of NHJ students will read on or above grade level by the end of 3rd grade.” Richmond Community Schools has no such goal. Mark reports that his district’s ISTEP scores this spring were already above 90% in math and language at the 3rd grade. RCS ISTEP scores are both below 70%. Sorry, those are the facts.

Some will say, “Oh, we’re working on raising our scores here and providing more remediation for the students who do not read at grade level.” In another part of the NHJ presentation, it states flatly: “After 3rd grade, remediation has a minimal impact and is largely a waste of resources.”

In another section of the same presentation headed, “Major Points for Having a Goal Like 90%,” are these supporting explanations. Such a goal:

• Sets up an agreed upon level of accountability and proficiency.

* This paradigm shift moves from a focus on inputs and moves to outputs. Alters
focus from varied processes to “results.”

• Goal forces the organization to measure data at regular intervals K-3.

* 90% recognizes that a certain percentage of special needs (students) may
not reach goal (realistic).

• Just by setting the goal, it creates a sense of accountability and a
review of best practices.

There are other statements in the presentation, but these are most of the highlights. The purpose in citing this program of combating illiteracy at the third grade level is not to criticize our Richmond educators. The purpose is only to show that reading at grade level for at least 90% of the students is possible with the proper program and goals. We are happy with what the teachers have done with students at the Third Grade Academy, but the goal is to raise ALL of them to grade level proficiency – for a successful educational career and better future in life. We are not there yet and will not achieve that level unless and until our local School Board publicly sets that goal and insists on its accomplishment.

–Vic Jose

Vic Jose :: Jul.25.2010 :: Uncategorized ::

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