By Wayne E. Rivet

Staff Writer

David Morse’s stocking was full of nice words and helpful tips.

The Lake Region Vocational Center director was somewhat gleeful as he touched on talking points regarding a Comprehensive School Review conducted by the Maine Department of Education at the recent SAD 61 School Board meeting. The report “reinforced all the good things we are doing,” Morse said.

Meanwhile, Pat Hayden’s stocking had a few gold nuggets, but they were overshadowed by too many lumps of coal.

SAD 61’s Assistant Superintendent was glum when she revealed how high school students had slid in mathematics in the recent round of the Maine Education Assessment, and yet she found a slight chance to be optimistic when she discussed literacy gains at the elementary level.

The pre-Christmas reports were truly a mixed bag that drew both praise and the ire of some school board members.

Morse broke the good news first.

He pointed out that the DOE’s report was somewhat late in the season due to the fact state officials checked out seven schools in succession. LRVC’s evaluation — similar to accreditation — was finally ready for Morse’s review as the school year started. LRVC will now have three years to implement recommendations.

Morse noted that LRVC addressed some points before the report was released, and will take a close look at other points. Like the report, Morse presented the findings in a “bullet-style” format:

• Continue to build working relations and communications with sending high schools and counselors. “It’s a good recommendation,” Morse said. “It is something that we’ve been doing and will continue to do.”

• Every program could use more storage and space for various purposes.

• Develop documents that summarize procedures that students and staff follow; use state format. “We have the policies in place, but the state would like to see us use bullet guides for things such as teacher and student handbooks,” Morse pointed out.

• Add access points for air hoses and electrical outlets in some of the shops. “We were actually working on that when they came through. It’s already completed,” Morse said.

• Update and make changes to the school website.

When it came to commendations, Morse was very appreciative as to how state officials perceived LRVC.

“I was pleased to see that they recognized we have a welcoming environment and active presence in the community. There is a lot that the school does to involve the community here, and to place students in businesses,” he said.

Morse also noted the state found a “positive collaboration” between him and Student Services coordinator, Walt Ridlon.

“I really appreciate him (Walt). We have a great working relationship, and we have been able to accomplish quite a few things together,” Morse said.

Regarding programming, Morse credited “excellent” instructors, who received high marks for work done. Morse gave the following quick snapshots of each (he later noted that there was no report on the new Advanced Technology course since it had been up and running for just three months, and the new Early Childhood Development class was also in its early stages):

Automotive — One challenge is keeping equipment current because the industry is always changing; and students can earn up to 11 industry certifications.

Construction — Students earned multiple levels of honors at SkillsUSA, “which is not easy to do,” Morse said.

Co-op — Uses technology effectively in teaching, and LRVC has created strong relationships with area businesses.

Culinary Arts — Students are challenged to problem solve and be critical thinkers; the program builds teamwork and communication between the students, which is something employers stress.

Diversified Occupation — The program teaches teamwork, pride, ethics and achievement. “Again, things employers keep telling us — yes, the technical skills are great, but employability skills are what they are really looking for,” Morse said.

Health Occupations — LRVC stays current with equipment in an always changing industry.

Law Enforcement — Students are exposed to good variety of law enforcement careers and the instructor frequently uses guest speakers and presenters to lead drills and training.

“I am very pleased with the report,” Morse concluded.

Not so rosy picture

Like school board members, when Pat Hayden first saw the results of MEA testing, she was “really surprised.”

Hayden put the worst result right on the front page of the MEA results report of Grade 11 testing conducted in the spring of 2019.

In the past two years, SAD 61 scored in the 22% and 24% ranges — meaning 22% and 24% of the students taking the math test met state standards. In those years, the state average stood at 35 and 34%.

This year, SAD 61 fell to 14%, while the state average dipped slightly to 33%.

(Note: these results represent three different Grade 11 classes.)

“We wanted to step in and see what we could do immediately to help with this,” Hayden said.

Immediate responses included:

• Implemented textbooks for Algebra and Geometry at the high school;

• Bringing in a consultant to work with Algebra and Geometry teachers;

• Examine a schedule change next year that will result in math being taught to students every day, a similar move was made at the elementary level a few years ago.

“Math is not offered every day,” Hayden said. “For some, it’s just twice a week.”

While most students take three years of math, Hayden said current the current graduation requirement is two years — which is Algebra 1 and Geometry. Electives, such as Algebra II are offered to students who wish to advance their math skills in preparation for college.

The problem is that the SAT, which measures high school math proficiency, contains Algebra II questions, making up about 20% of the test. For students that are taking Algebra II, they may not have taken up certain concepts by the time the SAT is given, while others who have not taken Algebra II would have a difficult time answering those questions correctly.

Directors were very disappointed with the results, and pushed for changes that would put students in a better position to succeed.

“You give juniors the test, it’s almost too late for those kids,” Casco Director Phil. Shane said. “Why not give the test at lower levels in high school so maybe you can correct this before they become seniors? The seniors are almost halfway through school now. How are you going to improve that? They go college next year and they can’t do math.”

Hayden noted that SAD 61 did not receive MEA data until a few weeks ago.

Casco Director Stan Buchanan echoed Shane’s feelings.

“I’ve been sitting here for six years, whatever, and to see us constantly going down, particularly at the high school level, particularly the math department. We’re still not getting it done. I do realize there are some initiatives, changing the textbooks so that the math teachers have to teach that material in the textbook. I’m told it’s not going well, there is backlash on that. The fact is we just can’t let this go on and on. Data does show every day math is what they need to have. If the math teachers themselves are not teaching the skills necessary for them (students) not to be close to average — better than what they are showing — then there has to be more than a little change, there has to be a massive change,” he said. “The teachers have to be disappointed in this performance. There has to be some way everybody has to be nudged by the entire administrative team to make these things happen. I hear all the time from the community is ‘why are our test scores so low?’ ‘What’s going on?’ At the elementary level, it isn’t as bad. But at the high school level, they are going down, down, down. We’re not seeing any change. We’re going to be in the basement, if we drop 10 points next year, we’ll be at 4%. That has to be at the bottom of the heap in Maine. We’re not producing. We’re not helping the students as much as we should. It’s the job of every educator to take them where they are and if they didn’t get something, you reach back and give them those skills. Those skills are built one on top of another. You have a responsibility to be sure they have that skill. I am more than disappointed, sorry.”

Hayden said math teachers have been “welcoming” of the critiques being provided, and feels “math every day will certainly make a difference.”

Student representative to the School Board Grace Plummer, whose class produced the 14%, feels improved results could be forthcoming since LRHS changed its remediation deadline policy.

“Last year, there was no time limit on when you remediated. So, I think a lot of kids, especially in the math department, were seen finishing DTs in the last month of school that were due in October because they were just putting it off. I think that does affect the score a lot because it means they didn’t pass the standard when they were supposed to, leaving all of that understanding until the last month, and it’s after we’ve taken these tests,” Plummer said. “So, it will be interesting because this year, your grade will progressively go down as time passes if you don’t remediate that score. It does help for kids to understand it sooner rather than later.”

Bridgton Director Pamela Brucker asked how well do math objectives align with test objectives?

“Is the test testing what we are teaching?” she questioned.

Hayden responded that the standards are “pretty much aligned” with the test. Hayden did suggest the district re-examine when certain Algebra II standards are currently being taught, and if it should be changed so that students have been exposed to those concepts prior to the SAT test.

“We do have PSAT and SAT data that we are looking at to see particular areas that our students are weaker,” she added.

Moving on to the Middle School, there was a mixed result.

The first grouping was the current seventh grade. One big reason for declining scores (27 to 25 to 16) was attributed to staff turnover. As fourth graders, the group had several long-term subs. Then, as sixth graders, the teacher retired after Christmas and the district was unable to hire a math replacement. So again, the group worked with long-term subs.

In the next group, this year’s seventh and eighth graders were slightly better than the state average; while the last grouping, last year’s eighth grade and now freshmen, numbers started off higher but gradually declined.

“We’re in the process of breaking down MEA data to see exactly where students are struggling,” Hayden said.

Some good news came with results produced at the elementary level were students were just one to two points behind the state average.

“We feel we’re hitting a turning point at the elementary level,” Hayden said. “Grade 2 and 3 teachers are e-mailing me to let me know that what they are seeing in their classes is at a much higher level than what they saw in the past. Students are coming in with the same language in math, and a conceptual understanding of what they are doing now. This is good news at the elementary level. Both schools doing about the same, neck to neck.”

On the literacy front, SAD 61 posted better scores — close to the state average — especially at the Grades 6-8 and Grades 3-5 levels.

Regarding the high school, Hayden said students need more work in grammar — “more support and perhaps more practice,” she noted.

So as the data continues to be reviewed, Hayden listed nine strategies either being implemented right now or will be soon:

• K-3 math coach — it has been in use for the past two years, and has been “very successful.” Focus: go into classrooms, help teachers problem solve, model different problem solving strategies for the teachers.

• Coordinated math program — Develop same math language moving up through.

• Use of Algebra and Geometry texts at the high school — A textbook is not going to solve the issues, Hayden said, but what it does do is provide a comprehensive program where students will be using the same language moving through all of their math classes at the high school; they will be using several problem-solving strategies; and the program has daily SAT work for students to do such as the ability to analyze and solve graphs, rewrite equations, built into program; math consultant at high school to work with teachers.

• Intervention teams at each school.

• Second year of MEA released items — enables officials to examine specifically where students succeed and fail.

• Data review for PSAT/SAT scores.

School Board Vice Chairman Karla Swanson-Murphy encouraged administration to include requests for “whatever the needs are to move us forward” as the Finance Committee begins its budget-formation work.

“It’s important to look at these scores and determine what are the major influences on the test scores so when we are looking at the budget, we can look at scenarios that we can make an immediate change,” Director Brucker said. “This is an area where a change needs to be more long-term.”

Directors Buchanan and Shane questioned whether more testing is needed to identify weaknesses earlier in the learning process.

“As much as I hate tests, is there some way find out information freshmen year so kids don’t keep slipping behind; find out their weaknesses and strengths and build that skill instead of waiting until they become seniors, and realize they missed this and that?” Buchanan asked.

“We used to do mid-year testing, but don’t do that anymore. How can we keep up if the kids aren’t being tested? A test tells you a lot,” Shane said. “…Common Core, I feel, ruined our way of learning. The way we learned a long time ago, we seemed to learn. We were able to do our math, and everything else. This new way of teaching isn’t what I think it should be. Kids go to college, they are tested. We aren’t testing them, that’s my feeling.”

“Students are assessed multiple times a year, perhaps there are areas where we can do a better job,” Hayden answered. She added that remediation and interventions built into programs can quickly assist students struggling with various concepts.

Moving dollars

After hearing the testing report, Casco Director Tuan Nguyen questioned the transfer of $203,709 from the instructional support line of the budget to cover costs elsewhere.

“We just heard how we are not performing super well, and I don’t know why we have $203,000 unspent on instructional support from 2018-2019. As we move through the year, should we see that we are not going to spend money that is budgeted for instructional support, let’s not try to take that and spend it on something else,” he said.

As allowed by policy, directors possess a 5% transfer authority. The proposal was to move $203,709 from the instructional support line of the budget to the following lines — $20,576 to school administration; $66,797 to transportation; and $116,336 to operations and maintenance.

Superintendent of Schools Al Smith responded to Nguyen saying, “I fully understand what you are saying. We have a $30 million budget, and to get every line right and have everything exactly where you would like it to be, like a household budget, is quite honestly impossible. When we get to the end of the year, we don’t know until the audit comes where we are actually at. We might have a teacher leave, have to hire a teacher, move money into that account. I clearly hear what you are saying what our needs are educationally and how we need to support that, but that funding formula, the 5% transfer, is common practice. It just happens that is one of our larger accounts.”

“With the results we’re getting, if we are going to have a surplus in instruction, it should be spent on instruction and be a little more hard lined on don’t going over on your budget in other areas,” Nguyen said,

“I’ll respectfully leave that alone because that’s not how budgets work. There is no way I can guarantee you that,” Smith responded.

“I understand how budgets work. We just had a fantastic presentation about our results. And, they are miserable… What can we do to spend that money to improve instruction? I think we would appreciate that,” Nguyen said.

“I will definitely look at those areas, but I’m not going to sit here and say that’s going to happen because sometimes those monies aren’t even noted until June when school is over. The budget is an interesting process and what you are asking for is where we are headed, what we should be planning for educationally and what we should be budgeting to take care of those needs? That’s where the meat and potatoes need to take place in relationship to supporting the educational pieces. I fully understand what you are asking, but it’s not truly realistic,” Smith added. “As we build a budget, we need to look at what we need to do to support the education of our kids. What don’t we have in place, what oversight that needs to take place? To transfer $200,000, people have done a fantastic job….There are a lot of moving parts.”

Directors approved the transfer; Nguyen opposed.

In other board news:

• Bridgton officials met with SAD 61 leaders regarding the possible location of pump station alternatives on Stevens Brook Elementary School property for the town’s expanded wastewater system project. Possible locations are in the green space where the gazebo is currently located (just as one makes the right turn on Frances Bell Road) or in the area where a grove of shrubbery exists to the far left of the bus circle area.

• Lake Region High School is one of four schools to receive a grant to improve behavior health support and reduce substance use. Principal Maggie Thornton recently met with Opportunity Alliance officials to learn how to collect data and work with students. In regards to vaping, Thornton reported that students who dislike vaping are “becoming extremely frustrated” and are making attempts to “take the bathrooms back.” At least once a day, Thornton said officials are investigating some sort of vaping incident.

• Twenty 10th graders (based on class rank and teacher recommendations) have been invited to take three courses offered by University of Maine at Fort Kent, with the chance to leave high school with 18 college credits already under the belts.

• Directors accepted a $5,000 donation from the Carol and David Hancock Charitable Trust to Lake Region High School athletics.