DEMOGRAPHICALLY SIMILAR SCHOOLS:

VALLIVUE STANDS OUT

Recently, Governor Little's Task Force approved five recommendations, including one that proposed comparing results for schools with similar demographics. Idaho Ed News reported this task force statement: “Using similar cohorts of students, for comparison purposes, allows parents, education stakeholders, and state policymakers to compare the success of our schools and measure continuous improvement in a fair and unbiased manner.”

So, then, how can we develop a statewide strategy that would allow us to recognize the efforts of high achieving schools across the demographic spectrum, and find out just what those schools are doing?

Well, we can use demographic "slices" to look at academic performance and identify practices used by top performing schools in those "slices". And, of course, using Idaho's School Report Cards, we at RISE have done that for almost all of the elementary schools in the state of Idaho.

In our analysis we have used status percentages in lieu of growth, because of the lack of cohort information and other issues with growth data, such as scaling issues on the IRI. And we have focused on more than one assessment to paint a picture of school performance, because that has been a sticking point for Idaho educators in the past.

We broke down free/reduced lunch "slices" for various percentages of free/reduced lunch schools (0-20%, 20-25%, 25-30%, 30-35%, etc.), created a special category for CEP schools, (those that qualify under federal guidelines to feed all kids), and looked at performance on SBAC ELA and SBAC Math, and on the IRI. All free/redcued lunch eligibility percentages came from the 2018-19 Lunch Eligibility Report from the State Department of Education. The results were fascinating.

THE CHARTS

For example, we analyzed the data for schools that had 50-55% free/reduced lunch, and then used the percentage of students at grade level/proficient as the y-variable and the percentage of Limited English students as the x-variable in a scattergram, and identified the "high flying" schools. This was the result.

This chart was for SBAC ELA, but the results were similar for SBAC Math and for the IRI. For schools with fewer than 10% ELA, Rulon Ellis Elementary in Pocatello. Riverview In Shelley (grades 3-4), Orofino, and Southside in Lake Pend O'reille,  were high performers for this demographic. For schools with more than 10% Limited English students, here of Vallivue District's schools were top achievers: Lakevue, West Canyon, and Desert Springs. Now granted, the difference between these schools and some others in a "slice" may have only been a few percentage points, but it gave us an idea of some schools that are making a difference for kids.

When we looked at 60-65% FRL, here's what we found:

These are results for the Spring IRI, but, again, the top schools tended to perform well across assessments.  For fewer than 10% LEP, Winton Elementary in Coeur d'Alene, Silver Hills in Wallace, Priest River in West Bonner, Cambridge, and Dietrich were top achievers. For schools with more than 10% LEP, Maxine Johnson Elementary in Parma, Henry's Fork in Fremont County, and three Vallivue schools, Central Canyon, Skyway, and East Canyon showed excellent achievement.

For the record, Vallivue's other elementary school, Birch, was also a high performer in the 40-45%  free/reduced lunch category.

SO WHAT'S VALLIVUE DOING?

We were curious to find out just what Vallivue's elementary schools are doing that produces top results compared with demographically similar schools. So we asked Vallivue Deputy Superintendent Lisa Boyd to set up a meeting with some principals who could provide us with a view of their successful strategies. Superintendent Pat Charlton attended, as did Curriculum Director Cindy Johnstone and four district principals.

L to R - Sara Ward. Desert Springs, Lynn Munoz. Central Canyon

Cindy Dodd.  West Canyon, Katrina McGee  East Canyon

At first, the administrators were reluctant to talk - educators are not often asked about the basis for their successes. But after a few minutes, they opened up and we learned a lot about Vallivue. Here were some of the successful strategies they identified:

• AVID - Vallivue has fully implemented this proven strategy, and is the only Idaho district making extensive use of the program in the elementary grades.

College pennants in the hallway of Central Canyon Elementary

• Consistent, Regular Tracking of Results - The District has developed strategies for checking on student progress regularly, and sharing progress.

Tracking student IRI results, Red to Yellow to Green.

• Use of Instructional Coaches - Vallivue uses these coaches to provide curricular assistance, instructional help, and assessment interpretation.
• High Expectations  - Vallivue is known for establishing high expectations for administrators, teachers, and kids. It's a culture that promotes high achievement, respect, and dignity from the Superintendent to the classroom.
• Excellent Professional Development tailored to the needs of teachers and principals.
• Consistent, timely  support for instructional needs in the classroom.
• Outstanding teachers and administrators.
• Buy-in to District standards for learning.
• Use of meaningful assessments, not of superfluous testing (whenever possible).

Wow, that's lot, and probably not enough detail for someone to adequately describe what's working. However, Vallivue's staff and administration is always willing to help. They are true professionals, and dedicated to excellence.

Bennet Mountain Alternative School, Mt. Home, Idaho  

Creating a Culture of Acceptance and Achievement

How many alternative schools can boast receiving the following parent comment? “I LOVE this school. By far the BEST school in (the) Mountain Home School District. Thank you for allowing (italics added) my child the opportunity to attend this wonderful school!” Or this one, “I love Bennett. Currently I have my 3rd child attending Bennett. I love how Bennett treats you like family. My children have thrived since they have been at Bennett. You are awesome.” Those comments were received by the Bennett Mountain Alternative School in Mt. Home, Idaho. They represent the feelings of parents about the culture the staff of Bennett Mountain have created for their children. 

Bennett Mountain Alternative School 

Bennett Mountain was opened mid-year in January, 2013 by the Mt. Home School District Board of Trustees to serve the needs of students who had not been successful in the regular school program at Mt. Home High School and who needed an “alternative” setting to meet their needs that would keep them in school working towards successful completion of their graduation requirements. The alternative school has grown from its original 30 students in grades 9-12 with 2 staff members to its current 115 students in grades 7-12 with 12 fulltime staff members (and a 40 student waiting list). Bennett Mountain issues every student a computer (1:1) which can be used at school and at home to do their school work, homework, and research. The school has annually ranked in the top 5 alternative schools throughout Idaho for its 4 year cohort graduation rate (5 year average of 62%) which would be even higher if they could count the students who graduate in the summer beyond their graduation year or who need one additional semester to complete they diploma requirements. Those are very good graduation numbers for an alternative school. Mt. Home Superintendent James Gilbert says that "Bennett Mountain has always been a great source of pride for us. A lot of these kids are the first in their families to graduate from high school."

BM Principal Stehvn Tesar

The high school principal, Stehvn (pronounced Steven) Tesar, himself a 2000 graduate of Mt. Home H.S. returned after graduating from the University of Idaho in 2004 to teach and coach at his alma mater. He was the first, and remains the only principal Bennett Mountain has had. He has a passion for Bennett Mountain. He gave up his regular teaching position and the joy he found in coaching to open Bennett Mountain in order to create new opportunities and new relationships with students who hadn’t experienced much success in school.  “I felt I could relate to kids well and that this was a good calling for me”. The students and parents of BM could not agree more.

Contributing to their student centered approach, Bennett Mountain provides day care for its teen parents which helps prevent students from having to drop out of school. They have a food pantry for students and their families needing some assistance. Students can pick up personal hygiene products that have been donated. The school works with a local organization to provide counseling and mental health services on campus. And every student has a mentor who checks in with them twice daily.


The community of Mt. Home is in full support of Bennett Mountain. Local non-profits and businesses, a Mt. Home Air Force base auxiliary and anonymous donors have contributed funds to allow the school to add handicapped access to the building, provide funds and supplies for their annual Turkey Bowl, where they serve a Thanksgiving meal to all the students and their parents and then send a Thanksgiving dinner box home for every student and their family. Donations help provide a dinner for students and their parents during parent-teacher conferences in the fall, breakfast for students every Friday, and a pancake breakfast once every eight weeks and student birthdays which are celebrated monthly. Because of the support for their students and families, Bennett Mountain has received recognition for being one of the top 10 schools for student engagement on the ISDE annual survey. Their parent engagement and satisfaction score was 92.9%. The Bennett Mountain staff registered a 98.2% level of satisfaction on the staff survey. Principal Tesar does not have difficulty filling openings, which rarely occur. 


Bennett Mountain Alternative School, named after the most recognizable geographic landmark in the area, represents one of Idaho’s gems in education where achievement and satisfaction are not measured by test scores, but by the staff-student relationships that lead to individual achievement and accomplishment in the face of personal adversity. 

Bennett Mountain Alternative School Day Care room and Graduate Wall