Faced with somewhat disappointing Texas Assessment of Knowledge and Skills test scores among 9th and 11th Graders, Lamar Consolidated Independent School District Board Vice President Jack Christiana posed a tough question to district administrators Thursday night.

“Are we prepared to make a really hard decision and a hard change?” he asked at the conclusion of a presentation by administrators on the TAKS scores, and on goals to improve results next year.

The district has a group of students that seems to be succeeding, and “we have this other group that’s not.” Christiana said. “are we prepared to make some hard changes administratively” and, at some point “are we willing to say maybe we’ve got the wrong people?”

Superintendent Thomas Randle said it’s important to make sure teachers and administrators are being developed to the best of their capabilities.

“But yes,” Dr. Randle added, “if it’s not happening, we’re prepared to make the best decisions we have to make - and we know we’re going to get the support of the board if we do it.”

Board members learned Tuesday that while TAKS scores for all elementary student groups rose compared with 2005 results, overall performance at the high school level was not as good as hoped for.

Preliminary spring TAKS results, compiled by the Texas Education Agency, show 11th grade science and both 11th and 9th grade math scores declined from 2005 in terms of percentage of students passing.

“Both math and science performance especially merit attention,” a district report presented to the board states. “Performance in several areas in high school for LCISD students is below that of the state.”

But administrators unveiled some plans and proposals Tuesday, and more at Thursday evening’s regular LCISD Board meeting, to help district students learn and succeed. And, as a likely byproduct, improve scores on the state-mandated tests.

Bonnie Walker, executive director of curriculum and instructional support, outlined several goals the administration has set to achieve increased student success, including having 90% or more of students in every student group meet or exceed passing standards on the 2007 TAKS.

That goal drew some skepticism from Board Trustee Mary Lou Dujka. Saying 2007 “is right around the corner,” she asked, “How realistic is that?”

“It can be done; we can do it,” Walker answered. “I don’t know if we will do it.

“I also know this,” she added. “The world will not stop rotating on its axis if this does not happen. We’re not going to give up on 2007. We are also not going to roll over and die if it doesn’t happen.”

Among plans for the coming year that administers mentioned in their presentation to the board:

Reading:
→ Grade 6 - Provide Region 4 TAKS Reading Accelerated (Middle School - Volume 1) Curriculum to each campus for use with students who struggle in reading. The program includes 25 “teacher-ready lessons with high-interest chapter books.”

→ Grade 7 - Provide Region 4 TAKS Reading Accelerated (Middle School - Volume 2) to each campus for use with students who struggle in reading.

→ Grade 8 - Provide an additional copy of the Region 4 TAKS Open-Ended Reading Response Guide, which is a “different way of responding to texts.”

→ High School - “Make sure each reading and English teacher has a copy of Region 4 TAKS Open-Ended Reading Response guide.”

Math:
→ “Targeting help from Region 4, including consultant-teacher discussions, planning, team-teaching and data analysis.”

→ “Curriculum specialist campus visits focusing on support for indentified needs.”

→ “Visits to other districts that are experiencing success.’

→ “Revision of secondary scope and sequence.”

Science:
→ “Targeting help from Region 4, including consultant-teacher discussions, planning, team-teaching and data analysis.”

→ “Continued implementation of the Accelerated Science Achievement Program as a TAKS remediation course for struggling HS students.”

→ “A variety of professional development offerings by Region 4 to improve knowledge and skills of teachers.”

→ “Recruitment of schools to participate in Science Olympiad…”

Social Studies:
→ “Address weaker areas - founding principles, historical documents, political influences - through staff development.”

→ “Provide direct vocabulary instruction to students.”

→ “Produce a portfolio of professional readings for teachers.”