HHS teacher responds to state report

    Editor’s note: The following testimony was prepared for Monday’s special meeting of the SAD 29 school board and presented by Houlton High School staff member and Accreditation Committee chairperson Joe Fagnant.
    I am here to speak on behalf of the Houlton High School staff and hopefully be able to express the disbelief, shock and anger we all felt after hearing we were chosen as one of the 10 worst performing schools by Maine’s department of education. I hope to share with you one staff member’s perspective of three areas; why we were falsely labeled a failing school; why the community and the school board should not accept that designation nor the money that comes with it; and how we have been successful and what we need to do for the future.
    If we were truly one of the worst performing schools, then this community and school board has every right to be upset about our test results. The state of Maine came out with a hit list of lowest performing high schools based on three-year SAT results. The truth is that if we were to exam these SAT test results for high schools in Maine, Houlton High School is not part of the bottom 10 schools, not even in the bottom 50. We are 65 out of 127 schools and have historically come in the middle of the list for all high schools in Maine.
    If the state of Maine uses only one type of test to determine which schools are failing, then we must find that process a worthy tool for measurement. The SAT testing system was chosen by Commissioner Susan Gendron as the measurement tool. This type of tool only measures reading and math and is primarily used by colleges to help them decide on their incoming students. SAT testing for our students is a tedious five-hour process, it does not cover other subjects that they may excel at and does not indicate student growth over time. The writing portion of the current SAT test that colleges look toward for student achievement does not even count for the state of Maine. This one-time test only tells us how a particular class does as compared to another class. The state does not use it to measure growth of one student over their academic career. Should this type of testing be the catalyst for educational reform?
    As a school, we have been working on improving SAT scores so that we could meet our Average Yearly Progress goals. In February we were informed by our assigned state school improvement liaison, that we were doing well and that we were on track for making progress. One month later we were told by the state that we were a failing school. After further investigation, we found out that the state changed the criteria in how they evaluate school improvement in order to earn federal dollars. Is it fair to our school to have the state change the rules of the game all within one month just for educational leaders in Augusta to reap federal dollars?
    With this designation of a failing school, we now have the option to receive a grant to help our school. This may sound good in theory, but this one-time grant contains a list of stipulations all which affect our educational decision-making process and thus we lose local control of our school. The other financial part of this grant is that after the money dries up, the school and community has to find ways to continue this funding model using local dollars. This type of grant option would put a burden on the school and the future taxpayers. We can not accept a grant that labels us failing, forces the community to give the state control and increases our budget when the money is all gone.
    The one positive item that may have come out of this process is that it causes all of us to look at how we can make improvements in our school. I know if we do not accept this money, we will still improve our educational offerings. History shows that our staff and administration work together to improve our educational system on a yearly basis. Six years ago when we knew our MEA test scores were low, we changed our ways, improved our test scores and were recognized by the state as an improving school. Our recent SAT test scores also show that the students we service with Title 1 money improved 3 percent over state average. We are now in the process of changing our Title 1 designation to see how we can use our finances effectively to benefit all students. We constantly look to see how we can improve student achievement.
    Recently our staff took part in a major two-year self study and investigation of how we run Houlton Junior Senior High School as part of the accreditation process. We focused on strengths and weaknesses and understand what we have to do as a staff to improve. The visiting team sent by the New England Association of Schools and Colleges awarded us our accreditation status. We continue to update them on changes we make and inform them of our improvements.
    Although we know we can always improve, this recent false label as one of the worst schools has hurt our staff, our students and our community. The hardest part was hearing how students were upset by this label. In a recent assembly held for students, their questions and responses showed the staff that they too do not accept being told by the state that they are a failing school. At that same meeting, a student also told his fellow classmates that it was time for them to step up their efforts and work harder. All of us can learn from that one example.
    When we make educational reforms, we do it for the betterment of the entire school, not just because of one test. Yes, we have to continue to improve state testing results in reading and math, but in no way should we forget all the great offerings this community supports in our schools. Do not allow the state to limit us to what is important in our community schools. We know we can always improve all of our subject offerings and continue to engage students with extra-curricular activities and wonderful growth opportunities for their future.
    We all have to take ownership in improving our schools. If the staff and administration collaborate on changes, then we need the backing of the school board to carry them out. Students and parents will also have to work alongside with school personnel to implement these changes. We were never a failing school to begin with, imagine what we could do if we all took ownership in improving our school.
    It is time to say “no thank you” to the state and let them know that we as a community, a school board, a staff and a student body will not accept the label of a failing school.