Secondary Summit Feb. 15 Meeting Minutes
March 06, 2006
Andover Public Schools
Secondary Summit
4:30 to 6:30 p.m.
Feb. 15, 2006
Attendees:
Dr. Andrew Koenigs
Craig Gray
Mary Ann Maupin
Wade Martin
Brent Haynes
Melissa Easterwood
Ryan Ewy
Bob Baier
Drew Armagost
Beth Betthauser
Amber Ingram
Mike Calvert
Doug Baber
Brett White
Dee Moxley
Reed Harrison
Dale Graham
Keturah Austin
Dr. Jon Engelhardt
Absent: Mark A. Evans, Clare Wilkins, Mark Templin, Lois Rahal, Connie Zuiss, Monica Aspegren, Jody Huxman, John Calabro, Doug Snyder, Peter DeVries, Bob Reed, Emily Calabro
Meeting Notes:
Dr. Koenigs called the meeting to order at 4:36 p.m. He requested e-mails of committee members so the district can communicate with the committee electronically, and asked that everyone reintroduce themselves. The purpose of the Secondary Summit and the timeline for reporting to the Board Of Education were then reviewed. Dr. Koenigs referenced the agenda sheets with the next three dates listed (based on their preferences listed last week) and asked attendees to look at the list of articles regarding secondary reform attached to the agenda. At the end of the meeting everyone should take at least one article home to read and review.
Dr. Koenigs talked about the data listed under #3 on the agenda. Some of the information we already have, some we're in the process of collecting. He may need additional information on some of the data committee members suggested we collect. He also referenced the norms the committee came up with during the last meeting -- they're shown in the material that was sent to members.
Dr. Koenigs handed out "Andover Students Score Well on 2005 Advanced Placement Exams" for members to review. He cautioned that the breakdown between the schools doesn't mean as much because we have smaller schools, and with the number of people taking the test the comparison may not be accurate. Some kids who take the class don't take the test. Do students in AP classes do better in college? Most National Merit Semifinalists are AP class students. Dr. Koenigs asked small groups to review the document and come up with perceptions and observations. Dr. Engelhardt talked about discussions he's had recently about the effectiveness of AP at the high schools. Most universities are more impressed with National Merit Semifinalists than with AP. Some universities are questioning the push for more students in high school to take AP courses.
AP Observations
- Why the jump in number of tests in 2003?
- Double edged sword
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- Tough curriculum
- Colleges want AP
- GPA concerns
- How does it drive our Andover curriculum?
- Concern about US Government national average
- Biology and chemistry are a concern
Dr. Koenigs handed out and reviewed via PowerPoint the "District Secondary Summit Report." Slide 6: 7th grade increase was likely because of new, better aligned science standards. Dr. Koenigs noted a huge jump on the 6th grade social studies chart, as well as the flat chart of 10th grade mathematics. There was new curriculum in 2003 for 10th grade science.
State Assessments
- Questions about freshman science. Beginning chemistry, physics, earth and space, and environmental science (nine weeks each) are included in the freshman science course.
- How does this affect ACT science?
- Consistency in test scores
- Achievement Summit set internal goals
- Goal setting
- Stress of State Assessments
Dr. Koenigs then shared the 2005 ACT scores for Andover, Kansas, and the nation. Our scores are very good. Why don't graduation requirements require all these core classes? We require a certain number, but not certain classes. Craig Gray asked about any poverty level influence on the difference in ACT scores between high schools. Bob Baier said we could pull up free and reduced from last year and see how many took the test.
Dr. Koenigs handed out a district ACT report, and an ACT report for each high school. He suggested they look over the individual school info at home, but reviewed the district ACT info with the group. He asked they discuss it in groups and report back with their perceptions, questions and observations.
ACT Score Observations
- Fig. 2 -- we don't know size of N? That might be helpful.
- What's the value of calculus based on these scores?
- Three years of math=3 points or more
- Just having three years of science wasn't as important as having the core courses. Biology, chemistry, physics= 3 point
- Core/Non-core percentage is not changing
- Non-core scores are good compared to state and national
- Reading at elementary level
- Need more training at middle school level to help teachers know how to teach reading to students who are several grade levels below in this area.
Importance of three years may not be as important as other things -- such as when they take the test. Does taking ACTs mean that these are all inclined to go to college? Dale Graham noted he'd like to see all students take the ACT just as a measure. Question about what we do to help those who aren't reading on level in elementary?
Dr. Koenigs handed out articles (see first paragraph) to be read prior to the next meeting. They can also pick up additional articles as they leave. He'll make sure at least one person reads each article. Members should feel free to put additional questions on the note cards and leave them on the table.
Meeting was adjourned.
