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 HelloReturn to index of stories... |
Hello. I'm Theresa Kennett, guest hosting tonight on NH Outlook. |
| Preshow #1 Return to index of stories... |
In this edition. The law mandates No Child Left Behind. We'll see what it means to ONE local school. And find out what the EXPERTS think about how New Hampshire schools are being assessed. |
| Preshow #2 Return to index of stories... |
We'll profile a program in Hampton that's helping children learn to read and write. |
| Preshow #3 Return to index of stories... |
And LaTER, we'll give you a TASTE of a yearly tradition here in the granite state, the HIGHLAND GAMES. |
| Intro NCLB Return to index of stories... |
The New Hampshire Department of Education has released results of the statewide student assessment tests known as NHEAIPS. It appears, that overall, educators and students are making improvements. The Ferderal Mandate No Child Left Behind is tied to these tests. And requires that schools make adequate yearly Progress. If they don't they'll be identified as Schools In need of Improvement. A preliminary list identified eleven schools in New Hampshire. Producer Phil Vaughn visited one such school in Farmington. |
| NCLB Return to index of stories... |
Sound of Nick Donohue Narr 1 - At this press conference in late August, the commissioner of education made an announcement. Nick - "Today is another day of good news for NH. We've got a list of schools that have been identified as in need of improvement." Narr 2 - You'll hear why that might be good news later. First we want to take you to Valley View Elementary School in Farmington. Dissolve to school exterior Cynthia - "I've been in the Farmington school district for 20 years." Narr 3 - Fifteen years teaching and now as principal. Cynthia Spark's school is one of eleven preliminarily identified as in need of improvement as defined by the No Child Left Behind Act. Cynthia - "Academically, we have been making progress. This has been a dynamic district." Narr 4 - Every year since 1993, New Hampshire students in third, sixth and tenth grades have been tested. Called NHEAIPS, the tests were designed to help schools measure what students know. Phil- "Do they work well for that purpose? Cynthia - 'Yes it did and still does. It showed where there were weaknesses. We can look at them item by item and determine what we are teaching well and what we aren't and need to change.'" Narr 5 - Now the tests are helping determine the adequate yearly progress of public schools. All students in participating grades are tested. Standards, set by the state, must be met in order for schools to make the grades. If they don't, for two consecutive years, the school is identified as in need of improvement. This is Valley View's first year on the list. Cynthia - "We were thinking we'd continue to see that improvement taking into account different groups of children, different experiences they may have had going into third grade - we really didn't know. You never know where you stand until those results come out." Susan - "As it is we're comparing apples and oranges and it's not a fair or accurate measure." Narr 6 - Susan Anderson teaches third grade at Valley View School. She sees the value in the NHEAIP tests but not necessarily as an indication of student progress. Susan - "You're not comparing the same students growth each year - you're comparing year to year and they're not the same students. You could be measuring results and do better but it's with different students. To me they need some sort of a balance where you can measure what they've really accomplished whether it be a portfolio system where you look at the growth you've made over the year." Narr 7 - That'll change in 2006 when all students from third to twelfth grade will be tested. Nick Donohue - "The measurements of the test are important but they should not be the only source by which we determine yearly progress." Narr 8 - As the No Child Left Behind Act evolves, so too may the methods of measuring student progress. Until that time, Commissioner Donohue is making the best of the federal law. Nick - "Making the list may be good news for some schools. They are put in the public spot light and need to examine where to go from here. It gets the community talking." Cynthia - "The information we get from the test is not bad. Being on the list is not something that we want and were working to make sure we are making the AYP so our students are getting the best that we can give them." Narr 9 - For NH Outlook, I'm Phil Vaughn. |
| Intro Discussion Return to index of stories... |
Joining us now: Dr. Charles Ott, the Superintendent of SAU-56 - the Somersworth/Rollingsford school district, Linda Rief , a Language Arts Teacher at Oyster River Middle School AND Lorraine Patusky from the Office of Accountability at the New Hampshire Department of Education. Thank you all for being here. |
| Discussion Return to index of stories... |
Theresa: LORRAINE, WHY DON'T WE START WITH YOU. WHAT HAPPENS TO SCHOOLS THAT DON'T MAKE ADEQUATE YEARLY PROGRESS? YOU KNOW, DO FAMILIES NEED TO WORRY? WILL TEACHERS BE LET GO? WHAT ARE THE IMPLICATIONS? THERE'S A VARIETY OF THINGS. BUT THE FIRST THING I HAVE TO SAY IS THAT THE LIST THAT WAS IDENTIFIED WAS A PRELIMINARY LIST. EVERY SCHOOL IS IDENTIFIED AS NOT MAKING ADEQUATE YEARLY PROGRESS, AND THEN IDENTIFIED AS A SCHOOL NEEDING IMPROVEMENT, BECAUSE IT'S THEIR SECOND YEAR, GOES THROUGH AN APPEAL PROCESS. THERE ARE 30 DAYS. 30 DAYS WHEN A SCHOOL GETS TO STEP BACK, LOOK AT AND SEE IF THIS IS A REAL IDENTIFICATION. THERE ARE TECHNICAL ISSUES, VALIDITY ISSUES. AND RIGHT NOW THE DEPARTMENT IS LOOKING VERY QUICKLY WITH ALL OF THESE SCHOOLS DEALING WITH IT. IF AFTER THE 30 DAYS, THEY HAVE, INDEED, BEEN IDENTIFIED AS A SCHOOL IN NEED OF IMPROVEMENT, THE FIRST STEP THEY NEED TO DO IS STEP BACK AND DEVELOP A SCHOOL IMPROVEMENT PLAN. 90 DAYS, TECHNICAL ASSISTANCE. THAT'S THE VERY FIRST PHASE. WILL TEACHERS BE FIRED? NO. YOU KNOW, WILL PARENTS HAVE CHOICE? YES. THERE IS A CHOICE ISSUE THAT HAPPENS AT THAT TIME. WILL THE STATE TAKE OVER? NO. WILL THE COMMUNITY BE INVOLVED? YES. Theresa: OKAY, OKAY. I GUESS I'M WONDERING, LINDA, HOW DO YOU DEFINE PROGRESS? WELL, I THINK FOR ME AS A CLASSROOM TEACHER, I'M DEFINING PROGRESS ONE STUDENT AT A TIME. SO, ALTHOUGH, THESE TESTS ARE BASED MORE ON LOOKING AT A SCHOOL AS A WHOLE, I'M LOOKING AT THOSE KIDS AS INDIVIDUAL STUDENTS. ARE THEY COMING INTO MY CLASSROOM? DO THEY KNOW HOW TO SELECT BOOKS? ARE THEY CONNECTING WITH THOSE BOOKS? ARE THEY MAKING UNDERSTANDINGS FROM THOSE BOOKS? ARE THEY WRITING A RANGE OF KINDS OF WRITING AND HOW EFFECTIVE ARE THOSE PIECES THEY ARE ABLE TO PRODUCE? I'M LOOKING AT WHO THOSE KIDS ARE WHEN THEY COME INTO THE CLASSROOM, AND HOW FAR CAN THEY GROW BASED ON LOOKING AT THEIR PORTFOLIOS, LOOKING AT DRAFTS OF WRITING, LOOKING AT A RANGE OF THINGS WHERE THEY'RE SETTING GOALS FOR THEMSELVES. AND I'M HELPING THEM SET GOALS ALSO, THIS READERS AND WRITERS. Theresa: AND JUST A QUICK QUESTION: DO KIDS ALL COME IN AT THE SAME PLACE? ABSOLUTELY NOT. ABSOLUTELY NOT. SO EVEN AT EIGHTH GRADE LEVEL, I HAVE KIDS WHO MAY BE READING AT THIRD OR FOURTH GRADE LEVELS. I WANT HETEROGENEOUS CLASSROOMS BECAUSE I THINK KIDS REALLY LEARN FROM EACH OTHER. BUT I THINK WE NEED TO KNOW THAT WE DO HAVE A RANGE OF STUDENTS WITH A RANGE OF NEEDS. SO YOU'RE REALLY TEACHING INDIVIDUALLY TO ALL OF THOSE KIDS. STILL THINKING IN MIND, THOUGH, WHAT ARE THE GOALS FOR THE YEAR THAT I HAVE FOR THESE KIDS? I WANT THEM TO BE THE BEST READERS AND WRITERS THEY CAN BE. BUT I WANT THEM TO ALSO BE INDEPENDENT LEARNERS AND THAT'S A BIG THING FOR ME; THAT THEY KNOW HOW TO LEARN. BUT IT IS MORE INDIVIDUAL. Theresa: RIGHT. WELL, THAT IS A LOOK AT THE INDIVIDUAL. AND, CHUCK, WHAT ABOUT A DISTRICT-WIDE PROGRESS DEFINITION? HOW DO YOU DEFINE PROGRESS BY DISTRICT? WELL, THE WAY IT WILL BE IDENTIFIED IS SIMPLY BY LOOKING AT ALL OF THE SCHOOLS. AND THAT'S WHY I HAVE ARGUED THAT "NO CHILD LEFT BEHIND" STACKS THE DECK FOR FAILURE. I THINK IT'S A GRAVE INJUSTICE THAT VALLEY VIEW ELEMENTARY SCHOOL HAS BEEN IDENTIFIED AS A SCHOOL IN NEED OF IMPROVEMENT. WE'RE ALL SCHOOLS IN NEED OF IMPROVEMENT. THAT'S WHY WE GET UP IN THE MORNING TO DO, TO IMPROVE OUR SCHOOLS. BUT THAT'S NOT THE WAY THAT WILL BE INTERPRETED. AND IT'S DONE BY A SYSTEM WE'VE ALL AGREED, AND THE COMMISSIONER JUST SAID THAT WE SHOULDN'T USE ONE TEST TO MEASURE THE PERFORMANCE OF A SCHOOL. BUT THAT IS ESSENTIALLY WHAT WE ARE DOING. SO WE HAVE TO MOVE FORWARD TO THE NEXT GENERATION OF AUTHENTIC ACCOUNTABILITY. AND THIS ISN'T AUTHENTIC. Theresa: WELL, LET'S TALK ABOUT THAT. DOES IT EVOLVE INTO SOMETHING THAT WILL BE MORE THAN JUST PERFORMANCE ON THE NHEAIPS, OR ARE WE GOING TO BE LOOKING AT THE ONE SINGLE INDICATOR, IN ORDER TO MEASURE ADEQUATE YEARLY PERFORMANCE? ABSOLUTELY NOT. WHEN WE LOOK AT SCHOOLS, THEY ARE FAR MORE THAN JUST THEIR A.Y.P. DESIGNATION, THEIR ADEQUATE YEARLY PROGRESS. THE ADEQUATE YEARLY PROGRESS IS ONE MEASURE OF A SCHOOL. THERE ARE SO MANY OTHER PIECES TO IT. THE SCHOOL APPROVAL PROCESS LOOKS AT THE SCHOOL AND THE COMMUNITY OF THE SCHOOL. THERE ARE MANY STATES RIGHT NOW THAT HAVE WALKED THROUGH THIS DOOR OF ACCOUNTABILITY, STARTING WITH THEIR ADEQUATE YEARLY PROGRESS, AND EXPANDING TO A RICHER, BROADER CONCEPT. THE STATE BOARD IS ACTIVELY PURSUING THAT RIGHT NOW. WE HAVE GROUPS THAT ARE WORKING TOGETHER TO DEAL WITH THIS. WE'RE AT THE BEGINNING. I ALSO WANT TO ECHO, SCHOOL IN NEED OF IMPROVEMENT IS A LABEL FOR ALL OF US. EVERYONE IN THE STATE. ANOTHER COMMENT, TOO, VERY QUICKLY. WE DID TAKE INTO ACCOUNT THIS YEAR'S THIRD GRADE IS NOT LAST YEAR'S THIRD GRADE. EVERYONE OF US TAUGHT AT ONE TIME, AND WE ALL KNOW THAT THIRD GRADE'S CHANGED. THE STATE HAS DEALT WITH THAT WITH STATISTICAL MODELS. WE DO NOT COMPARE STUDENTS TO STUDENTS OR GRADE TO GRADE WITHOUT UNDERSTANDING THAT THERE IS GREAT VARIATION. AND WE HAVE BUILT CONFIDENCE INTERVALS, THESE BANDS OF RANGE AROUND EVERY GRADE. SO, THAT IS ONE STEP WE'VE MOVED FORWARD IN HELPING ACCEPT THE FACT THAT EVERYONE COMES IN AT A DIFFERENT TIME AND A DIFFERENT WAY. Theresa: SO DO YOU AGREE WITH THE TEACHER IN THE PIECE, THAT IT'S COMPARING APPLES TO ORANGES? OR DO YOU DISAGREE BECAUSE OF THE STATISTICAL MODEL? I AGREE, THAT TO COMPARE ONE GRADE THREE TO NEXT YEAR'S GRADE THREE ISN'T APPROPRIATE. THE STATE HAS AGREED THAT IT'S INAPPROPRIATE. AND SO BEFORE WE EVEN BEGAN THIS PROCESS, WE DID A STATISTICAL RUN OF WHAT HAPPENED OVER THE LAST FIVE YEARS WITH THE STATE ASSESSMENTS. WE'RE LUCKY. WE HAVE EIGHT YEARS OF RICH STATE DATA. LOOKING AT THAT, WE FOUND WHAT THE VARIATION RANGE WAS. AND ANYONE THAT FALLS WITHIN THAT RANGE MAKES ADEQUATE YEARLY PROGRESS. SO I AGREE, IT COULD HAVE BEEN A PROBLEM. WE AVOIDED IT. Theresa: WELL, LINDA AND CHUCK, LET ME ASK YOU. WHAT ARE MAYBE SOME OTHER WAYS OF MEASURING STUDENT PROGRESS, BOTH INDIVIDUALLY IN THE CLASSROOM AND THEN, PERHAPS, SCHOOL PROGRESS? FOR ME, WHEN I'M LOOKING AT HOW THOSE CHILDREN HAVE PROGRESSED, I REALLY NEED TO SEE A RANGE OF WRITING IN FRONT OF ME. I NEED TO SEE FROM FIRST DRAFT TO LAST DRAFT. I NEED TO SEE THE KINDS OF THINGS THAT THEY INTERPRET AS CHARACTERISTICS OF EFFECTIVE WRITING FROM US WORKING TOGETHER AS A CLASS. BUT I MEAN, I THINK WHEN WE'RE. WHEN WE'RE LOOKING AT ASSESSMENT, I TRY TO KEEP IN MIND ASSESS REALLY GOES BACK TO SIT BESIDE. ARE WE SITTING BESIDE CHILDREN? ARE WE REALLY LEARNING WHAT THEY KNOW AND ARE ABLE TO DO? AND A QUANTITATIVE OR NUMBER DOESN'T REALLY SHOW US ANYTHING. IT DOESN'T HELP US AS CLASSROOM TEACHERS. BUT WHAT HELPS US IS TO BE ABLE TO SAY THIS CHILD DOESN'T FULLY UNDERSTAND WHAT MAKES THE MOST EFFECTIVE PIECE OF WRITING. THIS IS WHERE I NEED TO BE FOCUSING MY TEACHING. SO I JUST THINK THERE NEEDS TO BE A RANGE OF THINGS LIKE THAT; PERFORMANCE-BASED TESTING, PORTFOLIOS. IF PARENTS COULD SEE A PORTFOLIO AT THE END OF EVERY QUARTER, OR IF CHILDREN SELECTED THEIR BEST PIECES OF WRITING FROM GRADE LEVEL TO GRADE LEVEL, AND WE BEGAN TO SEE THAT PROGRESS, PROGRESS TO ME IS OVER A LONG PERIOD OF TIME. I WANT THE KIDS TO KNOW, I'M LOOKING AT WHO YOU ARE FROM WHEN YOU COME IN IN SEPTEMBER TO WHEN YOU LEAVE IN JUNE. BUT I'M ALSO LOOKING AT, LET'S LOOK AT HOW YOU'VE CHANGED FROM FIRST GRADE TO EIGHTH GRADE. AND THERE ARE TREMENDOUS THINGS THAT HAVE HAPPENED FOR YOU. BUT I THINK WE DON'T HAVE ANY EASY WAY TO ASSESS THAT. AND PORTFOLIOS ARE NOT EASY, BUT THEY CERTAINLY MAKE PEOPLE. PARENTS FEEL A LOT MORE COMFORTABLE WHEN THEY CAN SEE THE WORK THAT THE KIDS HAVE PRODUCED. Theresa: NOW, CHUCK, ARE YOU WORKING WITH A WEB-BASED PROGRAM THAT HELPS TO MEASURE PROGRESS? YES, YES. Theresa: CAN YOU TELL US ABOUT THAT? I WILL. BUT FIRST I WOULD LIKE TO SAY. Theresa: CERTAINLY. .THAT WHAT LINDA IS DOING IN HER ROOM IS THE MOST IMPORTANT ASSESSMENT OF ALL. BECAUSE IT HELPS KIDS LEARN. NOW, THE PUBLIC HAS A RIGHT TO KNOW HOW WE'RE DOING AT SCHOOLS. I THINK WE HAVE ALL AGREED THAT OUR CURRENT METHOD IS NOT AUTHENTIC, IS NOT VALID. IN FACT, THOSE FARMINGTON SCHOOLS SHOULD BE LAUDED BECAUSE I BELIEVE THAT IF WE HAD AN AUTHENTIC WAY OF MEASURING SCHOOL PERFORMANCE, THEY MAY BE AT THE TOP OF THE LIST IN ADDING VALUE. Theresa: AND JUST. OKAY. Theresa: JUST EXPLAIN AUTHENTIC FOR VIEWERS WHO MIGHT NOT KNOW EXACTLY. AUTHENTIC IS CONFORMING TO FACT, AND, THEREFORE, WORTHY OF TRUST. WEBSTER'S DICTIONARY. SO THAT'S THE KIND OF ASSESSMENT WE HAVE TO HAVE THAT PEOPLE CAN TRUST. I DON'T TRUST WHAT WE'RE DOING. AND I DON'T THINK THAT IT IS GIVING US AUTHENTIC RESULTS. NOW, HOW COULD WE MAKE THIS BETTER? I BELIEVE THAT WE SHOULD BE MEASURING THE GAINS THAT CHILDREN MAKE. SCHOOLS AND CHILDREN START AT DIFFERENT PLACES. THAT'S JUST COMMON SENSE. AND I BELIEVE THAT THOSE CHILDREN IN FARMINGTON HAVE PROBABLY COME A VERY LONG WAY. AND THOSE TEACHERS DESERVE CREDIT FOR THAT AND SHOULD BE LAUDED FOR THAT, AND NOT HAVE THE SCHOOL'S NAME PUT ON THE FRONT PAGE OF THE NEWSPAPER AS DEFICIENT. Theresa: RIGHT. WE'VE JUST GOT A MINUTE LEFT HERE. SO, LORRAINE, I'M GOING TO ASK YOU WHAT YOU, YOU KNOW, WHAT YOUR RESPONSE TO THAT IS. DO YOU AGREE WITH CHUCK? THERE IS A PLACE FOR VALUE, OF GAINS BASED ASSESSMENT, ABSOLUTELY. BUT AT SOME LEVEL, THE STATE HAS AN OBLIGATION TO LOOK AT WHAT'S HAPPENING STATEWIDE. THE NHEAIPS ASSESSMENT WAS DESIGNED TO MEASURE WHETHER OR NOT A SCHOOL HAD ALIGNED ITS CURRICULUM WITH THE STATE CURRICULUM FRAMEWORK. THAT'S WHAT IT DOES. AND IT DOES THAT WELL. IT IS A VALID AND RELIABLE ASSESSMENT FOR THAT PURPOSE. WE GET STATE INFORMATION AND DISTRICT INFORMATION. WE CAN'T MAKE DECISIONS WITHOUT FACTS AND DATA; AND THAT'S WHAT WE USE. WE KNOW SOMETHING ABOUT POPULATIONS WITHIN OUR STATE NOW. SCHOOLS LEARN MUCH FROM IT. ASSESSMENT LITERALLY MEANS THE PROCESS OF GATHERING INFORMATION. SHE GATHERS INFORMATION ABOUT STUDENTS. HE GATHERS INFORMATION ABOUT SCHOOLS AND DISTRICTS. AS A STATE, WE HAVE AN OBLIGATION TO GATHER INFORMATION AS WELL. WE ARE PART OF A TAPESTRY THAT IS VERY IMPORTANT AND VALUABLE. Theresa: THANK YOU SO MUCH. THIS IS A DISCUSSION THAT WILL CERTAINLY CONTINUE. AND WE WILL LOOK FORWARD TO HEARING MUCH, MUCH MORE. AND I THANK YOU SO MUCH FOR BEING HERE WITH US TONIGHT. THANK YOU. THANK YOU, THERESA. |
| Intro Reading Recovery Return to index of stories... |
If a child enters first grade and has trouble reading and writing, a New Hampshire program can help. The program is called "Reading Recovery." Producer Chip Neal revists a story from the Center School in Hampton where he learned how Reading Recovery works. |
| Reading Recovery Return to index of stories... |
"I LIKE GREEN BEANS. I LIKE ORANGE BEANS." WELL, DANNY HAS HAD SOME SPEECH ISSUES. HE HAS BEEN IN EARLY INTERVENTION SINCE BEFORE HE WAS TWO. SO I'VE ALWAYS BEEN CONCERNED WITH HOW HIS ABILITY TO READ. HOW THAT MIGHT AFFECT HIS ABILITY TO READ. "I CAN GO TO THE LIBRARY." Reporter: WE'RE WATCHING FIRST GRADER DANNY DORSON WORK WITH HIS READING RECOVERY TEACHER INSIDE OF AN OBSERVATION ROOM, EQUIPPED WITH ONE-WAY GLASS. "GO TO THE STORE." DANNY HAD A LOT OF PROBLEMS WITH READING AND WRITING. LETTER RECOGNITION. HE WOULD KNOW A LETTER ONE WEEK AND NOT THE NEXT WEEK. HIS SOUNDS SOMETIMES WERE DIFFERENT. OR HE WOULD ACTUALLY OMIT LETTERS OUT OF A WORD. Reporter: AND THESE KINDS OF PROBLEMS MADE DANNY A GOOD CANDIDATE FOR THE SCHOOL'S READING RECOVERY PROGRAM. AN EARLY READING AND WRITING INTERVENTION PROGRAM THAT PROVIDES AT-RISK FIRST GRADERS WITH DAILY ONE-ON-ONE INSTRUCTION. THE PROGRAM IS DESIGNED TO ACCELERATE THEIR LEARNING, SO THEY CAN CATCH UP WITH THEIR CLASSMATES IN 12 TO 20 WEEKS. ;;; GWELK WAS SIX TO. Reporter: READING RECOVERY WAS DEVELOPED IN THE MID-'60s IN NEW ZEALAND BY DR. MARIE CLAY, AN EDUCATOR AND RESEARCHER WHO FOUND WAYS TO DETECT CHILDREN'S EARLY READING DIFFICULTIES. SINCE IT WAS INTRODUCED 1984, DR. CLAY'S READING RECOVERY PROGRAM HAS HELPED MORE THAN A MILLION FIRST GRADERS HERE IN THE UNITED STATES. AND ACTUALLY WHEN YOU SPOKE ABOUT MARIE CLAY, THAT'S HOW SHE REALLY DEVELOPED THE READING RECOVERY LESSON, THINKING ABOUT WHAT GOOD READERS DID, AND WHAT SHE WANTED TO DO WAS HELP CHILDREN THAT WERE HAVING DIFFICULTY MAKE THOSE SAME MOVES THAT THE GOOD READERS MADE. SO IN ONE WAY, IT'S TO GET HIM TO READ TEXT AND UNDERSTAND THAT, YOU KNOW, IT CERTAINLY CARRIES MEANING AND YOU USE EXPRESSION AND INTIMATION, AND THAT ALL HELPS YOU TO UNDERSTAND IT MORE ABOUT WHAT YOU READ. "COME IN THE. NO, SAID DAD." ;;;; WELL, HE GETS A PACK AT HOME EVERY NIGHT. AND IT HAS ABOUT THREE TO FOUR BOOKS IN IT. AND WE READ THE BOOKS EVERY NIGHT. HE READS THEM TO ME. AND THEN HE ALSO HAS A WORD ENVELOPE THAT'S A SENTENCE. THAT'S CUT UP IN PIECES. AND HE NEEDS TO ACTUALLY SAY EACH WORD AND THEN PUT IT INTO A SENTENCE. THE GWOLP WAS SIXTY-SIX THE LESSONS BEING ONE-ON-ONE, IS THAT I THINK PERFECT. I DON'T KNOW HOW YOU ARE, BUT I REMEMBER HAVING TO READ OUT LOUD IN FRONT OF A GROUP. AND IT'S VERY INTIMIDATING. SO I CAN JUST SEE THAT HIS SELF-CONFIDENCE IS BUILDING. IF THEY DON'T GET THIS INTERVENTION EARLY ON, I MEAN, THEY REALLY STRUGGLE AND THE GAP WIDENS THE FURTHER ALONG THEY GET IN SCHOOL, AND THE HIGHER UP THEY GET IN GRADES. AND IT'S JUST SO IMPORTANT BECAUSE LITERACY IS YOUR WHOLE DAY. I MEAN, IT AFFECTS EVERYTHING; READING, WRITING. I MEAN, IT GETS INVOLVED IN THE SCIENCES AND THE SOCIAL STUDIES AND THE MATH. Reporter: AND HOW DO READING RECOVERY STUDENTS DO ON THE STATEWIDE ASSESSMENT TESTS? ;;;; IF THEY ASK A MAJORITY OF THE CHILDREN WHO'VE HAD READING RECOVERY LESSONS AT SCHOOL SCORE AT BASIC AND ABOVE AND THEY STARTED OUT AT THE VERY BOTTOM OF THEIR FIRST GRADE CLASS. NICE JOB. Reporter: SO DANNY IS GOING TO BE WORKING VERY HARD WITH MRS. REYNOLDS, HIS READING RECOVERY TEACHER, A HALF-AN-HOUR EVERY DAY FOR THE NEXT 20 WEEKS. AND THEN, HE'LL COME BACK AND SEE HOW HE'S DOING. ;;;;CLEAR SEE THAT? DIDN'T EVEN NEED TO LOOK, BECAUSE YOU KNEW HOW TO DO IT. OKAY. READ YOUR STORY. "I WENT TO MY COUSIN NEIL'S HOUSE TO GO SLEDDING YESTERDAY." THE OTHER DAY WHEN I CALLED HIS READING GROUP UP, WE WERE DOING SOME SKILLS THAT WE WERE TARGETING ON IN PHONICS. FROM THE STORY, WE WERE WORKING ON ENDINGS. AND IT'S A VERY DIFFICULT TASK IN FIRST GRADE. IT'S ALMOST A SECOND GRADE SKILL. AND WE WERE TALKING ABOUT THE DIFFERENT ENDINGS THAT YOU CAN PUT ON THE WORD, "PUT." SO, DANNY ACTUALLY FOUND IN THE STORY, HE FOUND "PUT," HE FOUND "PUTS," AND HE FOUND, "PUTTING." SO THEN I SAID, "WELL, HOW DO YOU SPELL PUT, DANNY?" AND HE SAID, "P-U-T." SO FROM WHAT HE NOTICED ABOUT PUTTING, AND I COULDN'T BELIEVE THIS. HE SAID, "YOU HAVE TO DOUBLE THE "T" AND ADD "ING." SO THE CONNECTIONS ARE JUST UNBELIEVABLE. AND HE'S HAPPY AND HE'S TALKING MORE. WHEREAS BEFORE, HE WAS A VERY SERIOUS, LITTLE BOY, AND HARDLY CONTRIBUTING IN ANY FACET OF THE DAY. I VOLUNTEER IN HIS CLASSROOM. AND I'VE SEEN. WHAT I DO IS I READ WITH THE CHILDREN. AND I'VE SEEN HOW HIS. HIS SKILLS ARE GETTING BETTER AND BETTER. COMPARED TO, YOU KNOW, THE WHOLE CLASS, HE'S DEFINITELY RIGHT UP THERE WITH EVERYBODY ELSE, IF NOT BEYOND. IN ANOTHER WEEK, HE WILL BE DISCONTINUED FROM READING RECOVERY. WHAT THAT MEANS IS HE HAS MADE. HAS ACCELERATED HIS READING AND WRITING, SO THAT HE IS NO LONGER GOING TO NEED THIS SUPPORT. HE'S GOING TO BE ABLE TO WORK IN A GROUP IN HIS CLASSROOM, WHICH IS CONSIDERED AN AVERAGE. IN THE AVERAGE RANGE OF PERFORMANCE IN A FIRST GRADE CLASSROOM. Reporter: SO IS THE STATE IN THIS FOR THE LONG HAUL? WELL, THE LAW IS THERE THAT SAYS THE STATE WILL PROVIDE THE TRAINING TO DISTRICTS THAT WANT IT. AND THE STATE'S BEEN AT IT FOR 12 YEARS NOW. Reporter: AND WHAT IS DANNY'S FAVORITE BOOK RIGHT NOW? "BARRON, THE RESCUE DOG." Reporter: WHAT'S THAT ABOUT? A RESCUE DOG. Reporter: WHAT DO RESCUE DOGS DO? FIND PEOPLE. "BARRON IS A GERMAN SHEPHERD. HE IS A RESCUE DOG. TODAY, BARRON IS HELPING HIS MASTER TED FIND A LOST GIRL." |
| Intro Highland Games Return to index of stories... |
And finally tonight, another report from Chip Neal. He tells us the New Hampshire Highland Games are scheduled for this weekend in Hopkington. The gathering of Scottish clans from all over the world is an opportunity for some families to celebrate what makes them strong. Here's a look at some of what you can expect if you make it to the games. |
| Highland Games Return to index of stories... |
THIS IS ESSENTIALLY A FAMILY GATHERING. THE WHOLE PRINCIPLE OF THE CLAN SYSTEM IS CLAN FAMILIES. THEY EXIST THROUGHOUT UNITED STATES, THROUGHOUT THE WORLD. THIS THEN GIVES PEOPLE THE OPPORTUNITY TO COME TOGETHER, TO COMMUNICATE WITH EACH OTHER, TO COMMISERATE WITH EACH OTHER AS THEY SO WISH, OR TO CELEBRATE THE FACT THAT SCOTLAND PLAYED A HUGE PART IN THE AMERICAN CULTURE. AND PARTICULARLY, THAT THE AMERICAN CULTURE THAT WAS PREPARED TO FIGHT FOR ITS FREEDOM. ;;;; TWELVE O'CLOCK FOR ROY BOW, TWELVE O'CLOCK. MAC MEANS "SON OF." AND SO YOU HAVE LIKE MacDUFF, MacDONALD, MacKENZIE. IT MEANS YOU'RE THE SON OF THAT CLAN. THEY'RE VERY SMART LOOKING TODAY AND THEY HAVE BUCKLES AND THINGS TO HOLD THEM ON. BUT ORIGINALLY IT WAS NINE YARDS OF MATERIALS THAT WAS WRAPPED AROUND AND UNDONE AT NIGHT TO MAKE A BLANKET FOR YOURSELF, AND KEPT ON WITH A BELT AND YOUR CLAYMORE AND EVERYTHING. BUT THAT'S WHEN YOU SAY YOU'RE GETTING ALL GUSSIED UP FOR THE DAY, AND, OH, YOU'RE GOING TO PUT ON THE WHOLE NINE YARDS. THAT IS WHERE THAT TERMINOLOGY COMES FROM. |
| Highland Tag Return to index of stories... |
The highland games begin Friday and run through Sunday, September 21st at the Hopkinton State Fairgrounds. |
| Web Pointer Return to index of stories... |
For MORE information about the Highland Games and the OTHER stories in this program, connect with us ON LINE at nhptv.org. You can find links to RESOURCES used in this and other broadcasts AND participate in our online discussion. |
| Tomorrow Return to index of stories... |
On the next New Hampshire Outlook - Join NHPR's LAURA KNOY as she hosts our Friday Edition with journalists from around the state. They'll be talking about the week's top stories. |
| Goodnight Return to index of stories... |
We'll see you next time. Thanks for watching. |
| Founders Return to index of stories... |
Thanks to our founding sponsors who have provided major funding for the production of New Hampshire Outlook: New Hampshire Charitable Foundation Public Service of New Hampshire Stratford Foundation |
| Tonight 10:00 Return to index of stories... |
Tonight on New Hampshire Outlook. It's our Friday Edition with journalists from around the state. They'll be discussing the week's top stories. Join us tonight at 10:00 only on New Hampshire Outlook. |
| key: Education Return to index of stories... |
NEW HAMPSHIRE OUTLOOK Air Date/Time: 9/18/03 22:00 HOST: Theresa Kennett Length: 23:00 minutes In this edition of New Hampshire Outlook, NHPTV's nightly news magazine, the law mandates No Child Left Behind. We'll see what it means to one local school. And find out what the experts think about how New Hampshire schools are being assessed. We'll profile a program in Hampton that's helping children learn to read and write. And Later, we'll give you a taste of a yearly tradition here in the granite state, the highland games. The New Hampshire Department of Education has released results of the statewide student assessment tests known as NHEAIPS. It appears, that overall, educators and students are making improvements. The Ferderal Mandate No Child Left Behind is tied to these tests. And requires that schools make adequate yearly Progress. If they don't they'll be identified as Schools In need of Improvement. A preliminary list identified eleven schools in New Hampshire. Producer Phil Vaughn visited one such school in Farmington. Joining us instudio: Dr. Charles Ott, the Superintendent of SAU-56 - the Somersworth/Rollingsford school district, Linda Rief, a Language Arts Teacher at Oyster River Middle School AND Lorraine Patusky from the Office of Accountability at the New Hampshire Department of Education. If a child enters first grade and has trouble reading and writing, a New Hampshire program can help. The program is called "Reading Recovery." Producer Chip Neal revists a story from the Center School in Hampton where he learned how Reading Recovery works. PRODUCER/REPORTER: Phil Vaughn, Chip Neal NAME OF PARTICIPANTS: Nicholas Donohue\NH Commissioner of Education, Cynthia Sparks\Principal, Valley View School, Susan Anderson\Teacher, Valley View School, Charles Ott\Superintendent - Somersworth/Rollingsford, Linda Rief\Teacher, Oyster River Middle School, Lorraine Patusky\NH Department of Education, Debra Dorson\Danny's Mom, Dr. Marie Clay\Founder, Karen Reynolds\Reading Recovery Teacher, Cindy Arlington\Classroom Teacher, Helen Schotanus\NH Department of Education, Karen Reynolds\Reading Recovery Teacher |
| key: National Politics / Government Return to index of stories... |
NEW HAMPSHIRE OUTLOOK Air Date/Time: 9/18/03 22:00 HOST: Theresa Kennett Length: 23:00 minutes In this edition of New Hampshire Outlook, NHPTV's nightly news magazine, the law mandates No Child Left Behind. We'll see what it means to one local school. And find out what the experts think about how New Hampshire schools are being assessed. We'll profile a program in Hampton that's helping children learn to read and write. And Later, we'll give you a taste of a yearly tradition here in the granite state, the highland games. The New Hampshire Department of Education has released results of the statewide student assessment tests known as NHEAIPS. It appears, that overall, educators and students are making improvements. The Ferderal Mandate No Child Left Behind is tied to these tests. And requires that schools make adequate yearly Progress. If they don't they'll be identified as Schools In need of Improvement. A preliminary list identified eleven schools in New Hampshire. Producer Phil Vaughn visited one such school in Farmington. Joining us instudio: Dr. Charles Ott, the Superintendent of SAU-56 - the Somersworth/Rollingsford school district, Linda Rief, a Language Arts Teacher at Oyster River Middle School AND Lorraine Patusky from the Office of Accountability at the New Hampshire Department of Education. If a child enters first grade and has trouble reading and writing, a New Hampshire program can help. The program is called "Reading Recovery." Producer Chip Neal revists a story from the Center School in Hampton where he learned how Reading Recovery works. PRODUCER/REPORTER: Phil Vaughn, Chip Neal NAME OF PARTICIPANTS: Nicholas Donohue\NH Commissioner of Education, Cynthia Sparks\Principal, Valley View School, Susan Anderson\Teacher, Valley View School, Charles Ott\Superintendent - Somersworth/Rollingsford, Linda Rief\Teacher, Oyster River Middle School, Lorraine Patusky\NH Department of Education, Debra Dorson\Danny's Mom, Dr. Marie Clay\Founder, Karen Reynolds\Reading Recovery Teacher, Cindy Arlington\Classroom Teacher, Helen Schotanus\NH Department of Education, Karen Reynolds\Reading Recovery Teacher |
| key: State Politics / Government Return to index of stories... |
NEW HAMPSHIRE OUTLOOK Air Date/Time: 9/18/03 22:00 HOST: Theresa Kennett Length: 23:00 minutes In this edition of New Hampshire Outlook, NHPTV's nightly news magazine, the law mandates No Child Left Behind. We'll see what it means to one local school. And find out what the experts think about how New Hampshire schools are being assessed. We'll profile a program in Hampton that's helping children learn to read and write. And Later, we'll give you a taste of a yearly tradition here in the granite state, the highland games. The New Hampshire Department of Education has released results of the statewide student assessment tests known as NHEAIPS. It appears, that overall, educators and students are making improvements. The Ferderal Mandate No Child Left Behind is tied to these tests. And requires that schools make adequate yearly Progress. If they don't they'll be identified as Schools In need of Improvement. A preliminary list identified eleven schools in New Hampshire. Producer Phil Vaughn visited one such school in Farmington. Joining us instudio: Dr. Charles Ott, the Superintendent of SAU-56 - the Somersworth/Rollingsford school district, Linda Rief, a Language Arts Teacher at Oyster River Middle School AND Lorraine Patusky from the Office of Accountability at the New Hampshire Department of Education. If a child enters first grade and has trouble reading and writing, a New Hampshire program can help. The program is called "Reading Recovery." Producer Chip Neal revists a story from the Center School in Hampton where he learned how Reading Recovery works. PRODUCER/REPORTER: Phil Vaughn, Chip Neal NAME OF PARTICIPANTS: Nicholas Donohue\NH Commissioner of Education, Cynthia Sparks\Principal, Valley View School, Susan Anderson\Teacher, Valley View School, Charles Ott\Superintendent - Somersworth/Rollingsford, Linda Rief\Teacher, Oyster River Middle School, Lorraine Patusky\NH Department of Education, Debra Dorson\Danny's Mom, Dr. Marie Clay\Founder, Karen Reynolds\Reading Recovery Teacher, Cindy Arlington\Classroom Teacher, Helen Schotanus\NH Department of Education, Karen Reynolds\Reading Recovery Teacher |
| key: Recreation / Leisure / Sports Return to index of stories... |
NEW HAMPSHIRE OUTLOOK Air Date/Time: 9/18/03 22:00 HOST: Theresa Kennett Length: 23:00 minutes In this edition of New Hampshire Outlook, NHPTV's nightly news magazine, the law mandates No Child Left Behind. We'll see what it means to one local school. And find out what the experts think about how New Hampshire schools are being assessed. We'll profile a program in Hampton that's helping children learn to read and write. And Later, we'll give you a taste of a yearly tradition here in the granite state, the highland games. And finally tonight, another report from Chip Neal. He tells us the New Hampshire Highland Games are scheduled for this weekend in Hopkington. The gathering of Scottish clans from all over the world is an opportunity for some families to celebrate what makes them strong. Here's a look at some of what you can expect if you make it to the games. PRODUCER/REPORTER: Chip Neal NAME OF PARTICIPANTS: |
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Tonight on New Hampshire Outlook. . Tonight at 10pm on New Hampshire Public Television. |