Kenyon-Wanamingo Public Schools: A Time For Change

Kenyon-Wanamingo Public Schools: A Time For Change

Curriculum

According to A Principal Looks Back: Standards Matter by Kim Marshall from David T. Gordon (Ed.), A Nation Reformed: American Education 20 Years after A Nation at Risk (2003), curriculum leaders must raise questions like the following: What is excellence in education? For what purpose is it sought? How can it be achieved? How can it be measured? Which is more important—the pursuit or the achievement of excellence? Furthermore, if excellence is a major curriculum goal, its attainment will depend primarily on decisions made by curriculum leaders and teachers—those who plan the curriculum (Parkay, Hass & Anctil, 2010).

So let us begin with the concept of curriculum. After all, it is the engine that drives teaching and learning (Jasparro, 1998). More than a list of subjects or topics covered in a school, it encompasses a number of independent factors including what and how students learn; what teaching strategies are most effective; and how the structure of the school supports both student achievement and teacher effectiveness (Rogers, 1977). Once in place, a highly qualified staff is the force that will take all of these variables and turn them into a quality learning environment.

Twenty years ago President George W. Bush signed into law a Federal program called the Adequate Yearly Progress Legislation (No Child Left Behind). With the primary emphasis on accountability for student achievement of academic standards; increased flexibility and local control; a greater role for parents and their children's educational program; and a greater emphasis on the use of scientifically based instruction (Best Practices), its overall objective was to raise the educational performances of all children. In each case, the goals were noble...the standard-based concept was proven...and no one could argue that mathematics, reading, and language arts are not important disciplines to master. That is unless you have given into today's American Federation of Teachers, the National Education Association, the National School Board Association, or organizations and political operatives that have now come on the scene to promote a Marxist ideology. Sadly, they, along with school boards across the country, have knowingly or unwittingly abandoned these noble goals at the expense of our children and grandchildren (see recent legislation in California and Washington State). If we are not careful; if we are not willing to fight for this great Republic, this godless ideology may find its way into our school district as well. 

As we look at the provisions of the Adequate Yearly Progress (MCA testing in today's vernacular as found in Minnesota), I find a number of reasons that will lead to student success in the classroom. Permit me to list the following:

To begin with, they serve as a “yardstick” whereby school districts like Kenyon-Wanamingo can show whether or not their students are making academic progress on a continuous basis. No longer left to the whims of administrators and local school boards who seem to have an uncanny ability to make excuses or skew the results, they are meant to offer truthfulness. Just remember...you get what you put into them. Moreover, they have the added purpose to measure specific subgroups in the school district. In each case, they are important to know when it comes time to plan for what should be a never ending concept: curriculum improvement.

Second, no school district worth its “salt” remains static. Research confirms that quality school districts are constantly moving forward in their efforts to make it work for their students. Always vigilant and never resting on their laurels, they use test results as part of the criteria for monitoring student performance so that they can implement a review process that is meant for change at the right time...and always...in the right places. If one takes the time to look at a list of schools that are recognized as schools of excellence, they will find that they are continually evolving. This keeps them on their toes and away from the false narratives that have become common practice across this country.

Third, the adequate yearly progress called for in the legislation becomes the school district's report card. While there may be achievement numbers that are manufactured at the local level (see locally generated Summative and Formative data), the publicly reported yearly progress finds its origin through the Minnesota Department of Education who, in turn, releases the MCA scores back to the school district once they have been scored and recorded. It is at this point that accountability must take on a new face if school districts are going to promote quality education for all of its students. 

Finally, it is important for school districts to take a close look at the individual buildings. While it is true that buildings may have their own culture, one must not forget that the emphasis placed on student learning is a by-product of the district's philosophy. When a school district consistently fails to make adequate yearly progress, it is time to get serious about who and what is running the show. At some point, it will always come down to leadership. 

As one reflects on my opening paragraph, it becomes obvious that the key word is excellence. Excellence in education; excellence in achievement; excellence in curriculum and leadership. While I think it is safe to say that most school districts aspire to reach this level of performance, in the end, there will always be a large number that come short of the mark. When this happens, Red Flags will appear for all to see. In the case of the Kenyon-Wanamingo School District, I find the first one to be particularly disturbing. Why? Because it represents an attitude that must be extinguished if excellence is to follow. In truth, it cries out for change. Let us take a look at these flags.

First, and foremost, if there is such a thing as a cardinal sin in curriculum and instruction, it will always come from someone who should know better; someone so bold as to make a public pronouncement (see Kenyon Leader, October 27, 2021) that “Not voting to fund a district with low MCA test scores goes beyond reading and math now, as lots of students count on extracurriculars for multiple reasons.” When you couple this with the fact that it came from a school board member who has tolerated years of low mathematics and reading scores, it sends the message that the leadership team does not have to worry about MCA test scores. Just keep doing what you are doing and the public will pick up the tab.

Second, when a school district, that once found itself in the upper tier of student proficiency in mathematics and reading, finds itself consistently at or near the bottom when compared with a group of 16 school districts located in Southeastern Minnesota (this includes the State), it is time for change.

Third, when the school district's 2021 mathematics (33%) and reading (41%) student proficiency percentages continued their downward spiral from what was already a succession of low MCA scores from the 2017-2019 school years (there were no 2020 scores due to COVID-19), it is time for change.

Fourth, when a school district's college readiness score is less than a fifth of the student body (17.5%), it is time for change.

Fifth, when only 14% of all AP students (students who take classes with college/university credit attached to them) are able to pass just one qualifying examination), it is time for change.

Sixth, when a school district's student proficiency ranks worse than 58% of high schools across the State, it is time for change.

Finally, when a school district's student proficiency percentages find little or no consistency from year to year, it is time to do a full assessment of your curriculum and instruction model. Incidentally, while it would be tempting to blame teachers for a less than average student performance at Kenyon-Wanamingo Public Schools, when the problem is system wide with no indication of a sustainable change, one is forced to look elsewhere for answers and needed solutions.

Promises

As we look beyond the recently passed levy referendum, we see that it came with a series of promises. Beginning with the promise to maintain a variety of course offerings, they would go on to include updating the curriculum, retaining quality teachers, focusing on low class sizes, and stabilizing the school district's finances. While past practice would seem to indicate that our school boards have not always kept their promises to the patrons, it would be my hope that those who voted to increase our property taxes would hold the current school board and its administration accountable. If not, the public needs to understand that our children and grandchildren will continue to pay the price for their leaderships' ineptitude.

Fall 2022

Before I share some final thoughts, I would like to remind the school board that they were able to weather the storm of public debate and adverse opinions because no one was up for reelection during the current school year. That will change in 2022. With such critical issues as the Nuclear Family, Cancel Culture, Cultural Marxism, Critical Race Theory, White Fragility, the 1619 Project, Equity, Black Lives Matter, and Leadership at the local level, it will be time to put people to the test.

Final Thoughts

Although one could spend a lot more time reviewing the literature and preparing arguments either for or against the current delivery system at Kenyon-Wanamingo Public Schools, I believe the signs indicate that there is sufficient concerns to warrant an in-depth review of what is currently taking place at my alma mater. While I no longer have any doubt that there are forces that would like to prevent this from happening, I think it is time for these people to get over the misguided perception that: “If you are not for them, you must be against them.” This is the type of leadership that causes school districts to become stagnate and out of touch with the one variable that is present in all quality school districts: the right to disagree and grow as a unit.

Finally, I would like to end my thoughts with some questions that I believe are relevant to the time at hand. It is my prayer that these questions will help to generate additional questions to where we are as a school district  and where we would like to be in the future. As the great Sir Winston Churchill said at the height of WWII, “Truth is incontrovertible. Malice may attack it and ignorance may deride it, but, in the end, there it is.” Let us see where the truth takes us as a community. In addition to where we are and what the future holds for us, I offer the following as starting points of discussion:

•        Does the existing delivery system enhance achievement for all sub-groups of students?

•        Are there RUBRICS being used to answer the sub-group question? If not, WHY?

•        Are current student performances what you have in mind under the existing delivery system?

•        Are you listening to people whose experiences as educators offer a different perspective than your own?

•        Are you concerned about accountability and the impact it can have on the school district?

•        Are you prepared to take an honest and unbiased look at what is currently taking place in the school district?

•        Are you prepared to make changes that would be in the best interests of our students and the community at large?

•        Other questions TBD....

I trust the Kenyon-Wanamingo School Board will give this and other expressions of concern some serious consideration as they look to the future of our children and grandchildren. Just remember, you do not represent just yourselves. This is OUR school...and it is time to get serious about the work at hand.

Dr. James Russell Lehman, '63

507-273-7635