The Wetzel County Board of Education heard annual Local School Improvement Council reports from Long Drain School and Hundred High School during their regular meeting held Sept. 19. Both councils were happy to report improvements over the year, including both meeting Adequate Yearly Progress, and stated their goals for the coming year.

LDS Principal Paul C. Huston shared with those present that the school’s average mastery or above level scores on the WesTest proved on par or higher than the county and state averages. Specifically, in mathematics the school scored at 43.5 percent, which was 3.2 percent above the county average and level with the state average. The school averaged a score of 58.3 percent in reading/language arts, which was 12.8 percent above the county average and 9.6 percent above the state. In science, LDS averaged 42.8 percent, 1.6 percent above the county and 2.1 percent above the state average. And in social studies, LDS averaged a score of 39 percent, 3 percent above both the county and state averages.

Under writing analysis, the school scored highest in word choice/usage at a mark of 74 percent, followed by organization at 72 percent, mechanics at 71 percent, and development at 70 percent. Their poorest score was 69 percent in sentence structure.

Principal Huston stated that while they would have liked to do better in the area of mathematics, the school planned to focus on reading, especially reading for enjoyment, noting greater gains would be made by taking that approach. “If you can read, you can do just about anything,” he said.

Huston went on to give high praise to the staff of LDS. “Our teachers think about our students,” he said. “We’re not afraid to try something innovative or different. We work hard. Our kids work hard.”

President Mike Blair encouraged the staff of LDS to continue their efforts.

The LSIC goals for LDS are the same as last year and are detailed below:

Their first goal is for LDS to continue to meet or exceed educational standards. This past academic year the school met AYP and showed a growth in WesTest scores in mathematics at 70 percent and in reading/language arts at 72 percent. For the coming year they will work toward making AYP again and/or making growth regarding WesTest scores.

Their second goal states all students will be educated in a safe and drug-free learning environment that supports academic achievement. Last year students developed and presented a lesson on bullying to Kindergarten through fifth grade students. Also, LDS partnered with high school students to create presentations to female students grade four through eight to help them deal with changes in their body and self-esteem. This year they plan to ensure a safe and drug-free learning environment through Red-Ribbon Week activities and bullying presentations.

Lastly, the LSIC, in conjunction with PTA, Business Partners, and the LDS staff, will make improvements to the LDS campus. Last year, improvements were made to the flower beds and outdoor trail. Strategies this coming year include raising money to make improvements to the playground and putting in a public address system in the gymnasium. Additionally, according to the LSIC the school needs more tech support and suggested having Robert Shaver scheduled in their area on a regular basis. Also, the council requested the gym be painted over Christmas or summer break.

On to HHS, Principal Richard L. Ochsenbein presented several goals for the school for the 2011-2012 academic year to continue the various achievements of its students and staff. As with LDS, these goals are the same from last year.

The first objective under county and school goals for the coming year states all students will master or exceed grade level on 21st Century educational standards. Last year, 30 percent of 11th grade students at HHS achieved mastery or above mastery in mathematics on the WesTest, and 33 percent in reading/language arts. This year’s target proficiency percentage is 65.5 percent in mathematics and 64 percent in reading/language arts.This goal will be supported through professional development, grade level/content area PLCs, cadres, ISE days, and other appropriate support consultants.

Principal Ochsenbein noted the staff will increase students’ depth of knowledge skills to better identify the wording that best matches what’s asked on the WesTest. He said the students are falling short on depth two and three questions and that the school will continue to emphasize writing curriculum.

With these figures in mind, Principal Ochsenbein noted the school needs to see 15 out of 23 students meet mastery to reach these goals. Presently they have seven at mastery in mathematics and 11 in reading/language arts.

Other academic goals include making improvements in Algebra and Geometry courses. According to the LSIC’s report, in Algebra I students need to raise their understanding of expressions and equations and improve their ability to graph equations and inequalities, and in Algebra II students need to improve their understanding of Geometric and Trigonometric concepts, and improve the student skills in basic algebra. In Geometry, students need to work on the fundamentals of logic and reasoning. They need to be able to show and explain the conditional and the variations of it, and use them to make logical inferences. Also, they need to raise their understanding of polygons.

Strategies are in place to make the necessary improvements outlined above accordingly.

Also, HHS hopes to increase the rigor of core offerings and provide proper guidance. Presently, the school offers AP Literature, Language, and Calculus. This year new teachers will be attending the WVCPD’s AP Institute, in the hopes of offering HHS students AP History and AP Biology.

Additionally, the council also hopes to obtain funding from the board to support HHS’s volleyball team and proposed track and cross country teams.

The council is also interested in a full-time guidance counselor position to help with all the academic requirements, social nuances, and dropout prevention that is needed at HHS.

Another goal of the school is to reach a graduation rate of 90 percent and to have 75 percent of graduates enrolled in college or continuing education and training. These goals will be supported through counseling, guest speakers, adviser/advisee coordinator, the Challenge Program, Unlocking Potential Group, and college visits. Last year, HHS had a graduation rate of 77.78 percent, graduating 31 of 33 students, and 55 percent in continuing education and training. Ochsenbein feels confident the graduation rate goal is an achievable one.

The LSIC also shared data which indicated HHS students’ extent of preparedness for college-level work. According to these findings, HHS students are ready for college English Composition at 71 percent, with the state at 70 percent; and college Social Science at 79 percent, with the state at only 53 percent. However, in college Algebra the school rated at 21 percent versus the state at 32 percent; and 14 percent versus the state’s 23 percent rate in college Biology. In meeting readiness of all four of these subjects, HHS came in at seven percent versus the state’s rate of 17 percent.

Ochsenbein noted the senior math team of HHS recently met with West Virginia Northern Community College to address college math readiness and as such the school is emphasizing different CSOs to better transition the students to college classes.

Another goal states students with disabilities and exceptionalities will receive a free, appropriate public education to increase achievement and performance and to support transition to desired post school outcomes. Ochsenbein stated the LSIC is working toward obtaining support in this area.

HHS will also work to ensure all students are educated in a safe and drug-free learning environment that supports academic achievement. Specifically, the school would like to reduce level four violations, address concerns in the West Virginia School Climate Survey in regard to Safe Schools, decrease the amount of discipline referrals, and utilize the Student Assistance Team in identifying and correcting behavior and academic concerns.