Issue 7, 2015-2016

Page 1

the

talisman

April 15, 2016

Rutherford B. Hayes High School

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Issue 7

Delaware City Schools receives low district rating Confusion over testing, changes in calculations cause decrease in score

KELLI CURCILLO AND EMILY METHENEY events coordinator and staff writer

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elaware City Schools’ 2014-2015 district report card was released by the Ohio Department of Education. Overall, the district performed worse compared to previous years. The Achievement category in the report card measures how many students passed the state standardized tests and how well students performed on them. The District scored a C in the Performance Index subsection, which measures the test results of every student. The average passing rate was a 76.5 percent. This score was a downgrade from the B received in the 2013-2014 school year. Even though the district has received a lower score than in previous years, the administration believes the rating will improve again when the district adapts to the testing changes. ”[PARCC was] a different type of standardized test from just responding A, B, C, or D,” English teacher Jason Auvdel said. The district also received a C (78.8 percent) in the Indicators Met subsections, which measures the percent of students who passed the test. This is another slip for the district, considering that they received an A in the same subsection in the 2013-2014 report. One issue that arose with state testing was that some districts took the state tests online, while some districts decided to take the state tests on paper. Statistically speaking, 87 percent of the districts that took it on paper received As while 62 percent of those who took it all online got Fs. “I think we will be fine, but during this churn period

there are some districts taking it one way, some taking it another way,” Superintendent Paul Craft said. “The tests are very, very different whether you take it online or whether you take in paper format. The last four straight years, we’ve had an A in overall evaluation... This year comes out and we are Fs in evaluation.“ An issue that arose with the online format of the state tests was that the use of technology was hard to grasp for some

Hayes’ Report Card Graduation Rate Graduation in 4 years 90.9% B Graduation in 5 years 95.3% A

Progress

Overall Gifted Lowest 20% Progress Students with Disabilities

Gap Closing

Annual Measurable Objectives 58.1% F

K-3 Literacy

F F F F

Achievement

Performance Index 76.5% C Indicators Met 78.8% C

K-3 Literacy Improvement 34.3% D

compiled by LEXI WOODWORTH

students. “For many of our students, [they] don’t have internet at home… For kids who had never used [chromebooks] before, it was just one more complication,” Craft said. “I think we’ll be able to have a little more faith in next year’s report card because we will be comparing an online experience to an online experience.” Another reason that teachers and staff felt that the district received such a low rating was due to the fact that students took the state tests for a long period of time. “I think students were burnt out from taking all these tests over a month and a half period,” Dempsey American History teacher David Brockett said. The district, overall, received a 58.1 percent (F) in the Gap Closing category, which measures how well the district does in teaching students regardless of race, income, ethnicity, or disability. Auvdel believes that the drop in the Gap Closing category has to do with funding that the district receives. “I think we do the best we can given our circumstances, but I’m sure with funding we could always do better,“ Auvdel said. The district report also has a Progress category, which shows the district's average progress in reading and math for its fourth to eighth grade students. The category has four subsections: Overall, Gifted, Lowest 20% in Achievement, and Students with Disabilities. All of which the district received Fs in. Hayes scored all As and Bs throughout the district report card. In the Achievement category, the high school scored a B (82.1 percent) in the Performance Index subsection and an A

(Continued on page 6)

ABBEY JONES managing editor

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hile it is normal to see some students with various visible ailments, there is one disease some students have that cannot be seen: Ehlers-Danlos Syndrome (EDS). “It’s a disorder of the connective tissue… and it can affect the skin, the bones, the blood vessels, and different organs within the body,” Hayes nurse Shasta McKee said. “Each person is going to be different with what their symptoms are and how they respond to having it.” One student who has Type 3 hypermobility, a specific form of EDS, is freshman Paige Helcher. “I’m so flexible that… it takes a little bit more to finally hurt me, but when I do get hurt, it’s pretty serious,” Helcher said. She also mentioned that on the hypermobility scale, which is a way to measure how overly-flexible a person is, she scored a nine out of nine. Another student at Hayes who has EDS is senior Benjamin Grubbs, who found out he

had EDS when he was a sophomore. “The only problems I have experienced is that my hands start cramping too much that it’s unbearable to write anymore,” Grubbs said. “It would have been helpful to known this earlier [in life], because my grades would… often fall… all because my hands were cramping.” Helcher also has experienced problems at school, from difficulties playing softball to other students not understanding her disease. “I got kicked in the boot when I had boot on my ankle,” Helcher said. “[People have] kicked the crutches out from underneath me… I’ve been bullied… bullied a lot last year, bullied a lot this year. I just want people to know that we don’t fake it.” Helcher said that people not believing she has this disease while wearing her casts has been a major problem for her. “It is an invisible disease,” Helcher said. ”People that have EDS don’t fake it. The way you look at someone, they look normal, but really they are someone who is going through a hard time with pain.“ While there can be difficulties in regard to other people, McKee said that there are

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many ways to cope with EDS or other diseases at the school through the counseling department. “Here at the school, you have your counselors… because whenever you are presented with a life changing diagnosis, there’s a lot of emotions that go along with that,” McKee said. Additionally, McKee said that there are outlets in the community as well for people with EDS and other diseases. “Also, a lot of times, there are foundations that are out there. Whether it’s this Ehler-Danlos Syndrome or maybe diabetes, or seizures, there’s all kinds of foundations that are out there that have got great information,” McKee said. Such foundations have helped Helcher do further research into what EDS is, and how she can help raise awareness. According to EDS Awareness, May is Ehlers-Danlos Syndrome awareness month, and their mascot is a zebra due to how the zebra is a disappearing species and EDS is an invisible disease. For more information about this disease and how to help, visit the EhlersDanlos National Foundation at ednf.org. v

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photo by MORGAN KNIGHT

‘Invisible disease’ affects local students

Freshman Paige Helcher rests after having surgery related to her Ehlers-Danlos Syndrome. Helcher is one of two students in the school who has this disease.

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