School administrators discuss performance data

By Kristin Rover
Sun staff

Administrators from Batavia elementary, middle and high schools presented academic performance data to board of education members during their Dec. 16 meeting and discussed goals for the future.

Batavia Elementary School Principal Renee Munro, Batavia Middle School Principal Susan Hakel and Batavia High School Assistant Principal Camey Eberhard all took turns discussing results.

Hakel said the district enrollment dropped just slightly in 2013, but they may have already bounced back up this year.

Hakel said the number of children receiving free and reduced lunches increased in 2013. She said the district now has 52 percent of students in the free and reduced lunch program.

She discussed mobility, attendance and graduation rates at the district as well as per pupil spending.

Hakel said per pupil spending was approximately $7,752, which continues to decrease from previous years. In 2009 per pupil spending was $8,577, according to the presentation.

When it comes to measuring academic results at the district, Hakel said they are still getting used to all of the changes.

“Performance index is the one standard that has stayed the same,” Hakel said.

Hakel said in 2013 the district received a performance index of 98.6. In 2012 the performance index was 98.2 and in 2011 it was 99.3.

According to the presentation, the performance index is the weighted average of all tested subjects and grades.

Hakel said a perfect performance index of 120 would occur if every student achieved advanced in each of their tested subject assessments.

Broken down by school, the high school had a performance index of 98.2, the middle school had a performance index of 97.4, and the elementary school had a performance index of 102.

Hakel, Munro and Eberhard said they all strive for a performance index of 100 or more.

“We are not where we would like to be but we are building,” Hakel said about the middle school performance index.

Munro said they strive for 100, and try to maintain their performance index year after year.

Hakel also discussed annual measurable objectives, which measures how well a district is doing in narrowing gaps in reading, math and the graduation rate.

“A grade C is equal to one year’s worth of growth,” Hakel said. “Growth is making progress with the kids.”

Overall, the district was given a D grade. The high school received a B, the middle school received a D and the elementary school received a B.

Hakel also discussed progress, which is also known as value added.

She said this rating represents the progress the schools have made with students in math and reading.

As with growth, a C is equal to one year’s growth achieved.

The elementary school received a D overall, the middle school received an A overall.

Progress is not being measured at the high school level until 2015.

Munro, Hakel and Eberhard discussed the impact of the results and how they are working to improve the scores in 2014.

“In the high school we have implemented two new courses for college and career readiness,” Eberhard said.

She said the courses include a freshman course to help transition to high school as well as a college and career planning course offered to juniors and seniors.

“The course helps them with finding a path and giving them support,” Eberhard said.

She said they are also partnering with colleges for trips and college credit courses.

“This year we have partnered with UC Clermont for dual credit,” Eberhard said.

She said they they are also offering transitional reading and transitional math at the high school for students who need help catching up in those areas.

Hakel said at the middle school they are working on improving student performance by implementing corrective reading and transitional math.

“The corrective reading program I feel was something we were missing,” Hakel said.

Eberhard and Hakel agreed that transitional math is dramatically helping kids who are behind for their grade level.

“I think this is huge for us,” Eberhard said about the courses. “All three buildings we are seeing a huge gap in math.”

Hakel said the transformation is not quick because many of the students are way below their level, but it is hopeful for the future.

“It is not a permanent fix but it is better,” Hakel said.

Munro said at the elementary school, they are focusing on math as well.

“There is a K-4 math fluency assessment we are implementing,” Munro said.

She said the assessment is helping them identify which students need help in math.

She said those students are then taking focus math, a program similar to transitional math, that helps identify students in need of improvement.

Munro said the program has game-based learning methods that keeps students engaged. She said the program has increasing difficulty, which helps students at all levels.

She said they have also implemented corrective reading this year, which is designed to also help them meet the Third Grade Reading Guarantee standards.

She said since they have added corrective reading, they have been able to add math enrichment, P.E. enrichment and other classes for students who do not need corrective reading.

“Corrective reading takes precedents over everything,” Munro said about students who have not met the standards.

Hakel said they will post the presentation on the district’s website for parents. The presentation can be viewed at

For more information about the school report card, visit