Clinton Rosette Middle School will make some changes next year despite above-average scores on the Illinois Standards Achievement Test.

As a whole, students fared well on the tests, said Linell Lasswell, District 428 assistant superintendent for curriculum and instruction. One of the subgroups in the school did not meet the goals set by the No Child Left Behind Act.

“Each subgroup must make adequate yearly progress in order for a school to make adequate yearly progress,” Lasswell said.

At Clinton Rosette, 650 N. First St., there are eight subgroups.

Special education, English language learners, all ethnic groups and low socio-economic groups are considered subgroups, provided that at least 40 students are included in each group, said Naomi Greene, spokesperson for the Illinois State Board of Education.

In 2003 and 2004, Clinton Rosette failed to make AYP with its special education subgroup.

Sheila Conrad, principal of Clinton Rosette Middle School, said it is a situation the school must accept.

“If that’s the standard set by the No Child Left Behind Act, then that’s the standard we have to adopt,” Conrad said.

When standards are not met, the concept of “school choice” comes into play.

If targets set by the No Child Left Behind Act are not met by a school for two consecutive years, parents are given a “choice,” Greene said.

“All parents should get a letter asking if they want their child to attend somewhere else,” Greene said. “The students that are most at need will get first priority.”

But other middle schools in the district and in neighboring districts cannot handle more students at this time, Lasswell said. This means students will not be able to transfer to another public school until space is available.

“Right now none of the other districts have been able to take on students at this point,” Lasswell said. “It will probably have to wait another year before we can offer that.”

There will be supplements to the curriculum that will strengthen learning with the school however, Lasswell said.

Clinton Rosette has defined three goals to increase areas of weakness.

The top focus is reading improvement, Conrad said. Students exceeded average state marks in math and writing on the ISAT, while reading was steady with state averages.

Despite that, the 2004 school report card states Clinton Rosette is not making AYP in reading.

A continued focus on writing as well as improving “school climate” will be other goals.

“School climate can be a lot of different things,” Conrad said. “Do teachers get along well? What kind of a place is this to learn and what can we do to improve it?”

Conrad said specific student needs within the special education subgroup will be dealt with, but a completely new system is not the answer.