Recently, a story was published reporting on the statewide measure of success for Iowa public schools. The School Performance Profile is a mathematical formula that creates a standard score based on standardized test scores, reading and math proficiency scores, student attendance, and a number of other factors.

This is my seventh year as principal at Duncombe Elementary in Fort Dodge, my 15th year as a school administrator, and my 22nd year in education. I won’t negate the ratings; they are my reality and I won’t make excuses, I don’t allow students to make excuses at school, so I will 100 percent own the data.

However, just reading the scores and making a critical comment alone will not raise any score or improve educational outcomes for any students.

Below, I will share what we are doing to raise scores and improve educational outcomes moving forward.

What we are doing: We are in year two of completely new and research based curricula, approved by the State of Iowa, to help our students become better readers and writers. We are implementing both curricula with integrity, receiving ongoing coaching, and learning about how to maximize outcomes and learning from the experts in literacy.

We also have weekly meetings within grade levels where we analyze, study and make decisions about student progress. The school performance profiles, while disappointing and frustrating, are not surprising to us. We know where our students are with their proficiency levels, and we work every week to help students reach the state standard.

Finally, we have specialists working with students, in small groups starting before school, throughout the entire school day, and after school to help give them the targeted instruction they need to be great learners.

A little more behind the numbers: At Duncombe Elementary, over 70 students are a part of our ELL program. By the definition from the State of Iowa, they cannot be proficient in literacy and still receive services in ELL.

In addition, over 40 of our students are in special education and receive additional instruction to help with a specific type of learning disability.

Again, by definition of the State of Iowa, if they have an IEP in our state, they cannot be proficient in all areas. They will need to demonstrate a significant and unique gap in that area.

Out of the 452 students we serve every day, 110 right from the start will not score proficient in certain measures on the School Performance Profile by the definitions of the state. Before saying a school is failing or students aren’t learning, I would like us to consider taking a standardized test in a language other than the one that is spoken at your respective home.

While I fully acknowledge all of our students need to reach proficiency areas to give them the shot at future success they deserve, I also believe it takes time for some students who are learning academics and a new language simultaneously.

My definition of success: I believe that not everything that matters in school can be quantified and measured on standardized tests. There is no question that the ability to read, write and do mathematics are important skills to become college and career ready. However, some of the other skills that current employers have identified as equally important — perseverance, teamwork, communication skills and problem solving skills — don’t necessarily show up on standardized tests, and are arguably harder to develop and master and essential for our 21st century workforce.

Regardless, the purpose for this is not to defend scores that are not acceptable, but rather, to give a glimpse into hard work already happening in schools to raise scores, an acknowledgement that our work will never be done and we will always have to continue to improve and hone our skills, and most importantly, to remind ourselves that schools and kids are our future.

If there is a negative comment that needs to be shared or criticism that just has to have a target, please send it my way. I am the leader and the highest paid employee in the building for that reason. I am an at-will employee. The superintendent and school board are constantly evaluating my performance, and if it is acceptable for the future of our students.

When we start to label schools, hard-working staff and students as “failing” or use other negative words to define performance on paper, we start to take away a hope that our kids deserve and our community needs. I work every single day to create hope and belief in every student at Duncombe Elementary that they can achieve their dreams.

When school performance measures are released, let’s remember that although frustration and disappointment are expected, playing the blame game and spreading negativity will never raise proficiencies. Hard work, teamwork, good instruction and instilling a belief in students that a community is behind them will.

Ryan Flaherty is the principal of Duncombe Elementary School.