March 30, 2006

Almaden Valley schools take top marks with API scores

By Lorraine Gabbert
Staff Writer

The continued success of Almaden Valley schools was reflected in impressive 2005 Aca-demic Performance Index (API) scores, recently released by the California Department of Education.

Although Simonds Elementary School only experienced minimal API score growth, they are proud of their high-achieving API score.

The API, which includes information on schools’ base scores, growth targets, and rankings, showed overall academic gains throughout the state.

“The API is a powerful tool to hold our schools accountable for progress,” says State Superintendent of Public Instruction Jack O’Connell, “and allow the public to compare individual schools with others statewide. I encourage parents, students, educators and the public to review the API ranking for schools in their community.”

All of Almaden Valley’s elementary, middle and high schools showed growth from 2004 to 2005, with Simonds Elementary School showing the least, and Pioneer High School the greatest gains. However, what is evident from all the schools’ scores is their work ethic and commitment to their students.

All of the local elementary schools scored above 900, with 800 being the state’s target score. Graystone Elementary School gained 17 points, improving its API score from 904 in 2004 to 921 in 2005. Both Los Alamitos and Williams Elementary Schools added 22 points to their scores, with Los Alamitos Elementary School going from 881 in 2004 to 903 in 2005 and Williams increasing from 934 to 956. Although Simonds Elementary School only gained 1 point, their 2005 API score of 908 is certainly an impressive API score.

Guadalupe Elementary School in the Union School District showed a growth of 6 points, raising their 2004 API score from 911 to 917.

Castillero and Bret Harte middle schools showed gains of 14 and 16 points respectively. Castillero grew from 786 in 2004 to 800 in 2005, achieving the “magic” number. Bret Harte’s scores increased from 875 in 2004 to 891 in 2005.

Leland and Pioneer high schools made very impressive strides as well. Leland High School experienced a 33-point growth, rising from 829 in 2004 to 862 in 2005. It was Pioneer High School, however, which reflected the greatest growth in the district with a gain of 43 points, increasing their score from 734 in 2004 to 777 in 2005.

All of the elementary schools, as well as Bret Harte Middle School and Leland High School, enjoy a 2005 statewide rank of 10. Castillero Middle School currently holds a rank of 8, and Pioneer High School a rank of 9.

Simonds focuses on goal setting
Simonds Elementary School Principal Linda Kakes is proud of her school’s overall achievement. “It’s an excellent school,” she says, “and it’s six years in a row that the scores have gone up. It’s been a very strong showing.” With 2006 scores being released in August, they are hoping for a larger spike in the coming year.

As Kakes points out, the API is highly sensitive in scoring each of its five categories. A student who scored 340, for instance, rather than the 350 it takes to be proficient, receives far less credit, while only two more correct answers would place him in the proficient category. “That would make a big difference to the child’s score,” she says, “and can affect the school’s score as well.” Kakes is aware of at least 17 instances where this was exactly the case with Simonds students.

At Simonds, as well as other local schools, the rise in API scores can be credited to solid teaching as well as innovative approaches. “The teachers are getting ever more sophisticated in using data to pinpoint areas where someone might have a deficiency,” says Kakes.

Math drills have also contributed to student learning, making it a stronger subject at Simonds. Upper grades at the school have dived into the accelerated math program, which according to Kakes, allows the teachers to catch any holes a child might have, while challenging advanced students. “The basic math program is teaching the standards,” she says, “while the accelerated program helps us with differentiation.”

Kakes sees the effect success has on her students and teachers alike. “Each year our scores are good, and we feel good about that,” she says, “so teacher morale is really high.” However, while the teachers acknowledge the importance of the API scores, they don’t want the students to get tied in knots over them, so much of the improvement efforts the staff makes are behind the scenes.

What they focus upon instead, as a means to this end, is setting goals. In fifth grade, for instance, students working with accelerated math confer with their teachers and establish their goals on a weekly basis. “Setting goals is a really important skill for kids to have,” notes Kakes, “especially as they’re about to go out the door to middle school.”

In these times when there is so much emphasis statewide on API scores, the trick in teaching is in balancing the required standards with creativity in the classroom. “It’s tough to get everything in,” says Kakes. “The art of teaching becomes presenting a lesson that will be engaging and creative for kids so they really do master the standards.” At Simonds, teachers try to make science standards more interesting by incorporating technology. Younger students learning about the three forms of matter, for instance, utilize Web quest to do research and the computer to draw samples. “It’s an interesting way to learn,” says Kakes, “while still dealing with the basic standard requirements.”

Kakes appreciates the strides students and teachers have made at Simonds Elementary School. “I’m very proud of all the kids and staff and I’m indebted to our parents’ support,” she says. “It’s that whole partnership that makes it work.”

Pioneer implements benchmark tests
With an API score growth of 43 points in 2005, Pioneer High School Principal Sandra Engel is thrilled with her school’s progress. “The staff is very pleased,” she says, “because they’ve worked very hard to align their instruction with the state standards, without compromising what they’re teaching. This is one way of showing it paid off.”

For Engel, not just teaching to the test, but providing compelling coursework for the students is an innate ability of good teachers. “It’s the activities you do around the standards,” she says, “that bring out your creativity.”

The staff has also implemented improved scheduling and testing procedures at the school. “Our staff has been at the forefront of pacing calendars and benchmark tests for the district,” notes Engel. “Sometimes, in the past, a teacher might spend more time with a favorite topic, but with pacing calendars, every subject is treated with equal weight and taught in a timely manner.” Through benchmark testing the teachers are able to see which concepts students understand, and which need to be reviewed.

Engel credits her staff with tremendous dedication in realizing their goals, including radically improving Pioneer High School’s API score. “The teachers are aware of where each student is,” she says, “and assist them in setting their goals.”

Judging by their current success, Engel and her staff are confident their school will reach its goal of 800 points in 2006. To this end, they are working closely with a district consultant and incorporating his advice into the classroom. Pioneer High School’s math department also contributed, in an unconventional way. “They figured out how many students we need to move per class to achieve our goal,” says Engel, “and these target students will receive extra encouragement and assistance.” Engel is tutoring one such student herself and finds it incredibly rewarding.

“There is a sense of community here,” she says, “and pride in what we’re doing.”

Superintendent weighs in
Superintendent of Schools Don Iglesias is delighted with the API performance of Almaden Valley schools. “We saw significant growth,” he says, “which is good news for Almaden Valley.”

The district is working with its schools to align their curricula more with state standards, as well as focusing professional development around them. “There’s more of a focused effort,” says Iglesias, “in what we’re doing at all our schools.”

Dr. Aaron Buchanan, director of Testing and Educational Accountability, is pleased with the success of Almaden Valley schools, and especially so with the teachers efforts to bring students who slip below the standards up to grade level. “Even though they’re high-scoring, and tens as far as state rank,” he notes, “there’s still the issue of identifying students who have fallen behind and moving them along.”

“I am particularly pleased to see that our focus on high schools is paying dividends,” O’Connell says. “I believe the California High School Exit Exam has been a key driver of progress as our students concentrate on learning the standards. It has also resulted in more focused instruction and individualized attention for struggling students. We still have a long way to go to improve our high schools, but I applaud the rate of improvement and hope that we can increase the pace.”

Iglesias acknowledges that the principals have been working very hard with their staffs. “They take student achievement very seriously,” he says, “and have set growth targets, and do test talks with students. Sharing with kids where they are, and where they should be, lets the kids take ownership.” Iglesias also feels that by schools setting and posting their API growth targets, they motivate their communities to succeed.

“Our teachers in the Almaden area are doing a great job,” he says. “The state’s benchmark is reaching the level of 800 and they’ve exceeded that level. They’re moving in the right direction, and I’m very proud of them.”