|
This
issue of The Connection features schools who achieved significant
progress in meeting or exceeding their state Academic Performance
Index (API) and federal Adequate Yearly Progress (AYP) criteria.
The momentum
achieved by these schools is noteworthy because it reflects the
steady, focused work of students and families, school and district
staff and the community partners assisting our schools in a variety of
ways.
Thanks to the work
of our students, school and central office staff our district met all
46 of its AYP criteria. Each criterion assesses the proficiency of
students in mathematics and also includes ethnic background, economic
status, and other qualities. The criterion also represents meeting a
performance level in assessments such as the high school exit exam.
Other California districts, with less diversity, are required to meet
fewer criteria to meet their AYP. I am proud that the work at sites
and central office have helped us meet all these targets.
I also want to
stress that our work has focused on both “raising the ceiling” for our
higher performing students and continuing to challenge them and on
“raising the floor”—ensuring that our lowest performing students
become proficient and succeed. Crocker-Riverside which surpassed the
state API target of 800 is an example of raising the ceiling. The
school, with an API of 944, worked to continue to get better and
better. It was featured in the Nov. 1 issue of The Connection. We also
had schools which made significant increases in the number of students
reaching proficient status. Edward Kemble, Parkway, Maple and Nicholas
are examples of schools raising the floor. Their gains ranged from 36
points to 70 points.
The success of
these schools did not happen over night. In some cases, performance
may have dipped or only slight gains were achieved as a foundation was
built for future progress, but the staff and students persisted in
reviewing data, improving instruction, engaging parents and seeking
support from partners. The teachers, principals and staff did not give
up on their students or themselves. This persistence demonstrates
success in building a culture of continuous improvement and personal
leadership that is critical to ongoing and sustaining progress.
Our District is
focused on eight policy priorities. The first and most important is
ensuring equity, access, and achievement for all students. Our
students and staff are working diligently to meet this goal. I commend
our students, teachers, principals and staff for their effort to
achieve success for every student by name.
Superintendent's Prior Messages
 |
