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Archive Superintendent Messages
Superintendent's Message 2009
Superintendent's Message 2008
Superintendent's Message
Superintendent's Message: A New Destination for Education
| | Office of the Superintendent
Tuesday, September 15, 2009
The California Department of Education released its 2009 Annual Progress Report this morning. This report includes the Academic Performance index (API) and the Adequate Yearly Progress (A YP) report. May I take this opportunity to thank and commend all teachers, parents, school administrators and classified support staff employees for the part they played in causing the positive achievement results that are being reported?
Palermo School's API increased 35 points from 725 to 760. Golden Hills' API increased 31 points from 740 to 771. Helen Wilcox increased 27 points from 727 to 754. The overall District increase was reported to be 32 points from 726 to 758. These API increases reflect the previously reported increases in student performance on California State Standards tests that were administered this past spring. Due to the small number of students enrolled, our CDS and Honcut Schools do not receive API scores, but all have fared well and made AYP.
These results are a cause for celebration and they reflect the excellent and hard work that teachers, parents, administrators, and support staff have been performing on behalf of our students. We have high expectations for students. However, it takes teachers, parents, administrators, and support staff working together with determination and persistence to create a system of schooling that causes all students to learn and realize their potential.
These latest state assessment results are the fruit of your efforts over the past several years applying the principles of Professional Learning Communities and implementing interventions to help struggling students. Everyone should be encouraged by this evidence of increased student learning and the fact that it is the result of purposeful efforts made at each school site.
While we have accomplished much; I want to remind all that the journey of continuous improvement is a marathon, not a sprint. I want to encourage everyone to continue to be determined and to persist on this journey. Let's build upon the foundation for continuous improvement that has yielded these achievement results. If we do this, we can look forward to more and more of our students mastering our core curriculum as they continue on their path to becoming equipped, confident, and motivated life long learners.
Again, congratulations and thanks to all for a job well done! | |
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| | Achievement Gains Are a Cause for Celebration and an Encouragement to Continue School Improvement Efforts
The PalermoSchool District’s 2008 Accountability Progress Report shows improved test results for all student groups in both English Language Arts (ELA) and Math. The report also shows that the District’s API improved 20 points from a 2007 base score of 698 to 718. Since 2003 the District’s API has improved 44 points from 674 to 718. 2008 API scores at all schools also improved and all schools exceeded the API Growth targets set for them by the state.
These results are cause for celebration and they serve as an encouragement to continue the challenging task of creating and implementing a system of learning that results in all students mastering the core curriculum. Certainly a huge thank you and congratulations to our teachers and all district staff for their success in working to improve student achievement are in order.
In spite of this across the board improvement in student achievement and API scores, I regret to report that our District did not make AYP under the federal NCLB criteria. As a result PalermoSchool District has been designated as a Program Improvement Year 1 LEA. This designation requires certain actions on the part of the district. We are in the process of outlining a plan to comply with these requirements.
One year ago our progress report presented a mixed bag of results and, due to some declines in achievement; it was the cause for disappointment. I bring this to your attention because it is important to keep high stakes test results and external accountability reports in their proper perspective. It is important to recall that our focus on student learning is more holistic than high stakes tests that offer only a limited view of student learning. It is also important to remember that in addition to experiencing the natural reaction to these annual reports -celebrating and excited one year when results show improvement, and disappointed when they show any declines – we must monitor the long range trend to ensure we are on a path of continuous improvement. We must use data to inform us as we plan for continuous improvement. You see an annual test report does not change our long term mission to create a system of learning for all; a mission that will require persistent and relentless effort, and determination.
The District Plan to cause continuous improvement is represented by our Learning for All Framework. Adopted by the Governing Board in June of 2006, the Learning for All Framework is designed to focus all of our resources and services on student learning. It prescribes that the District support school sites as they plan and implement school improvement plans. Under this framework we have been engaged in a study of the research that presents the best and most successful practices to raise student achievement for all children. Among the strategies we are implementing we find professional learning communities, “Smart Goals”, full day kindergarten, response to intervention programs, instructional technology, staff involvement in systemic reform, alignment of local assessments and curriculum with state standards; and staff development aligned with improvement plans.
The notion of creating a learning system that results in all students mastering the core curriculum is a daunting challenge. It is, however, the great mission of our time for those of us who choose to be educators. I remain confident that we are on the correct path to achieve our mission. I am grateful for the opportunity to be part of the Palermo “family” and to work along side so many dedicated and talented teachers and support staff who are committed to learning for all.
Click here for 2008 Accountability Progress Report
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| | September 7, 2007
An important step in the school improvement process is to be accountable for results. As Palermo School District Superintendent, I want to ensure that the Governing Board, district staff and public are informed; and that we are accountable and use results to improve learning for all students.
The 2007 Academic Performance Report (APR) presents a mixed bag of results for our district. Our API declined 13 points from a base score of 710 to 697 interrupting a pattern of improvement that has been occurring since 2004. API scores at Palermo and Helen Wilcox also declined. Golden Hills' first year API score is 741. We show a 2% gain in ELA test scores and a 4% decline in math scores. Although the district did not meet its AYP criteria, we are not a Program Improvement District.
Candidly, for me these results are both a surprise and a disappointment. I say this because as a district and at each of our school sites we have been intensely engaged in implementing strategies to improve student achievement. Our staff has participated in quality professional development activities and is working collaboratively to improve student learning. Although my reaction is surprise and disappointment, I am not at all discouraged and I remain very confident that we are on the correct path to establish and maintain a pattern of continuous improvement.
It is also important to recall that our focus is on student learning in a more comprehensive manner than a high stakes test score. The annual state test is but one measure of student learning. To quote winning Super Bowl coach Tony Dungy, the son of two teachers, Learning is more important than the test.
The District Improvement Plan is represented by our Learning for All Framework. The Learning for All Framework is designed to focus all of our resources and services on student learning. It prescribes that the District system support our school sites as they plan and implement school improvement strategies. Under this framework we have been engaged in a study of the research of the best and most successful practices to raise student achievement for all children. Among the strategies we are implementing we find professional learning communities, Smart Goals , full day kindergarten, Response to Intervention, technology integrated into daily instruction, staff involvement in systemic reform, alignment of local assessments, materials and instruction with standards, and staff development aligned with improvement plans.
So what do we do when faced with results that disappoint? The simplest answer is we do the same thing we do when we see results that show increased achievement. We examine the data to identify what we are doing well and to identify areas where we need to improve. You see the work does not change. We still are confronted by the great challenge of our time, to transform a system of opportunity to learn into a system of learning for all.
Therefore, our focus must remain on what goes on in the classroom and what we are doing to support teaching for learning. It is also important to emphasize that our intention is not only to raise test scores but to cause students to master core academic subjects and to develop the personal qualities and character traits that will enable them to be positive productive citizens and family members. Improved test scores will be the result of effective systemic reform that supports learning for all students.
To learn more about Palermos APR and standardized test results go to the following links.
http://api.cde.ca.gov/AcntRpt2007/2007GrthAPIDst.aspx?allcds=0461523
http://star.cde.ca.gov/star2007/Viewreport.asp (select ButteCounty; Palermo Union Elementary) | |
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| | A friend told me this story about his planned trip to Hawaii. He owned a really popular car. It was several years old but had been well maintained and he used it to travel to many desired destinations. He always wanted to travel to Hawaii. So he made plans and started out on his trip. Shortly after leaving San Francisco, he realized he had made a big mistake. He thought he would drive that trusty car all the way to Hawaii. It sank to the bottom of the ocean. We all know the obvious. A car is the wrong vehicle if your destination is Hawaii.
I share this story because it is not too different from our story in education today. You see, we too are relying on a trusted system in our schools. For many years our vehicle has delivered the results we wanted. We offered educational opportunities to all. Some students were able to take full advantage of those opportunities and excelled. Others did reasonably well, some not so well, and, unfortunately, quite a number did poorly. For many years this distribution of student results was accepted as more than satisfactory. Graduates and even non-graduates were able to filter into the work world and with a limited education, hard work and dependable work habits, they were able to earn a decent wage and be productive community members.
The modern workplace has changed. Many labor jobs have disappeared and most jobs today demand a higher level of education and basic competencies in literacy, math, problem solving, communication skills, and the ability to work effectively and cooperatively with others. Mastering these essential skills and, equally important, developing a positive attitude as a life long learner are essential for one to succeed as a positive contributing member of society.
What does a school district do in the face of these challenging times? Do we continue to do what we have always done and expect a different result? Do we say its not our job? Or, do we replace our reliable but wrong vehicle with one designed to take us to a new destination?
I believe we really have only one choice and that is to replace our system with one designed to result in all students acquiring these essential skills and a love for learning. The good news is the knowledge and tools needed to create a learning for all vehicle are available now. The only question we have to answer is, Do we have the will and courage to assemble a new vehicle that will transport us to Hawaii?"
So, whether you are a student, teacher, district employee, parent or community member, I invite you to join together to achieve our mission to create a system where all students learn. Challenging? Hard work required? Yes, to both! Is it worth doing? Absolutely! The stakes are too high and our children deserve no less. | |
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