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Friday's Internet Edition, November 21, 2008.
City council candidates spend less than $10,000 – so far
Stanhope fails to file
By Kymm Griffin
Staff Writer
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The March 26 school board meeting included a first as Judy Bullard, curriculum director, included GATE students in a graph that charted student progress.
In the past, the district has only included the subgroups recognized by the state and federal governments, but Superintendent Karen Schauer said that the addition is meant to focus the district on not only closing the achievement gap, but also on raising the bar.
“It is important for strengthening achievement for all children that we have the skill and tools to monitor performance growth for students individually, by subgroup, and by program,” said Schauer. “Gifted and Talented (GATE students) are an important subgroup at every GJEUSD school, too. While the state and federal accountability system does not apply `sanctions’ for this subgroup, we believe monitoring GATE students’ academic progress is important and will drive improved instruction and services.”
GATE students were listed among other subgroups in a graph that outlined student performance during the first two trimesters of the current school year.
At the elementary level, students were assessed at the end of the first and second trimester to see how close they are to scoring proficient for the entire school year’s worth of standards. As more of the standards were taught the second trimester than the first trimester, students’ scores increased in March over November.
For the subgroup of white students, 26 percent were proficient in November and 42 percent were proficient in March.
For students in the subgroup of low social-economic status, nine percent were proficient in November and 22 percent were proficient in March.
For students in the subgroup Hispanic, six percent were proficient in November and 25 percent were proficient in March.
For students in the subgroup English learners, eight percent were proficient in November and 21 were proficient in March.
For students with disabilities, seven were proficient in November and 18 were proficient in March.
GATE students were only tracked for the second trimester, and 50 percent scored proficient.
For the middle assessments, the test was administered differently. Students were not tested for the entire school year, but were only tested for the material covered that trimester. In every subgroup category, more students scored proficient on first trimester material than they did on second trimester material.
For students in the white subgroup, 68 percent scored proficient for first trimester standards and 65 scored proficient for second trimester standards.
For students in the subgroup of low social-economic status, 56 percent scored proficient during the first trimester and 45 percent scored proficient in the second trimester.
For students in the subgroup Hispanic, 48 percent scored proficient during the first trimester and 44 percent scored proficient in the second trimester.
For students in the subgroup English learners, 42 percent scored proficient during the first trimester and 32 percent scored proficient in the second trimester.
For students with disabilities, seven percent scored proficient in the first trimester and 16 percent scored proficient in the second trimester.
GATE students were only tracked for the second trimester, and 92 percent scored proficient.
The results are now being examined at the district level, school level, and the classroom level. Bullard was encouraged that the results are prompting the teachers and administrators to have “courageous conversations” about why the second trimester scores were lower. Bullard also noted that teachers are starting to take more of a team teaching approach by having in-depth discussion about how material is presented to students.
Bullard also reported on summer school preparations. Summer school will be held at Marengo Ranch Elementary for all grades, including middle school. It will run from June 16 through July 18.
Bullard is currently researching the benefits of including “jumpstart” materials for some students. In the past, summer school has focused primarily on remedial education, but by including jumpstart material, students would have the opportunity to not only catch up but start the new year with confidence and familiarity with the new material. The idea is still in the early phases of consideration.
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