API links. Hayward story in the works

By Eric Kurhi
Thursday, September 1st, 2011 at 1:05 pm in Alameda County, Cherryland, Fairview, Hayward, Schools.

UPDATE, 9/6: Here’s the story that came out yesterday.

We had an overview story about the API scores coming out, with emphasis on No Child Left Behind. Oakland education reporter Katy Murphy also blogged about it, asking readers what they think of NCLB and whether it should be revamped.

There was a full chart on all schools in Alameda and Contra Costa counties in today’s paper. You can find a link to the results in the above story, or find the state’s API report for Hayward here.

I spoke with the principal at Longwood for a while yesterday, will be talking with district regarding HUSD results for a Hayward-specific story slated to run over the weekend. Notables: Longwood, Burbank and Harder, which all underwent a transformation, made significant improvements, with Burbank being the biggest gainer at 79 points. Longwood rose by 75, Harder by 50. New to the Program Improvement list this year are Fairview and Strobridge Elementary and Ochoa Middle schools, although all made their API improvement goals, Strobridge and Ochoa for all subgroups. Ochoa, in fact, saw a gain of 46 API points. Compare that to the district as a whole, which rose by 8 (still making target). Faith Ringgold has the highest score in the district, while Leadership Public Schools – Hayward is tops for all schools within the city, including charters.

Dept. of Ed press release is after the jump, with more links to data.

Torlakson: Record Share of Schools Meet State Academic Goals

Flawed Federal Standards Mislabel 913 Newly Identified Schools as ‘Failing’

SACRAMENTO – State Superintendent of Public Instruction Tom Torlakson announced today that a record 49 percent of California schools met or exceeded the state’s Academic Performance Index (API) target, even as the federal No Child Left Behind (NCLB) formula threatened to label 913 newly identified campuses as failing. In all, 55 percent of elementary schools, 43 percent of middle schools and 28 percent of high schools met or surpassed the state API target of 800, with the proportion of schools making the target rising 3 percentage points from last year, from 46 percent to 49 percent. (See Table 1) “I applaud the hard work our students, teachers, parents, school employees and administrators are doing to improve—even in the face of severe cuts to school funding,” Torlakson said. “At school, after school, and among every significant ethnic group, California’s students are performing better than ever. The failure here is in our politics, not our public schools.” Torlakson’s release of California’s 2010-11 Accountability Progress Report, which provides results of both state and federal school accountability systems, came less than a week after his letter to U.S. Secretary of Education Arne Duncan requesting immediate relief from the flawed policies of NCLB. Both accountability systems are based upon results from the statewide Standardized Testing and Reporting (STAR) Program, which showed nine consecutive years of rising scores among California students, and from the California High School Exit Examination (CAHSEE). Each state defines what it considers to be a proficient level of performance for students in English-language arts (ELA) and mathematics. California is widely recognized for having some of the most rigorous standards in the nation. The API is a numeric index that ranges from a low of 200 to a high of 1,000. School and subgroup targets are set at 5 percent of the difference between the school or subgroup’s Base API score and the statewide target of 800, with a minimum target of 5 points. All numerically significant subgroups at a school must meet their growth targets for a school to meet its API growth target. API scores showed continued improvement across the board, with statewide growth of 11 points, propelled by a 14-point gain among English learners and Hispanic students and a 10-point gain among African American students. Asian and white students posted smaller gains of 8 and 7 points, respectively. (See Table 2) While the results indicate a slight narrowing of the gap between subgroups, a significant achievement gap remains. Adequate Yearly Progress (AYP), the federal NCLB target for students scoring at or above proficiency, increased 11 percentage points this year. It is slated to continue rising until 100 percent of students will be expected to be proficient in 2013-14. Using this yardstick, 35 percent of elementary schools, 18 percent of middle schools and 41 percent of high schools met their AYP targets for 2011. The results represent a decline in the proportion of schools meeting AYP targets from the previous year of 5 percentage points, 8 percentage points, and 1 percentage point, respectively. (See Table 7) NCLB requires schools, school districts, and county offices of education that receive federal Title I funds and do not make AYP criteria for two consecutive years to be identified for Program Improvement (PI). For the 2011-12 school year, 913 newly identified schools were identified for PI. Eighty-five schools exited from PI after making AYP for two consecutive years, with a total of 3,892 schools in PI status. Schools in PI are subject to a five-year timeline of intervention activities. (See Table 8) States are also required to identify local educational agencies (LEAs), which include school districts, county offices of education, and statewide benefit charters for PI. For 2011-12, 95 new LEAs were identified for PI status, with 1 LEA exiting PI status, leaving a total of 445 LEAs in PI. (See Table 9) In Torlakson’s letter to Duncan, Torlakson proposed that California be allowed to freeze the imposition of sanctions and mandatory identifications for the coming school year at last year’s levels.

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The California Department of Education (CDE) is a state agency led by State Superintendent of Public Instruction Tom Torlakson. For more information, please visit http://www.cde.ca.gov or by mobile device at http://m.cde.ca.gov/. You may also follow Superintendent Torlakson on Twitter at http://www.twitter.com/TorlaksonSSPI and Facebook at http://www.facebook.com/CAEducation.

2010–11 Accountability Progress Reporting (APR) System: Summary of Results

Background

Since 2005, the California Department of Education (CDE) has reported accountability results under the Accountability Progress Reporting (APR) system umbrella.
Through the APR Web page at http://www.cde.ca.gov/ta/ac/ar/index.asp schools are able to easily view their results under both the state and federal accountability systems.

The 2010–11 APR system includes the:

2010 Base Academic Performance Index (API); 2011 Growth API; 2011 Adequate Yearly Progress (AYP); 2011–12 Program Improvement (PI).

The 2010 Base API was released in April 2011.

The Base API represents a recalibration of the API system that occurs each spring. Also included with the 2010 Base API score are API growth targets for the school and for every numerically significant subgroup at the school, the school’s statewide rank, and its similar schools rank.

Data reported today are current as of August 31, 2011, and are subject to change as appeals of AYP determinations are processed and approved and as data corrections are made with the testing contractor and provided to the CDE. The API, AYP, and PI reports have regularly scheduled updates in September 2011, February 2012, and July 2012.

APR System Results

API and AYP results are reported for the school overall and for all student groups considered to be numerically significant. A numerically significant student group is 100 students or 50 students that make up at least 15 percent of the school’s population. Information is reported for all major race and ethnicity student groups, socioeconomically disadvantaged students (SED), English learners (ELs), and students with disabilities (SWDs).

API scores range between 200 and 1000 with a state target of 800 points. In addition to the API score for the school overall and for all numerically significant student groups, the 2011 Growth API report also tells whether the API targets were met for the school and for each numerically significant student group.

The federal AYP consists of four components: participation rate, percent proficient (also known as Annual Measurable Objectives or AMOs), the API, and the high school graduation rate.

The federal PI report includes the Title I funding status for all schools and local educational agencies (LEAs) in the state as well as information on whether the school or LEA has been identified for PI. If the school or LEA is in PI, the year of interventions (Year 1-5 for schools and Year 1-3 for LEAs) is also noted.

Key Differences Between the State and Federal Accountability Systems

The state accountability system is an index model that measures improvement in student achievement from one year to the next. Under the API system, schools are given credit for improving the overall performance of their students. School growth targets are set based upon the starting point of the school and are re-set each year depending on the level of growth each school site shows.

The federal AYP system is often referred to as a “status” model because it rewards schools for the percent of students the school has scoring at the proficient or above level on state assessments. No matter where a school began, all schools are expected to meet the same target at the same time.

Summary of 2011 Growth API Results

The API is a composite score that combines information across grade levels and content areas to yield a single accountability metric for a school site.

The API includes assessment results from the California Standards Tests (CSTs) in English-language arts (ELA), mathematics, history/social science and science, and the California High School Exit Examination (CAHSEE) in grades ten through twelve. All SWDs who take the California Alternate Performance Assessment (CAPA) and SWDs who take the California Modified Assessment (CMA) in grades three through nine in ELA and grades three through eleven in mathematics are also included in the API calculation.

One key feature of the API system is that schools are rewarded more for moving students from scoring at the lowest performance levels. For example, a student who moves from the far below basic level to the below basic level contributes 300 points toward the school’s API score. A student who moves from the proficient level to the advanced level contributes 125 points toward the school’s API score.

Schools At or Above the State Target of 800

The State Board of Education has established an API score of 800 points as the state target that all schools and student subgroups should achieve.

The percentage of schools overall meeting or exceeding this state target has increased each year over the past nine years. In 2011, 49 percent of all schools attained this target.

Based on 2011 data, 55 percent of elementary schools, 43 percent of middle schools, and 28 percent of high schools are now at or above the state target of 800. See Table 1.

The Achievement Gap

Results from the 2011 Growth API show that Black or African American and Hispanic or Latino, students improved by 10 and 14 points respectively while white students improved by 7 points. See Table 2.

SED, EL, and SWD student groups also improved more than the state as a whole; 14 points, 14 points, and 15 points compared to 11 points.

However, white and Asian students continued to have significantly higher API scores.

Tables 3, 4, and 5 show improvement from 2010 to 2011 for elementary schools, middle schools, and high schools respectively.

Summary of 2011 AYP Results

Every LEA, school, and subgroup in California is expected to achieve a 95 percent participation rate on ELA and mathematics state assessments used to calculate AYP each year.

In addition, all LEAs, schools, and subgroups are expected to meet state targets for the percentage of students scoring at or above the proficient level. These state targets will increase annually by about 11 percentage points until 2013–14 when 100 percent of students are expected to be performing at or above the proficient level on state assessments in both ELA and mathematics.

The participation rate and percent proficient calculations for elementary and middle schools are based on the CSTs, the CAPA, and the CMA, in ELA and mathematics. For high schools, the participation rate and percent proficient calculations are based on the CAHSEE and the CAPA for grade ten students in ELA and mathematics. The API is an additional AYP indicator for all schools.

The graduation rate is an additional indicator only applicable for schools with grade twelve data (i.e., enrollment, graduation, or dropout).

The percentage of schools making their AYP targets differs by school type with 35 percent elementary schools, 18 percent middle schools, and 41 percent high schools making their AYP targets in 2011. See Table 7.

Schools receiving Title I funds meet their AYP targets at a lower rate than schools that do not receive Title I funds. In 2011, 35 percent of all elementary schools made their AYP targets compared to 27 percent of Title I elementary schools. See Table 7.

Summary of 2011–12 PI Results

Schools that receive Title I funds are identified for PI if they miss AYP in the same content area (ELA or mathematics) or for the same indicator (API or graduation rate) for two consecutive years. Once identified for PI, a school advances to the next year each time it misses AYP. More information about how schools are identified for PI can be found on the Title I PI Status Determinations Web page at http://www.cde.ca.gov/ta/ac/ay/tidetermine.asp.

PI for schools is designed on a five-year timeline. Schools in Year 1 of PI must offer students an option to attend a non-PI school in the same LEA with paid transportation. Schools in Year 2 of PI must also offer supplemental education services (SES) to eligible students. Additional information about the intervention activities associated with each year of PI can be found on the Program Improvement Web page at Program Improvement – Title I, Part A-Accountability.

There were 6,157 schools with 2011 AYP data that received federal Title I funds in 2010–11.

Of those schools, 3,892 or 63 percent of those are in PI in the following years:

Year 1 – 1,053 Year 2 – 614 Year 3 – 518 Year 4 – 249 Year 5 – 1,458

Nine hundred and thirteen schools are being identified for PI for the first time in 2011–12 after missing AYP in 2010 and 2011. In addition, 254 schools advanced to Year 5 of PI. See Table 8 for a full summary.

Schools exit from PI after making AYP for two consecutive years. In 2011, 85 schools exited from PI after making AYP in 2010 and 2011.

An LEA (school district, county office of education, or statewide benefit charter) is identified for PI when, for each of two consecutive years, it misses AYP in the same content area (ELA or mathematics) LEA-wide or for any numerically significant subgroup, and does not meet AYP criteria in the same content area in each grade span (grades two-five, grades six-eight, and grade ten), or does not make AYP on the same indicator (API or graduation rate) LEA-wide.

PI for LEAs is on a three-year timeline. Information about the requirements of each PI year can be found on the CDE PI Web page.

In 2010–11, 931 LEAs received federal Title I funds.

Of those LEAs, 445 or 47.8 percent were identified for PI for the 2011–12 school year in the following years:

Year 1 – 100 Year 2 – 59 Year 3 – 286

A database of all 2010–11 Title I schools and LEAs along with their PI status (in PI/not in PI) and their PI Year (1 through 5 for schools and 1 through 3 for LEAs) can be found on the CDE Title I PI Status Data Files Web page at

http://www.cde.ca.gov/ta/ac/ay/tidatafiles.asp

In addition, a database of schools and LEAs at risk for being identified for PI in 2012–13 will be available soon on the CDE Title I PI Status Data Files Web page listed above. Schools and LEAs at risk for PI identification missed AYP in 2011.

Statewide Accountability

Academic Performance Index (API) 2011 Growth Results

Table 1 Percentage of Schools At or Above Target of 800 on Growth API Scores, 2002–11

School Type	2001 –02	2002 –03	2003 –04	2004 –05	2005 –06	2006 –07	2007 –08	2008 –09	2009 –10	2010 –11
Elementary	23%	26%	27%	32%	35%	36%	41%	48%	51%	55%
Middle	16%	14%	18%	21%	24%	25%	30%	36%	40%	43%
High	6%	7%	8%	12%	14%	15%	17%	21%	25%	28%
All Schools	20%	21%	23%	27%	30%	31%	36%	42%	46%	49%

Note: Table excludes schools in the Alternative Schools Accountability Model (ASAM), special education schools, and schools with fewer than 100 valid scores.

Table 2

API Growth by Student Group Statewide, 2010–11

Type	2010 State Base API	2011 State Growth API	2010–11 API Point Growth
Statewide	767	778	11
Black or African American	686	696	10
American Indian or Alaska Native	728	733	5
Asian	890	898	8
Filipino	851	859	8
Hispanic or Latino	715	729	14
Native Hawaiian or Pacific Islander	753	763	10
White	838	845	7
Two or More Races	808	836	28
Socioeconomically Disadvantaged	712	726	14
English Learners	692	706	14
Students with Disabilities	580	595	15

Table 3

Elementary School API Growth by Student Group Statewide, 2010–11

Type	2010 State Base API	2011 State Growth API	2010–11 API Point Growth
Statewide	800	808	8
Black or African American	732	738	6
American Indian or Alaska Native	753	763	10
Asian	911	918	7
Filipino	880	886	6
Hispanic or Latino	752	763	11
Native Hawaiian or Pacific Islander	792	800	8
White	868	873	5
Two or More Races	862	871	9
Socioeconomically Disadvantaged	748	758	10
English Learners	743	756	13
Students with Disabilities	648	662	14

Table 4

Middle School API Growth by Student Group Statewide, 2010–11

Type	2010 State Base API	2011 State Growth API	2010–11 API Point Growth
Statewide	765	778	13
Black or African American	677	692	15
American Indian or Alaska Native	719	730	11
Asian	905	913	8
Filipino	863	871	8
Hispanic or Latino	706	724	18
Native Hawaiian or Pacific Islander	756	768	12
White	842	850	8
Two or More Races	814	837	23
Socioeconomically Disadvantaged	702	719	17
English Learners	668	680	12
Students with Disabilities	544	566	22

Table 5

High School API Growth by Student Group Statewide, 2010–11

Type	2010 State Base API	2011 State Growth API	2010–11 API Point Growth
Statewide	729	742	13
Black or African American	638	650	12
American Indian or Alaska Native	703	703	0
Asian	856	866	10
Filipino	812	824	12
Hispanic or Latino	672	688	16
Native Hawaiian or Pacific Islander	706	720	14
White	801	810	9
Two or More Races	747	786	39
Socioeconomically Disadvantaged	668	684	16
English Learners	627	640	13
Students with Disabilities	494	501	7

Federal Accountability: 2011 Adequate Yearly Progress (AYP)

Table 6

School Percent Proficient Targets for AYP, 2010 and 2011

School Type

2010

English-

Language

Arts

2011

English-

Language

Arts

2010

Mathematics

2011

Mathematics

Elementary and Middle Schools

56.8%

67.6%

58.0%

68.5%

High Schools

55.6%

66.7%

54.8%

66.1%

Table 7

Percentage of All Schools and of Title I Schools Making AYP, 2010 and 2011

School Type	2010 All Schools	2011 All Schools	2010 Title I- Funded Schools Only	2011 Title I- Funded Schools Only
Elementary Schools	40%	35%	31%	27%
Middle Schools	26%	18%	19%	12%
High Schools	42%	41%	36%	37%
Total Number of Schools	9,852	9,858	6,128	6,157

Note: The number of Title I schools statewide for 2011 was taken from the 2010–11 Consolidated Application, Part 2. The number of Title I schools statewide for 2010 was updated using the 2010–11 Consolidated Application, Part 1, that each LEA is responsible for completing annually.

Federal Accountability: 2011-12 Program Improvement (PI)

Table 8 2011-12 Title I PI Status Statewide Summary of Schools

Year	New	Remain	Total	Exit
Year 1	913*	140	1,053	29
Year 2	499	115	614	9
Year 3	473	45	518	9
Year 4	207	42	249	13
Year 5	254	1,204**	1,458	25
Total	2,346	1,546	3,892	85

* These schools were newly identified for PI in 2011-12. ** The federal Elementary and Secondary Education Act (ESEA) does not allow for a school PI designation beyond Year 5. Of the 1,458 schools in Year 5 of PI, 1,204 schools have been identified for PI for at least six years.

Table 9 2011-12 Title I PI Status Statewide Summary of LEAs

Year	New	Remain	Total	Exit
Year 1	95*	5	100	0
Year 2	58	1	59	1
Year 3	55	231**	286	0
Total	208	237	445	1

*These LEAs were newly identified for PI in 2011-12. ** ESEA does not allow for an LEA PI designation beyond Year 3. Of the 286 LEAs in Year 3 of PI, 231 LEAs have been identified for PI for at least four years.

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74 Responses to “API links. Hayward story in the works”

Kathi Booth Says:
September 1st, 2011 at 3:09 pm
The No Chhild Left Behind Act has always been a thorn in the side of school districts. As with many federal mandates, they place all of these requirements and provide little to no funding to help schools meet the standards. I still maintain that HUSD would be wise to review the methodology and practices being implemented in the successful schools and attempt to duplicate them district wide. I don’t think we need high priced consultants to tells how to do what we are already doing, all be it in a small percentage of the schools. Our best resources are the teachers in the trenches.
Michael Moore Says:
September 1st, 2011 at 8:35 pm
I am not so sure that NCLB is wrong. What it does is to force the school district to meet standards. I am not so sure the standards of 800 are so wrong. Poorly performing school districts, like HUSD, should be taken to task for their failure. The successes made by schools like Faith Ringgold, Longwood, Burbank, Harder, Fairview, Strobridge and Ochoa should be applauded and emulated. The failing schools should be revamped and held to the measure of accountability. That should start with the weakest link, the Trustees of HUSD. The Superintendent should be held to answer failure if in fact the plans for all the schools do not emulate the successes of those that have been successful.
John Kyle Says:
September 2nd, 2011 at 12:22 am
MOORE

HOW DOES FAITH RINGOLD ACHEIVE SUCCESS WHEN THOSE 139 ENROLLEES AT BEGINING OF SCHOOL YEAR 2010 -2011 HAVE 80 STUDENTS CLASSIFIED AS TRUANTS FOR A TRUANCY RATE OF 57.55%.

IS THERE A DEAD FISH LAYING ABOUT?
i SHOULD THING THAT THE LOSS OF ada MONEY OCCURRING WITH SUCH A TRUANCY RATE IS SUFFICIENT FOR COMPULSORY ACCEPTANCE AND APPLICATION OF YOUR EARLIER THOIUGHT ( ?), ENROLL ‘EM AT CASTRO VALLEY!
USE THAT SCHOOL SITE FOR SOMETHING LESS DRAINING ON THE BUDGET!
Kathi Booth Says:
September 2nd, 2011 at 8:33 am
Mr.Kyle,
Are you implying that there was cheating at Faith Ringgold? What does truancy rate have to do with successful test scores????? There was a great deal of confusion regarding the enrollment of students at FR this year, thanks to the lousy management at the DO.

Michael,
I understand your views, I just an so very tired of Federal mandates that are sweeping in nature when it comes to requirements, and yet offer so little help when it comes to implementing them. I am glad that you agree with the idea that we should look to the successes in our district for models for those who are failing.
K Rocchio Says:
September 2nd, 2011 at 10:39 am
I find it interesting that when HUSD discusses declining test scores there is never any mention of the number of students that leave the District. Many of those students flee based on a lack of rigor and offerings for students that are either proficient or advanced. They leave in search of challenge, enrichment and choices that HUSD has not prioritized. When they go, they take those high test scores with them. We place so much emphasis on boosting the Far Below Basic and Below Basic students that we let the top students sit stagnant or seek opportunities elsewhere.

I feel another factor to consider is funding. If you look at the top 4 related to growth: Faith (+66) QEIA Small School, Impact (+73) Charter, Longwood (+75) Title 1, and Burbank (+79) QEIA and Title 1. Additional money = additional opportunities. So if we want to talk about emulating what is successful, we must make sure that funding is available. There is nothing more frustrating than hearing a new program will be required by the District, but the resources will not be available to make implementation a reality. We must realize that not all HUSD schools are funded equally.

NCLB, my question is what provisions are in place to make sure that the students that are achieving are not being forgotten in an attempt to fund interventions and opportunities for under-performing students? If our only focus is to meet minimum requirements, our data will reflect minimum performance and the high achieving students will continue to seek education elsewhere.
John Kyle Says:
September 2nd, 2011 at 3:32 pm
Booth

You must have forgotten… which is undwrstandable.
Suggest the answer be delivered by your Husband!
John Kyle Says:
September 2nd, 2011 at 3:58 pm
Ms. Roccio

Has something changed/// ADA funding is tied to attendence! Right5.

I have in for year 2010 / 2011 in my possession a just released experience….truancy at K-6 was 58.9% over all.

Longwood improoved because its’ truancy rate was reduced by a consierable amount… well below the overall average for k-6 ! and about 11% reduction from school year 2009- 2010 ! Of courswe the enrollment dropped almost 100 students….from previous year… which ought suggest a clue!

Faith Ringold with an initial start of 139 students haqd 80students classified as truants for a truancy rate of 57.55% Did their test scores improve ? You tell me !

Fairview whereyour childfren once attended had in year 2010-2011 which was probably down from previous year duue to relocation during new school construction.

You live in zip 94541 which has the highest by actual 2010 mid year count, of paroillees and probationers living in that zip area… the highest in Hayward!

With a recidivism ratge of 40% of their in their first year of release, yopu might suspect that tyhe basic cause is parental neglect… costly t9o HUSD which has no jurisdiction in where those folks live. What really grabs me down deep is the fact that Pleasanton has just 5 of that type living in their school district.

HUWSD has a problem with Sacramento legislature which ought penalize that offending school district by reducing their cut of the ADA money and spreading that cut over Hayward and Oakland where parollees are concentrated…. Concentration leads to recidivism … or don’t you get it? ecidivism has an affecct upon their children’s ability to attend class…. we havn’t even addressed the transience problem…. seems to be difficult to gather that problem and separate the analysis… which I suspect leads back to recidivism.
Kathi Booth Says:
September 2nd, 2011 at 4:56 pm
Dear Ms. Rocchio,
You are so right with your observations regarding students leaving because they are not challenged, no money is provided for those who are showing high test scores. Mr. Reynoso is correct…money, time and resources flow to the underacchieving.
I don’t believe that when NCLB was “invented” that anyone ever thought about the proficient and highly proficient being given short shrift in their local school districts… The unfortunate thing is that for as long as I can remember parents of high achieving students have been begging for funds to serve their children..somehow the money is never there.
Kathi Booth Says:
September 2nd, 2011 at 4:59 pm
Mr. Kyle,
Clearly you have answered my question regarding your “Christian” claims…both my husband and I have requested that you stop referring to him in your posts, out of common respect and you just can’t. Your dislike for me will not allow you to respect a man who has never said an unkind word about you or yours.
Sherry Blair Says:
September 2nd, 2011 at 5:04 pm
You all are a lot more informed than I when it comes to the state of the schools these days.

I can say this, though. I am very glad to see my neighborhood schoo,Burbank being praised for something besides the building! Kudos to whoever was responsible and let’s give credit to the students and their parents too. Something was done right. Let’s find out what it was and spread it throughout HUSD.

I also suspect that there are a lot of really talented people working for HUSD, people who are constantly brought down by all the negativity and disrespect coming from all directions. Let’s find them and nurture them.

I agree with you about consultants, Kathy. We need to open our eyes to the resources we already have and not keep looking for someone outside ourselves, someone who doesn’t know us.

We are all in this together.
Observer Says:
September 2nd, 2011 at 10:05 pm
I am a little confused about the truancy percentages.

If I understand correctly, any student who has 3 or more unexcused absences or tardies is considered a truant. Taking this number of students and dividing it by the total number of students gets the truancy percentage.

Does this number truly reflect the number of days missed during the school year and its effect on ADA? Wouldn’t a better measure be the total number of missed school days divided by the total number of school days.

If a school has 10 students and 5 have missed 3 days or were tardy, it would result in a truancy percentage of 50%. But there are 180 days of school. 10 students would result in 1800 days of school and 1800 days of ADA. To have a 50% truancy would mean 900 missed days of school by these same 10 students. I cannot imagine that this is happening in Hayward.
John Kyle Says:
September 2nd, 2011 at 11:27 pm
Booth.
In response to your # 4 above…..It is rather elementary’ so I fail to understand why you miss… unless what? Loss of ability in the area of comprehension?
I suggest that you reflect on this question: How does a student succeed when his or her consistent absence leads directly to failure?
In school year 2009-2010 Faith Ringold had 183 enrolled students but of that number 77 were classified as truants leading to a truancy rate of 42.10 % in the following year 2010 – 2011 the enrollment dropped to 139 the number of truants rose to 80 for a truancy rate of 57.55% !
I see in those statistics, the rationale for removing Faith Ringold from the old Markham site. What absolutely amazes me is, that you see ability to actually state that I imply that cheating occurred at Faith Ringold !

Your paranoia developed with the fact that, I offered rebuttal to your frequent attacks on Mr. Armas soon after your initial contributions to the blog in August 2010. The intensity of your highly refutable remarks caused me to offer rebuttal. Dear lady, judge not lest you be judged!

As to your contribution at # 9 above— I’ll let it pass! It’s the Christian thing to do, especially in your case. I cannot help but to think that you might have ‘gone around the bend’ and ought seek help from a religious or psychiatric counselor
John Kyle Says:
September 2nd, 2011 at 11:56 pm
Ms. Blair,
Bowman improved it’s truancy rate over the experience occurring in school year 2009- 2010.
In 2010-2011 the enrollment increased as of Oct. 1st, 2010 to 761 students or, just 4 more than in the previous year.
The big improvement was seen here as a reflection of the reduction in rate of truancy from 27.2% down to 18.92%.from 205 truants down to 144 of those rascals. Lorin Eden saw an increase in the number of Truants from a count of 79, it rose to 96 in the year just completed. It’s truancy rate climbed a bit, to 18.64% while retaining the # 1 position in the District’s elementary schools.
qodrn Says:
September 3rd, 2011 at 9:49 am
truancy has really become a pain. The state has really limited absences excuses. If your absence does not fit the bill, then you are truant irregardless of sending in a parent note. Illnesses over three days require a doctor’s note.

Other acceptable absences are certain family deaths, doctor appointments, and medical treatments. Lateness also leads to truancy; I think being later than 20 minutes or so counts a a full day absent. It is pretty easy to wind up with three truant days. Once you have them, you can’t fix them either. You can only move forward. So, if junior lost his doctor’s note, to bad because ADA is a time related thing.

A good option for parents is to arrange for independent learning when a child needs to be absent. But, the school wants the kid to be absent a week to do this. What a mess this is.
Michael Moore Says:
September 3rd, 2011 at 2:50 pm
Observer, I believe that you are correct in both how you figure the number for truancy as well as how the state figures the number.
Kathi Booth Says:
September 3rd, 2011 at 3:51 pm
Observer and Qodrn are both correct in their postings. The actual chronic/habitual truancy rates in HUSD may be totally different from those which are being offered here. Many families receive cronic truant letters for students who suffer from asthma or other respiratory problems or other health issues. Arranging for independant study is no easy task when dealing with HUSD. Many students who are classified as truant are scoring proficient or above on their test scores and are not suffering academically at all. It is time for the state to examine what constitutes real truancy and when ADA should actually be withheld from districts.
John Kyle Says:
September 3rd, 2011 at 5:13 pm
All.

Employ Senate bill 1317 once, possibly twice then watch what happens to the truancy numbers. It is reaklly quite simple…. unless some of the offending parents get a quick example or two…. there will be no change in the loss of ada money!

A great many of those on parole must be assumed to be
Parents of STUDENTS AT HUSD AND/OR OAKLAND SCHOOLS.
CIVIC CONCERN FOR FINANCIAL HEALTH OF THE SCHOOL SYSTEM IS NOT KBOWN TO BE ONE OF THEIR STRONG POINTS.

PRESS OF OTHER ACTTIVITIES AT THIS MOMENT PREVENTS DETAILED EXPLANATION….. GIVE ME A WEEK OR TWO !
The Silent Obsever Says:
September 3rd, 2011 at 5:36 pm
If what I’m learning about truancy is accurate, then I’m one frustrated parent. We’ve been through elementary, middle and high school here in Hayward and up until recently I did not know a doctor’s note was required (by the state) for a sickness related absence to be officially excused. When a doctor’s note is presented for an absence, the school gets their ADA money. How many times over the years have I taken my children to their doctor for an illness and never, ever asked for a note because I thought my call to school was sufficient!!! No one ever explained this to me, I don’t think it is general knowledge. HUSD really needs to make this clear to parents. Just last fall my son had a nasty virus, he was out of school 5 days with a sore throat and a fever of 103/104. I took him to his pediatrician twice that week, I didn’t ask for a note either time. So had I requested a doctor’s note, Mt. Eden would have gotten the ADA money. This makes me so angry because we are a very conscientious HUSD family. I guess in the eyes of the state my son was one of the truants last year.
Michael Moore Says:
September 3rd, 2011 at 6:36 pm
The good part of NCLB is that it gives a simple and easy to understand matrix for measuring success for a school district, assuming success means that your students have English Language Arts at standard and Mathematics at standard. Faith Ringgold and Golden Age Montessori as well as Leadership High meet those standards. Their staffs, teachers and parents should be emulated by every school in HUSD.

By any measure this is really a deplorable result. The state API and AYF, as well as the STAR reports tell us the truth and give us a nice attaboy, “you are failing but working hard. No one will pick you for a team but at least you can play and are not morbidly obese unable to think, express yourself or add more than 3 numbers in a chain.”

There will be some who read this that will consider this either bullying or racist or some other thing. Sorry, when the rectal thermometer was plunged in, this is how sick HUSD is now and has been for a long time.

Burbank, Harder and Schafer are in Year 5, and while their progress is better, they are good examples of failure for the Superintendent and staff. All three are close but really need to be completely revised. The good news is that NCLB will do that whether you like it or not and that is a good thing.

Palma Ceia is little better than awful and the end cannot come too soon. Strobridge is just through its first year and if they stay strong will make it to the level where they need to be, as long as they maintain mathematics progressions and start emphasizing English Language Arts.

Stonebrae has high scores and lousy testing performance in English Language Arts and mathematics. Get a new staff in there soon. Southgate and Eldridge and Treeview are just as bad.

The middle schools are not much. I grant you that Ochoa is in its first year of PI, but Chavez, King and Winton are all in year 5 and really awful. The whole program needs to go away and get replaced with a decent set of administrators and teachers that care about their students and profession.

Leadership is a great high school, according to NCLB. It stands up to the state vision and while not the best is at least not the travesty that Hayward High, Tennyson and Mt. Eden are. Impact Academy is fast approaching that same level. The failure of our main high schools to meet any standards of English Language Arts, Mathematics and graduation minimums is pathetic and should be unacceptable to the trustees, teachers, administrators and parents. The students have already told us how awful it is. They just leave.

Everyone will moan about the responsibility of one group or another. Nearly everyone agrees that the testing is wrong. Of course you think that. Only 3 of 33 tested schools come close to the bottom of acceptability. The HUSD has failed. Use the tools we have to get rid of the dull tools and poor processes and crybabies that have an excuse for everything except for good results.
Kathi Booth Says:
September 3rd, 2011 at 8:49 pm
Harsh words Michael but, none the less, very true. The law that gives parents the power to completely take over their home school(s) should also have an addendum…they should also be able to remove the superintendent and the board, both of whom have allowed this to happen and given nothing but excuses and wasted millions of dollars.
John Kyle Says:
September 4th, 2011 at 6:20 am
Moore

Are you a teacher? In which school system? Hayward? Castro Valley?
John Kyle Says:
September 4th, 2011 at 6:23 am
Booth;

Givde us an educasted guess…. how far back, in time, did you start to notice failures of the Trustees and Administration?
Kathi Booth Says:
September 4th, 2011 at 9:35 am
FAR LONGER THAN YOU CAN REMEMBER…I DIDN’T PLACE MY CHILDREN IN RELIGIOUS SCHOOLS..I FOUGHT IN THE TRENCHES TO IMPROVE THE STATUS OF CHILDREN IN HUSD. I HAVE THE SCARS TO SHOW FOR IT SIR.
John Kyle Says:
September 4th, 2011 at 10:41 am
Booth;

Tactful folks usually do not have scars that some folks proclaim, in lieu of community recognition.
Kathi Booth Says:
September 4th, 2011 at 4:35 pm
Well you have been asking just what I have done with my time and energy for the sake of HUSD so here it is:

1.For Longwood School during the time my children attended, I was a member of the PTA bosrd and assisted in raising thousands of dollars for supplies and supplemental materials for all of the classrooms; every year we put on a carnival and a haunted house for the entire neighborhood; we provided parents in the classrooms for teacher assistance, I personally worked in K, 1st and 6th grades aside from assisting in my own children’s classrooms; we held after school sessions for tutorial and gifted students

2. As a member of the Title 1 parent committee we successfully instituted an investigation and then filed charges with the State of Calif against HUSD for misuse of the funds and we won; money was returned to Longwood.

3.When the school was being roofed by untrained and unlicensed employees, using materials that were toxic to humans we stopped them from exposing students, parents and staff to the constant overflow and forced the district to implement a program that would never again expose students to such hazards. We also implemented a plan in which HUSD could no longer spray toxic chemicals during grounds keeping without notifying families of when this would be done.

4.Along with another parent we forceed HUSD to even the playing field for families and students regarding charging fees that systematically eliminated students from low income families from participating in various activities. That case became the cornerstone for the ACLU case that has now become a law regarding requiring fees for classes and extra cirricular activities that would in any way exclude students.

5.I provided no cost advocacy/assistance to families with children with special needs so that their children were able to receive the services that the law mandated they needed. In that process I became the “go to” person for HUSD’s Special Education department to help them serve students in a way that was both effective and lessened the chances for a lawsuit for violating the rights of Special Education students.

6.I was an active member of the Adewole Advisory Committee which was the only successful program for African American students.

7. I was honored by the Alameda/Contra Costa Teachers Association for my years of voluteer services to the student of HUSD.

8.I lobbied local, state and national representatives for students in HUSD.

9.When my grandson entered school in HUSD, I was a grandparent volunteer working 4 days a week at his school. I tutored students in reading, language arts and science. I help in raising over 25,000$ for his school and for playground equipment. I dumpster dived for furniture for classrooms when HUSD said they didn’t have the money; I solicited microscopes and other science materials; I provided musical instruments for students to experience the joy of playing them; I drove on field trips and chaperoned students.

I have always been an outspoken critic of poor practices and poor management in HUSD, just ask around. But I have always “put my money where my mouth is” and have never let it interfere with my work for students and families.

The rest of my involvement would fill up even more space Mr. Kyle. So now put that in your pipe and smoke it.
Observer Says:
September 4th, 2011 at 10:08 pm
I asked a teacher to look back at her class from last year. 70% of her students tested proficient or advanced on the STAR tests.

Based on the criteria of 3 absences or tardies, 26 of her 32 students would be considered as truants for rate of 81%.

Based on number of missed school days out of the total number of school days, she had a rate of 2.7%. (153 days missed out of 5760 total school days for her entire class) ADA is based on total school days students attend class.

So is the truancy rate really an accurate measure?
Michael Moore Says:
September 4th, 2011 at 11:10 pm
Truancy is not the real issue. The issue is that the vast majority of HUSD students do not meet proficiency in English Language Arts, Mathematics, API and the Graduation Rate.

6 of 22 HUSD Elementary Schools: Longwood, Eden, Faith Ringgold, Golden Oak Montessori, Burbank and Harder met the minimums but only 2 met the 800 standard-Faith Ringgold and Golden Oak. Everyone else is either ‘here is your medal for trying hard’ or just plain failing like Park.

None of the Middle Schools meet all of the standards, though Ochoa, Harte and King all get an award for showing up. Chavez and Winton are a disgrace.

Leadership High meets all the standards for a high school. Their staff should be proud. Impact tries hard, but lacks the California standard. Hayward, Mt Eden and Tennyson are a disgrace, not even making the graduation mark.

Of course 20-30% of the students do well. They always have. If 70-80% are a failure, that says loads about the students, parents, families, teachers, staff, administrators and the trustees. Most cannot demonstrate minimum standards. Most of the schools, 19 of 33, are in PI and the elementary schools feed nothing but failure to the middle schools and high schools with typical results.

This gets fixed when the present HUSD in all respects quits griping and remembers it is about education. Until they produce results, this is a just a joke, albeit not very funny.
qodrn Says:
September 5th, 2011 at 11:58 am
I don’t know if the Leadership Programs would translate to Hayward, but here are some things this school does. Teachers have long days. Not only limited to 7.5 hours.

Students attend from 8:10 to 3:45. Long day.

Students wear uniforms.

Students have mandatory tutoring up to four times a week for any grade below B-.

Kids serve detention for lots of stuff, including excessive absences.

Every class begins with a launch or a quiz. If you are not taking the quiz by the time class begins, it is not good.

Homework is assigned daily; at least two hours is expected. Usually more.

All kids take college prep courses. Period.

Parents have ability to check on kids grades at all times.

Parents can look up the homework at at times.

All students have a homeroom.

School has a great resource program for those with learning issues.

School is primarily minority, leaning to Hispanic majority.

Any classes not passed (grade below C results in mandatory summer school.

Parents and students work together to raise money for stuff where it is needed.

Kids get kudos for identifying strangers on campus.

Family meetings allow both teachers and students to call out both successes and failures (one week students got called out for being “complacent” and ordinary.
qodrn Says:
September 5th, 2011 at 12:01 pm
I forgot to mention the school chant.
Michael Moore Says:
September 5th, 2011 at 2:49 pm
Leadership has the highest API score, 866. They were at 822 last year. No other school in HUSD comes very close. The closest is Golden Oak Montessori Elementary and it is at 830, up from 803.

The closest high school is is Impact and it is at 791.

I would say that the model of Leadership is what should happen in every school in HUSD. Period. End of story. Parents who do not like it should be told that they can either move or take it.

The present system for High Schools in HUSD is not working very well. Mt Eden is at 690 and was at 688 the year before. No growth. Replace everybody there and implement Leadership’s model. They failed to meet the graduation requirements, English Language Arts, Mathematics as well as the API goal.

Hayward High is at 685 and was at 663 the year before. 3% growth and still terrible performance. How the school could let seniors do anything, including a prom and a senior trip, while failing to meet benchmarks is stupid. Replace everybody there and implement Leadership’s model. They failed to meet the graduation requirements, English Language Arts, Mathematics as well as the API goal.

Tennyson scored at the bottom at 661 with last year’s score 649. 2% growth. Not very impressive at all. Replace everybody there and implement Leadership’s model. They failed to meet the graduation requirements, English Language Arts, Mathematics as well as the API goal.
John Kyle Says:
September 5th, 2011 at 8:39 pm
Response to Booth’snumber 25 above

Booth.
So how do ‘scars’ fit into the picture you paint of your experience?
I gave up smoking in 1983 but never, in the actual or figurative sense, blew smoke into the eyes of other folk as you do, in the figurative sense, which you employ! Apparently, all while MY WIFE AND I WERE paying significant amount of tuition, over and above the taxes paid in support of public schools, when wde both contributed heavily, in terms of time and talent, at volunteer work for our school of choice.
I too was a fund raiser in the larger sense, gained with the knowledge of successful volunteer efforts as a member of the Oakland Junior Chamber of Commerce, from the moment of reaching my 21s t the year of eligibility for membership, until four years later, even after marriage but prior to fatherhood, when I gained ‘draft’ description as a ‘volunteer inductee’ oriented membership, in the US Army.
I gained significant experience in volunteer fund raising experience, prior to marriage, which I put to work when and as, my children were students at the closely located parochial school.
St. Joachim’s school building was built entirely by men of the parish who volunteered in that effort on Saturday mornings. Some, such as Ivan Babler and his wife Irene, worked under lights at night to lay down the finished cement floor tiles over the base concrete floor. It took them the time equivalent of weeks of dedicated labor, then they hand painted the concrete lintels to match the walls built of concrete filled blocks having an ‘adobe’ appearance.
Because of the effort by volunteers, the school opening found 50 students in the first five classes. Sixth seventh and eighth grade classes found occupancy only as the first five ‘moved up’….. a wise but well circulated condition of which all were made aware prior to becoming volunteers. It permitted an imbued sense of community within each of the classes of students, from enrollment to graduation. For the initial five years each class had 50 students which was narrowed down at subsequent first grade enrollments as the list of those who were recognized as being part of the construction crew were permitted priority.
The first few graduating classes had 50 students each….. with astounding numbers of graduates who became Doctors, Lawyers and professionals as that term is commonly used. In this time period I was a loan officer at the Castro Valley Branch of Bank of America and was about to be transferred into the Real Estate Appraisal offices at Hayward and/or Oakland. A second generation resident of Oakland, I began scouting around for a home purchase near a new parochial school. I stumbled into an incredible opportunity offered me by an unmarried plumbing contractor who had acquired my home as a residence for his mother who needed assisted living that he was unable to personally provide. He had under bid on a contract for new construction and was in a hurry to sell. The position near two schools pushed the deal to fruition.
It took some ‘pushing’– but my oldest child was permitted access to the parochial school after completing first grade at Longwood…. which at the time was functioning properly with a full eight classes each each with with 50 students. Many of those 50, who at the 50TH anniversary event in June 2008, amazed all with their success stories. Many surviving parents were there too! They repeatedly told of the sacrifices they made in those days AS BEING THE AMONG HAPPIEST MOMENTS IN THEIR LIVES !
As a parent of a parochial school child, I was conscious of the need for parent involvement when my own widowed Mother, ( of 3 ) was quite understandably, unable to become involved. As a parochial school student, I felt at least partially ‘ left out’! That was not going to occur with my own children and I soon found myself deeply involved with parochial school volunteerism. My wife led the way during the period when I was at work, but evenings and weekends found me burning the candle at both ends. When not on the school grounds I spent much time on the phone outlining projects to others, some of those ideas, which had not even been previously considered, required intense, core participation by upwards of 50 folks.
I was not limited to just the publication, in 1976, of a Silver Jubilee book of100 pages and in which over 3,000 individuals gathered themselves for family photos under which each person was identified by name, with incredible accuracy. I had also been heavily involved in creation of the specifications, floor plan and positioning of the family centered gymnasium, ‘all purpose’ building seen erected in year 1974.
Some folk in the Longwood/Winton Grove folk were amazed, when at their first visit to the facility, during the City sponsored Public Hearings involved with the proposed development of Home Depot. Boy, those parishioners must be really rich to afford this! The standard reply from me was no, it is also good Protestant money spent at the bingo games. It took 15 volunteers to set up that activity on Thursday mornings and another 20 to put the tables and chairs away after the game
I was among those who worked the game too!
Ever participate in a junktique? St. Joachim’s had the biggest all purpose rummage sale west of Lake Winnipesauke R.I. when, I invited Daily Review readers to clip the ad for a 10% reduction of the haggle price fixed by our ‘little old ladies in tennis shoes’. Street smart, I had guards positioned upon the church grounds where we had displayed a serious volume of’ stuff’ over and above that which was to be found indoors. The crowd started peeking before 6:00 am on the Friday morning of a two and a half day sale effort. When it was over the St. Vincent de Paul society hauled away two truck loads of ‘stuff’! And our school budget had been augmented by $4,700.
I continued participation until 1981; I was exhausted, especially as the result of ‘moonlighting’ with permission of my employer, at the request of the local office of FHA, for my assistance with the result of a failed national housing ‘program’ which involved the loss of nearly the entire reserve fund created by the FHA program up to that time. Some $6 Billion was lost in that experience and the number was rising unless the boarded up homes could be renovated and soon sold.
There were over 2,000 boarded up homes in Oakland at that time and many were being vandalized.
So, despite living within the walls of an unfinished major addition, withiin which my home went from the usual box like perimeter into a shape best described as resembling a horseshoe with a solid, sturdy design using interior heat preservation quality of redwood exterior walls, and also using redwood deck materials between the two new ‘wings’. A 550 square foot addition, a self accomplished task, done personally with the exception of the 40 hours by a hired self employed bankrupt carpenter/contractor and the donated electrical labor work by another St. Joachim’s parent.
It wasn’t until disability related retirement, in January 1991, that I turned toward being a volunteer at City and Public School concerns. In those areas I have been involved in about 25 separate areas of concern. I did not play golf, nor engage in hobby except for some items of interest to grandchildren or the All Saints School where I contributed a ‘Doll House’ about 10 feet square, 7 foot tall with a Swiss Alps architectural theme.
At disability retirement in 1991, I needed ‘something to do’ and since I had been active with the creation of the of the ‘airport noise ordinance’ eventuating to an elected position of Chair Person at such, as a means of controlling a verbally abusive former HUSD teacher who had been ‘invited’ into early retirement.
From that point in time when we adopted the final version of the Airport Noise Ordinance, I was invited into service at something easily estimated at a total of 25 ‘ad hoc’ groups and ‘task force groups’ sponsored by the City and / or HUSD. My final effort was spent at that lengthy ad hoc group activity which brought Stonebrae school into existence. I sat at the table through the first use of ‘FITAG’ and the MAD money priority of scheduled use committee; the City’s several task force groups involving Traffic Circulation etc. ! A total count of such groups bounces out at 25,including the Master Plan Committee at Hayward Airport in which I pinched sufficient number of holes number of holes to ASSURE SEEKING ANOTHER EXPERT FOR FUTURE SUCH HIRES.
The thing about which I most proud is the considerable service I gave to the City’s Longwood/Winton Grove neighborhood task force at which I was the elected Chairperson. Much to the annoyance of that certain former school principal/teacher,ofyour acquaintance, whose attempt to recall his wife’s cousin Frank Perry, the University professor and at the time of the recall attempt, was chairperson of the HUSD Board of Trustees. I single handedly defeated the recall attempt by picketing those three gents of Longwood Winton Grove area who attempted the Recall. I was able to attract attention of channel seven’s field reporter whose success was like the presence of flowers at a funeral. Overwhelming!
As an intense observer of the Longwood School, it was myself who brought forward the example of school districts in the Santa Clara, Santa Cruz and Monterey County areas where the presence of school site residents was employed successfully in control of vandalism.
My personal inspection ovf Longwood school grounds really upset me! How is it possible that parents of attending children would permit such conditions to exist. On my frequent ‘walk abouts’ I experienced a situation involving an oral act of copulation involving a young attractive female adult and a man whose appearance was dreadful. An overgrowth of heavily thorned blackberry vines at the southeast corner of the grounds, immediately adjacent to the very small HARD Park had been trimmed to provide aninside the bush shelter for some homeless individual whose reading material was vile!

At conclusion of the Neighborhood task force meetings and acceptance of it’s report by the City Council in Sept. 1994. I took up the task of voluntary grounds keeper.
Something had to be done to prevent the grounds from being used as the place of a neighborhood trash dump. I had enough of the problem faced by the principal and the teachers when it was common to dump dead cats and dogs upon the grounds together with broken liquor bottles, metal caps off beer bottles before the beer bottles were broken against metal goal posts and school building walls. Drug paraphernalia, used condoms, human excrement and such like were easily observed on arrival any day of the week but especially so on Mondays. I kept that up that unassisted work, for nearly two years.
I received a call from Jesus Armas who enquired about how much time I spent on the grounds each week… I guessed the count at around 20 hours; he then saw to it that Hayward’s water company introduced a new water meter along the Longwood sidewalk near the midfield point; from there I induced an ‘advance’ from the MAD fund so to install a temporary sprinkler system which, with the use of ‘quick couplers’ and some ‘rainbirds’ I could reduce the PRESENCE OF dry season apertures APPEARING IN THE ADOBE SOILS WHICH THE PRINCIP[AL REFERRED TO AS ‘ANKLE BUSTERS’.
At my personal expense of time and money I hauled in two truck loads of sand and personally used the suppliers truck, in efforts to rebuild the two unused baseball diamonds which then existed. Little league returned to use the fields for practice. A soccer league appeared and were appreciated for the quality of their games although some of the women objected when I objected to their failure to pick up the disposable diapers. I had them evicted when it was revealed, within a story by the Daily Review, that this was a semi-professional league which failed to carry on the irrigation duty that I assigned to them when I was struck down by a kidney stone.
I went on to introduce the highly successful site resident concept using the temporary fire chief’s and Battalion Chief’s office. used when the downtown fire station was being rebuilt. Mr Armas had remembered the site resident recommendation found within the Neighborhood Task Force report. When. after about a year’s storage at Sunset High School. the donated building was moved to Longwood School an excited latino neighbor banged on my door one Saturday morning and indicated THAT I OUGHJT CXOME QUICKTOI SEE what was occurring, immediately at the Cottonwood Ave gate.
I interrupted the foundation and sewer line excavations with this challenge to the job foreman. ‘what happened to the intended site plan that I had submitted to M & O’.
It turned out that the M& O guys were advised that that the location now used by the site resident building was desired by the lady who was involved with the YEP program which now uses a strip of land on the east side of the Stonewall gate. It was that individual who was fired for not having properly over seen the activity which involved a drowning at a lake in Castro Valley.
From what you state about your contributions to Longwood School while your children were students at that location I congratulate you and offer an expression of gratitude. Where we Separate in thought and action is your near despair at the idea that HUSD and it’s trustees are totally against input by you. Your problem is that you are offended by a seeming lack of interest on anything you say or write when addressing the Board or the electorate. ADMINISTRATION AND TRUSTEES are hammered from all directions, a fact about which your husband is probably all too familiar. I WOULD SUGGEST THAT HUSD NEEDS A REVFISION OF IT’S ‘LINE STAFF’ ORGANIZATIONAL CHART AND FURTHEFR SUGGEST A LESS ACCUSATORY approach by you, especially in your contributions to the blog.
Lacking information to the contrary I hope your Husband’s recovery from surgery continues to progress well.
Kathi Booth Says:
September 5th, 2011 at 11:21 pm
Just can’t give it up and respect his wishes can you Mr. Kyle. Just can’t resist mentioning my husband regardless of the fact that he has asked you to abstain. Aren’t you proud.

Mr. Moore and Qodrn,
You have very good suggestions, the problem is that the leadership in HUSD will never admit they don’t have the best ideas. They will continue to deny their own failures and keep spending money on God knows what.
John Kyle Says:
September 5th, 2011 at 11:29 pm
Mrs.Larry Booth;

Are you surethat is all you have to say?
John Kyle Says:
September 6th, 2011 at 9:21 am
Mrs. Larry Booth;
Stop distorting the facts. You do yourself no favor with your unreasoning outbursts.
The only contact I have received from your husband, well over a year ago, occurred when he used your access codes to enter a blog statement to the effect that he did not appreciate receipt of surface mail addressed to you both.at your home on Klamath St.
The content of that Post office delivered communication had to do with some information, developed by HUSD WHICH WAS PERTINENT AS WeLL AS TIMELY. It was an honest attempt to ‘share’ data that would aid understanding of our common problem with HUSD.
Aside from the poor performance of HUSD on matters leading directly to improved quality of education as revealed by test scores, with concurrent affect upon the future of children in this community, I was highly concerned with the additional factor of poor performance which is the decline or failure of neighborhood market valuations, involving our respective homes.
What happened next was a matter of complete dismay to me… at least at that time! Mr. Booth, through the use of your personal access to the blog, begged me not to use the US Mails to provide any transfer of information or communication with you.
I have complied with that request. Furthermore, the only occasion in which I made reference to your husband was when you took up your paranoidal crusade against ‘overpayment’ of stipend amounts provided to members of the Board of Trustees. You were insisting that all former trustees return the overpayments to HUSD regardless of the fact that, in many cases, they were elderly or had relocated to areas quite distant from HUSD.
When I reminded you, within a blog contribution, that Mr. Booth would also need to make a sizeable refund of stipend amounts paid to him while a member of the board….. you dropped the subject like a hot potato!
There has been no further contact with your husband since his own single contribution to the blog.
The only other occasion when Mr. Booth came to mind was when his name appeared on a list of the ill or recently deceased individuals that are announced verbally during Sunday Mass or, listed in Parish bulletin of the week. IT IS CENTRAL TO R.C. BELIEF PRACTICES, THAT WE OFFER A PRAYER for those who are ill or recently deceased. You took exception to me blog enquiry in which I wondered about the progress of Mr.Booth’s health……. How in the world did you perceive that as being offensive?
In the belief that you are living ‘on the edge’ of mental disturbance, I shall not further concern myself with your contributions to this blog. It would solve nothing!
Michael Moore Says:
September 6th, 2011 at 10:52 am
Douay Titus 3:2 To speak evil of no man, not to be litigious but gentle: shewing all mildness towards all men. 3 For we ourselves also were some time unwise, incredulous, erring, slaves to divers desires and pleasures, living in malice and envy, hateful and hating one another. 9 But avoid foolish questions and genealogies and contentions and strivings about the law. For they are unprofitable and vain. 10 A man that is a heretic, after the first and second admonition, avoid: 11 Knowing that he that is such an one is subverted and sinneth, being condemned by his own judgment.
teehee Says:
September 6th, 2011 at 12:27 pm
Agreed.. All high schools should model Leadership. They should make parents fill out applications and take the very best students of the bunch!

Come on.. Leadership does not have to deal with the same type of students that Tennyson, Mt. Eden and Hayward need to. I know personally one student that did not do well over there and he was shipped OUT. These other public high schools do not do that and instead have to deal with these low performing students.

They are two completely different schools in two completely different situations.
Michael Moore Says:
September 6th, 2011 at 1:24 pm
Leadership should not be able to ship students out. Parents should be allowed to opt their children out.
Kathi Booth Says:
September 6th, 2011 at 7:08 pm
Has anyone looked at the agenda for tomorrow’s BOE meeting? The topic of the African American students is back on the agenda. They have a list of the people that have been invited to attend the “Convening” workshop…the one that will assist in formulating the areas of need that should be addressed, etc.

Conspicuously absent is any member of the NAACP local chapter’s board of directors. This group has worked hard to protect the rights of African American and minority students in Hayward and its surrounding cities. I am curious as to why they were excluded…is it political? It would seem to me that perhaps a member from the NAACP might be more in tune with the needs of our students than a representative from the SF Ballet.
Observer Says:
September 6th, 2011 at 9:16 pm
Mr. Kyle,

Respectfully, why would you post someone’s street address on this public blog as you did in your entry #34?
John Kyle Says:
September 6th, 2011 at 10:57 pm
Observer

I made no mention of the houswe number …a built out street with quite a few homes located there….Booth writes of her lengthy experience living in the service area of Longwood School. I do not think she fears her neighbors!

For your information, if you own and live in a
Hayward home…. your street address is available on Hwd City’s Website! Did you know that?

I live on Teakwood Street but I do not live in faer of any of my neighbors…. do you fear your neighbors?
Kathi Booth Says:
September 6th, 2011 at 11:19 pm
Observer thank you so much for your comment to Mr. Kyle. My mistake in the very beginning was to foolishly use my real name when blogging…he has done more than post information on my residence for any and all to read…It has driven him crazy that he cannot locate Mr. Moore’s home.
John Kyle Says:
September 6th, 2011 at 11:40 pm
Observer
The street has many 8homes and I did not single out any in particular by recditing the house number.

If not awqare, and if we additionally assumethat you are a homeowner, the CITY OF HAYWARD AIDS AN INQUIRY TO THE EXTENT THATY ALL THATY IS NEEDED TO IDENTOIFY YOUR HOME AND SEE THE AERIAL PHOTO OF YOUR HOME AS WELL AS THE CORRECT STREET ADDRESS…. CAN GO TO THE HAYWARD City website at…HAYWARD-CA.GOV TO SEE TOUR NAAME, ADDRESS, PHOTO OF YOUR HOME, HOW MANY SHEDS OR SWEIM POOLS ETC….MORAL: DO NOT SUNBATYH IN NUDE…. YOU MIGHT EVENTUALL SHOW UP IN A PHOTO WHICH APPARENTLY IS RENEWED EVERY 10 YEARS OR SO!

Mr. Moore one of HUSD’S GREAT CRITICS, DOES NOT OWN A HOME OR CONDO OR INVETSMJENT PROPERTY IN HAYWARD…..
THUS HE PAYS NO TAX IN SUPPORT OF (HUSD0 WHICH ENTITLES HIM TO BE A BIT CAUSTIC IN HIS CRITICISMS OF THE SCHOOL DISTRICT…. IS HE A TEACHER?

ON THE OTHER HAND, HE IS MARRIED AND HIS WIFE MIGHT HOLD EVEN COMMUNITY PROPERTY IN HER MAIDEN NAME???
iF TYHE LATTER IDEA HOLDS TRUE…. I would better understand his presumed right to openly and segverely criticize HUSD….. if their property taxes are not in arrears !
teachermama Says:
September 7th, 2011 at 12:15 am
What is the difference between a 795 and an 818? Probably just a few extra students scoring at proficient/advanced or a few more kids getting a few more questions right on the star test. Parents can judge their school on the progress that they observe their children making each year, as measured by their progress reports/report cards, conferences/frequent conversations with teachers, their proficiency with their homework, their success (or lack thereof) with classwork which is returned home, and their performance on teacher-created and district-mandated quizzes/exams (which all parents can and should ask for from time to time). They should also note whether or not their children can problem-solve, are curious about the world around them, can engage in work and play with peers, appreciate reading, have a sense of empathy and exponentially increase their vocabulary from year to year. This will give a far more nuanced picture of a school than the reductionist evaluations reflected in the API and AYP.
Kathi Booth Says:
September 7th, 2011 at 8:57 am
Score 100 for Teachermama!!!!!!!!!
John Kyle Says:
September 7th, 2011 at 9:36 am
Booth;

RIGHT FROM THE BEGINING YOU CAME ACROSS AS BEING A MEAN SPIRITED INDIVIDUAL WHO LACKS RESTRAINT IN THE MANy SPECIOUS CONTRIBUTIONS, IN WHICH YOU ATTEMPT TO COME ACROSS AS MOST INTELLIGENT, RATIONAL PERSON THAT GOD HAS ALLOWED TO WALK ON THE SURFACE OF EARTH.

UNFORTUNATELY I SEE YOU FROM ANOTHER VIEWPOINT.
YOU NEED HELP FROM PROFESSIONAL COUNSELORS.

AS TO MR. MOORE. I ACKNOWLEDGE THAT HE IS WELL EDUCATED, INTELLIGENT AND THAT HE EXPRESSES HIMSELF QUITE WELL. UNFORTUNJATELY, HE TOO IS GENERALLY CRITICAL OF MUCH AND IS UNRELENTING IN HIS NEGATIVE VIEWS AND OPINIONS RELATING TO HUSD PARTICULARLY.

IF I SEEM UNDULY INTERESTED IN HIS PLACE OF DOMICILE IT IS BECAUSE HE IS OBSESSIVE IN HIS NEGATIVE ATTITUDE.
HE BELITTLES THE THOUGHTS OF OTHERS WHO MIGHT JUST BE MORE CORRECT IN THEIR VIEWPOINT, IF FOR NO OTHER REASON THAN THE FACT THAT THEY HAVE BEEN IDENTIFIABLE WITH PERSONAL EXPENDITURES OF TIME AND TALENT IN SERVICE TO BOTH HAYWARD CITY AND THE SCHOOL DISTRICT.

MR.MOORE,IN A RECENT CONTRIBUTION , EVEN WENT SO FAR AS TO SUGGEST TO PARENTS OF HUSD STUDENTS, THAT THEY TRANSFER THEIR CHILDREN TO CASTRO VALLEY SCHOOLS.
THAT PARTICULAR REMARK WAS NOT JUST BRASH, IT BELIED THE THOUGHT THAT HE IS INTELLIGENT.

WORSE YET, MOORE HAS NOT BEEN IDENTIFIED AS A PERSON LIVING IN A LOCATION WHERE HE WOULD BE MAKING A CONTRIBUTION TOWARD TAX SUPPORT OF HUSD. IF AS AN EXAMPLE, HE LIVES IN SAN LEANDRO, THEN THE QUESTION IS: ‘OF WHAT BUSINESS IS IT, THAT GIVES HIM LICENSE TO
‘CARP’ ON MATTERS ASSOCIATED WITH HUSD?’

I HAVE BEEN UNABLE TO DETERMINE WHICH, IF ANY, CIVIC GROUP ESTABLISHED BY City or HUSD at which Mr.Moore has contributed time and talent to solution of either specific or general concerns identified by the aforementioned group administrations.

Has he served on Hayward’s Library,planning or any of the other commissions which meet periodicaly to discuss issues tossed to then for the simple reason that Council members or trustees need and appreciate input from the community.

It is possible that he teaches at HUSD….. if so,had he not opportunity to seek solution by more intensive contributions to HEA? Is he held up as a role model by parents of his students?

Moore is intelligent but he fails to use his intelligence in search of positive well conceived solutions. Presently, I view him as nothing more than a ‘cheap shot’ artiist who has limited his talents by not being more proactive in the ‘ranks’ of those who volunteer the use of their time and talent to at least an attempt to create pro-active solutions.

Ms. Booth, frankly, many of the utterances that you contribute to the blog are venomously destructive!
You got off to a poor start,( which you make no effort to overcome),when you used the blog to attack the reputation and character of Mr.Armas.

If you think that I have been ‘mean’to you considder the that you brought it upon yourseklf when I challened
you to consider the difference between ‘freedom of speach’ and ‘licentious speach’.

You remain ignorant of the difference between two types of expression, as your last critique of me well demonstrates.
K Rocchio Says:
September 7th, 2011 at 9:40 am
I agree with Teachermama! In the example given above, part of the difference between the scores of 795 and 818 may come from the difference of 504 students vs. 93 students. The fewer students tested, the fewer students it takes to make a huge swing. There are so many factors that shift these scores that it would be impossible to list them all.

These tests may be more suited to comparing test taking abilities and strengths and weaknesses of students, but I don’t believe they are the best indicator at what is actually being learned. My children have been lucky to be challenged by their teachers. They are provided with opportunities to explore areas of interest to further their education. Unfortunately for our schools, there is no number on the API to show for this area. They receive a rigorous and relevant education. If I could choose, I would have more time spent exploring each child and what gets them engaged in learning and less time preparing for “the test”!

Many parents will peruse the API listing and make judgments about schools based 100% on the numbers released. They will buy real estate and form opinions on schools, teachers and students without ever setting foot in a classroom or on a school campus. This is what I believe to be the biggest issue I have with these rankings.

I thank the teachers of HUSD for putting themselves in these classrooms every day. For facing up to the public evaluations and continuing to do their jobs well amid all of the restrictions and reductions. They are the ones who will see that no child is left behind, not because of any law, but because that’s what they do!
Jeff Says:
September 7th, 2011 at 10:48 am
Yes, as I parent of a 3 yrd old and 5 months old, I will be reviewing the API scores around the East bay and move my kids out of HUSD when its time for elementry school.

The difference between 795 and 818 is 23 points or about 3 percent. These scores are a good indicator for each school and I use it as a Bible just as most high quality univeristies use SAT scores to screen incoming freshmen.
Michael Moore Says:
September 7th, 2011 at 11:59 am
My real name is Michael Moore and I live in Hayward with my wife and have done so for more than a quarter of a century. I own my home, as I have throughout that time. That you cannot find me is your issue.

I am thrilled that the top 20 to 30 percent of the children in the HUSD test at proficiency or above. The converse of that is the vast majority of the students in the HUSD test below standard to unacceptable.

That parents and teachers and administrators and trustees have failed to change this except at a couple schools is inept if one is kind and criminal if you consider the mandate to educate children as a responsibility.

San Lorenzo and San Leandro are not much better. Castro Valley has terific results. You can bet money that I would put my kids, who are gone now, in such a school system.

As to contributing to Hayward, the internecine warfare is not rewarding enough for me to put up with the abuse. I care to make the difference in my neighborhood which is what I have done for a quarter of a century.
Kathi Booth Says:
September 7th, 2011 at 11:18 pm
Thank you Ms. Rocchio for your cogent remarks. This has always been the problem in education…make all children fit into the same box; forget that there are different styles of learning; forget that each child is an individual who will learn at his or her own rate; forget that tests are simply a tool amongst many that help to access progress. Education has become obsessed with numbers and scores. What a shame for students and what a burden for teachers.
John Kyle Says:
September 7th, 2011 at 11:32 pm
Michael Moore.
If you were familiar with the Hayward City website accessed at: HAYWARD-CA.GOV you would eventually find, as a matter of interest, that each property owned by an individual, or a married-unmarried couple can be identified using the names registered on the County records as a separate, taxed entity. The kicker is that this applies only to property within the city.
If a property is not located in the city, it cannot be used to identify all those properties within the administrative boundaries of Hayward Unified School District. One must then go to County records, as kept at the Assessor’s offices to at least determine who is on the assessors roles or the more laborious route through grantor/grantee documentation files.
As you do not live within the City, I would expect that, since you do not pay taxes based on the value of your home that you are wise enough to refrain from any publicly expressed criticism of that civic entity.
The Hayward Unified school district provides schools to the entire City excepting only a portion of South Hayward known as ‘Fairway Park, a segment of which is in Union City’s school district. If you live in the unincorporated area upon the hillside known as Fairview or that area northerly of ‘ A’ Street, in the flatland area south of Willow Ave or, additionally if your home is located in the unincorporated area generally seen east of Mission south of Rte I – 580 and generally following Grove way easterly as well as southerly to and inclusive of the sizable Fairview area…. Then you are involved only with HUSD. Thus, your ‘comments’ ought be limited to HUSD. ( in more charitable tones.)

If you do, in reality, live within the HUSD area and pay taxes for the support of that area, then I do support your right to criticize the district but only to the extent that you bring balance to the discussions. An effective way to bring ‘balance’ to criticism is for you to engage in some form of direct involvement with the School administration and the Board of Trustees.
I have yet to see your name associated with proactive thought and action.
If you live in zip code area 94541, as I do, then let me alert you to the fact that we enjoy the presence of one of the very highest concentrations of parolees and probationers in the County of Alameda. While Pleasanton enjoys the presence of just five of that crowd. Zip 94541 Has a count exceeding 4,000 ( to the best of my memory).
I repeat here, the story of my experience endured at the graduation of a grandchild from a Pleasanton high School. The Superintendent went to the microphone and began to address the graduates and their families at the ceremony held in the Alameda County Fairground’s amphitheater. Raising his right arm straight out in a westerly direction he said ”are you not glad that your children did not have to attend school on the other side of those hills? What was worse was the resultant boorish behavior of those students and the 1,000 or more folks in the audience… which went on for about two minutes.
Pleasanton has defied the Association of Bay Area Governments on the subject of ‘low income housing’! While Oakland and Hayward schools bear the brunt of the problems created at our schools as result of recidivism. It is hard to teach kids when the recidivism rate for the first year of supervised released felons is 40% AND AT THE CONCLUSION OF THE THIRD YEAR OF SUPERVISED RELEASE, the count IS QUITE CLOSE TO 60%. A Large part of the truancy, transience and test score problem can be laid to the recidivism experience.

A way can be found to correct that problem….if you care to help, I invite you to a hamburger experience at ‘In and Out’ at Lewelling and Hesperian intersection any time after September 13, 2011
My phone number is in the book.

At 81 years I am willing to give it a ‘GO”
How about you ?
John Kyle Says:
September 7th, 2011 at 11:51 pm
Michael Moore.
If you were familiar with the Hayward City website accessed at: HAYWARD-CA.GOV you would eventually find, as a matter of interest, that each property owned by an individual, or a married-unmarried couple can be identified using the names registered on the County records as a separate, taxed entity. The kicker is that this applies only to property within the city.
If a property is not located in the city, it cannot be used to identify all those properties within the administrative boundaries of Hayward Unified School District. One must then go to County records, as kept at the Assessor’s offices to at least determine who is on the assessors roles or the more laborious route through grantor/grantee documentation files.

As you do not live within the City, I would expect that, since you do not pay taxes based on the value of your home that you are wise enough to refrain from any publicly expressed criticism of that civic entity.
The Hayward Unified school district provides schools to the entire City excepting only a portion of South Hayward known as ‘Fairway Park, a segment of which is in Union City’s school district. If you live in the unincorporated area upon the hillside known as Fairview or that area northerly of ‘ A’ Street, in the flatland area south of Willow Ave or, additionally, if your home is located in the unincorporated area generally seen east of Mission south of Rte I – 580 and generally following Grove way easterly as well as southerly to and inclusive of the sizable Fairview area…. Then you are involved only with HUSD. Thus, your ‘sniping’ ought be limited to HUSD.

If you do, in reality, live within the HUSD area and pay taxes for the support of that area, then I do support your right to criticize the district but only to the extent that you bring balance to the discussions. An effective way to bring ‘balance’ to criticism is for you to engage in some form of direct involvement with the School administration and the Board of Trustees.
I have yet to see your name associated with proactive thought and action.
If you live in zip code area 94541, as I do, then let me alert you to the fact that we enjoy the presence of one of the very highest concentrations of parolees and probationers in the County of Alameda. While Pleasanton enjoys the presence of just five of that crowd 94541 Has a count exceeding 4,000 ( to the best of my memory).
I have told the story of my experience endured at the graduation of a grandchild from a Pleasanton high School. The Superintendent went to the microphone and began to address the graduates and their families at the ceremony held in the Alameda County Fairground’s amphitheater. Raising his right arm straight out in a westerly direction he said ”are you not glad that your children did not have to attend school on the other side of those hills? What was worse was the resultant boorish behavior of those students and the 1,000 or more folks in the audience… which went on for about two minutes.
Pleasanton has defied the Association of Bay Area Governments on the subject of ‘low income housing’! While Oakland and Hayward schools bear the brunt of the problems created at our schools as result of recidivism. It is hard to teach kids when the recidivism rate for the first year of supervised released felons is 40% AND AT THE CONCLUSION OF THE THIRD YEAR OF SUPERVISED RELEASE IS QUITE CLOSE TO 60%. A Large part of the truancy, transience and test score problem can be laid to the recidivism experience.
A way can be found to correct that problem….if you care to help, I invite you to a hamburger experience at ‘In and Out’ at Lewelling and Hesperian intersection any time after September 13, 2011
My phone number is in the book
Michael Moore Says:
September 8th, 2011 at 10:29 am
Blaming the long term failure of the HUSD to educate successfully the majority of its charge on parolees, probationers, truants and drugs is diversionary at the least and divisive at best. The Leadership Model is the solution to the problem.
John Kyle Says:
September 8th, 2011 at 12:45 pm
Moore;

You miss tyhe point entirely!

husd SUFFERE GREATLY DUE TO THE NEGIGENCE OF THE PARENTS ON PAROLE.

tHEY ARE NOT THE TYPES WHO LIVE A LIFE OF CELIBACY; THEY ARE INDIFFERENT, IN MOST CASES, TO THE HARM THEY DO THEIR CHILDREN….. THEIR CHILDREN ARE OF NEGATIVE INFLUENCE ON husd BUDGETS DUE TO LOSS OF ADA MONETY BUT WORSE YET, THEIR TRANSIENCT FROM ONE SCHOOL DISTRICT TO ANOTHER HAS A TELLING AFFECT.

OF COURSE, IF YOU ENJOY BEING MASOCHISTIC, THEN CONTINUE LIVING IN ZIP 94541 WHERE REAL PROPERTY VALUES CONTINUE IN DECLINE….IF THE KIDS ARE ENTITLED TO EDUCATION…JUST TRY TO REGISTER THEM FOR CLASSES IN PLEASANTON! AFTER ALL pLEASANTON DISTRICT IS NEAR THE TOP IN RANKING OF ALAMEDA COUNTY SCHOOLS ! WHY DENY THEM THE OPPORTUNITY ?
John Kyle Says:
September 8th, 2011 at 1:14 pm
All;

Transiency and truancy are a serioius problem in HUSD.

20 years ago we hads the same problem and the Superintendent of the mmoment, Marlin Foxworth made formuilated a great question which was: “If you do not have the presence of a child beyong 2 or 3 years of residency in the district at the school by which they entered our district… then how do you expect them to learn?” To which I would add: .. ‘when teachers are unable to pass a student from,one class to the next, without any consultive advice to the next instructor, about the child’s particular needs.’

So, what I see occurring in the exchange of ideas (?) here in this blog…. is just so much mental masturbation…. pleasurable to some but ineffective as to result or meaning!

The real alternative? SB 1317! A day in the slammer or threat of violation of parol;e depending upon the type of parent who/which is at the core of the problem.

“IT’S A COLD WORLD, KIDDIES!”
Kathi Booth Says:
September 8th, 2011 at 6:17 pm
You are correct Mr. Moore. Many factors affect test scores and successful academic achievement and to focus simply and completely on perceived truancy problems is just dodging the real issue; that being our highly paid HUSD staff, particularly the superintendents and upper adiministration have failed to provide anything that begins to serve the academic needs of children.
Michael Moore Says:
September 8th, 2011 at 7:36 pm
The solution, pure and simple is to adopt the Leadership High School model. The kids will thrive. Those parents that want their kids in a different school should move to the district that emulates what they want. They have lots of choices.
Michael Moore Says:
September 8th, 2011 at 7:39 pm
Walnut Creek has nice scores as does Castro Valley and Pleasanton. Perhaps the parochial schools will want to outreach and offer scholarships to those parents who have children that cannot hack the stress the Leadership, Faith Ringgold or Montessori bring.
teehee Says:
September 8th, 2011 at 8:11 pm
you talk a lot about the “Leadership High School” model. I ask you, whats their model? What do they do that is so different?
Michael Moore Says:
September 8th, 2011 at 9:33 pm
Qodrn’s response in 28 above is a good start.

Teachers have long days. Not only limited to 7.5 hours.

Students attend from 8:10 to 3:45. Long day.

Students wear uniforms.

Students have mandatory tutoring up to four times a week for any grade below B-.

Kids serve detention for lots of stuff, including excessive absences.

Every class begins with a launch or a quiz. If you are not taking the quiz by the time class begins, it is not good.

Homework is assigned daily; at least two hours is expected. Usually more.

All kids take college prep courses. Period.

Parents have ability to check on kids grades at all times.

Parents can look up the homework at at times.

All students have a homeroom.

School has a great resource program for those with learning issues.

School is primarily minority, leaning to Hispanic majority.

Any classes not passed (grade below C results in mandatory summer school.

Parents and students work together to raise money for stuff where it is needed.

Kids get kudos for identifying strangers on campus.

Family meetings allow both teachers and students to call out both successes and failures (one week students got called out for being “complacent” and ordinary.

The students have to learn the school chant.
Michael Moore Says:
September 8th, 2011 at 9:35 pm
This is the link

http://www.leadps.org/our-schools/hayward/
Kathi Booth Says:
September 8th, 2011 at 9:37 pm
Teachermama,
As far as I know they have longer days; a more rigorous study day; consequences for infractions that are implemented; parent buy-in and student buy-in. They seem to definitely be more outcome based.

Is that the only way to do it? I don’t think so. I truly believe the problems in HUSD stem from a lack of consistnecy due to the various grants that come in and out causing constant cirriculum changes; a lack of trust that teachers really do know what is best for student success; consant changes in administration and a goodly amount of disconnect; disinterest at the administrative level; and a BOE that does not trust its own instincts regarding what needs to be done. Currently the BOE has 3 members that have educational backgrounds and have been in the classroom..yet they don’t trust themselves, they capitulate to the “professionals” even when their guts tell them not to.
Michael Moore Says:
September 8th, 2011 at 9:41 pm
LPS has designed its curriculum to ensure that 100% of our graduating seniors meet the University of California/California State University entrance requirements and receive acceptances to college. Our curriculum is designed to support students of all levels in making strides as learners and leaders. LPS has worked with CSU professors to develop a curriculum that will ensure our students are ready for college courses.

College-Linked Curriculum and Expectations
•Senior exit expectations and assessments developed in conjunction with CSU professors to ensure readiness for college courses
•A Writing assessment program linked to CSU freshmen placement tests with the objective of students passing the CSU Early Academic Placement tests prior to graduation from high school
•9-12 grade curricula backwards mapped from exit / CSU entrance expectations
•Efforts to enroll students in community college courses prior to high school graduation in order to expose them to college rigor and ease the transition to college

Graduation Requirements
•UC/CSU entrance requirements with a grade of C or better

- 4 years of English

- 3 years of Mathematics to include algebra, geometry and intermediate algebra

- 2 years of History to include US History (3 years recommended)

- 2 years of Laboratory Science to include Biology, Chemistry and Physics (3 recommended)

- 2 years of Language other than English

- 1 year Visual and Performing Arts

- 1 year Elective courses selected from the above subjects
•Participation in four years of Advisory and completion of Leadership projects

•Application to a two or four-year college
Michael Moore Says:
September 8th, 2011 at 9:42 pm
Personalized Pathways to College Success
LPS is committed to graduating students ready for success in college no matter the preparation with which they enter 9th grade. A key component of the support is personalized learning programs for both high achievers and students with gaps in their educational background.

Individualized Schedules
LPS leverages our small size and personalized learning environment to create individualized schedules for each student. These schedules are designed to provide any needed catch-up courses in reading, numeracy and English Language Development as well as the ongoing support that might be needed for success in rigorous, college-prep, high school courses. Students entering well prepared have opportunities for Advanced Placement and Community College coursework, earning college credits while still in high school. Student progress determines variations in the timing and support, but not the content, of core courses so that all students are successful

Early College Opportunities
LPS is one of a select group across the United States that is varying the length of high school by working closely with community colleges so students may begin college coursework before graduating and may extend high school coursework into a college bridge year in areas where more time is needed.

Ongoing Progress Monitoring and Intervention
LPS uses several assessment tools to monitor our students’ progress including:
•Yearly diagnostic testing using the Northwest Evaluation Association’s Measures of Academic Progress (MAP) to target skill needs with spring re-testing to monitor growth.
•Regular benchmark assessments backwards mapped from college entrance exams and co-designed with college professors
•Placement in ongoing tutoring with regular monitoring using Intervention Data Rosters (attendance, grades, diagnostic tests, state STAR assessments, interim assessments, CAHSEE, and teacher recommendations).
•Provision of individualized and small group socio-emotional supports with links to partner social service organizations.
•Continued monitoring and support through a four-year advisory program that powerfully links teachers and a small cohort of students.
Michael Moore Says:
September 8th, 2011 at 9:45 pm
LPS-Hayward, the school, is only as strong as LPS-Hayward, the community. And within this community, you, the parents, play a very important role. Throughout the school year, there will be many opportunities for parents to actively contribute to the school. From monthly Parent/Guardian Association meetings, to back-to-school nights, to teacher appreciation week and even volunteering opportunities, we want LPS-Hayward parents to play a major role in our school. Keep an eye on our calendar as well as our monthly newsletters in order to stay up to date with everything that is going on at LPS-Hayward.

These include:
•Automatic calls home
•Monthly parent newsletters
•Monthly Parent / Guardian Association (PGA) meetings
•Monthly Site Council meetings
•Updates on this website

Student Forms
The following links include information about the student dress code, our school culture and conduct norms, weekly school schedules and important dates.

LPS-Hayward Culture & Conduct Norms
Kathi Booth Says:
September 10th, 2011 at 9:36 am
Lots of info Michael.
qodrn Says:
September 11th, 2011 at 2:40 pm
The info is from the school’s website at http://www.leadps.org.
Michael Moore Says:
September 12th, 2011 at 2:47 pm
Qodrn, thank you for re-posting what I posted in 60 above.
qodrn Says:
September 12th, 2011 at 4:09 pm
How did I miss that? LOL. I will blame it on my cold medicine.
Michael Moore Says:
September 12th, 2011 at 4:59 pm
Hope you feel better.
teachermama Says:
September 12th, 2011 at 10:52 pm
Tomorrow is the dreaded 15th day! Keeping my head high and my fingers crossed. LOL.
K Rocchio Says:
September 13th, 2011 at 7:29 am
Teachermama,
Good luck. Being year-round we already made it through. Hope for as little disruption as possible for you!
teachermama Says:
September 13th, 2011 at 9:45 pm
Awwww, thanks Kelly! Well, no such luck. Losing some kids, gaining some, becoming a combo once again. My 5th one w husd. Back to late nights and frozen dinners for my kid. Sigh.
qodrn Says:
September 14th, 2011 at 11:10 am
Teachermama maybe you do to good a job with combos, so you always get one. I would like to see the school board eliminate combos. This is enough variation in a one grade classroom. Is there any way to find out the percentage of combos vs. other districts?
teachermama Says:
September 14th, 2011 at 10:11 pm
I agree w u Qodrn! The parents are getting really fed up with having their kids in combos year after year, especially with the bigger classes. There must be a way to get that data. Anecdotally, a teacher friend of mine said in her district they are trying to reduce the number of combos. The downside was that her school ended up having to redirect students to other schools.

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