October 3, 2006

Campbell schools impress with API test scores

By Lorraine Gabbert
Staff Writer

Campbell schools showed impressive growth with the release of the 2006 Academic Performance Index (API) scores by the California Department of Education.

The majority of Campbell’s elementary, middle and high schools showed incredible growth from 2005 to 2006, with Marshall Lane Elementary showing the least and Del Mar High School making the greatest gain. However, with an API score of 902, Marshall Lane holds the highest score of any Campbell Union School. What is evident from all the schools’ scores is the dedication and commitment of their teachers, staff, parents and students.

The API is the state’s primary measurement tool used to calculate the academic performance, growth and effectiveness of California’s schools in meeting state standards. While low API scores may identify problem schools, the API test is also analyzed by teachers to target students in need of assistance in specific areas, as well as a reminder to focus on the standards. Various student subgroups within a school must also make improvement for a school to meet its API targets. These subgroups include ethnic, socio-economically disadvantaged, and for the first time in 2006, English learners and students with disabilities.

Based upon a numeric range of 200 to 1,000 points, the target goal for each school is a score of 800 points. Annual growth targets are 5 percent of the difference between a school’s base API score and the state’s 800-point target.

Campbell Union elementary schools range in 2006 API scores from 669 to 902 and many exhibited impressive growth in 2006. Capri Elementary School raised their 2005 API score by 15 points, scoring 847 in 2006.

Castlemont Elemen-tary School gained 11 points, scoring 789. Forest Hills Elementary School added 25 points, receiving a noteworthy API score of 866. Marshall Lane Elementary lost 3 points, scoring 902, which remains the strongest score in the district. Rosemary Elementary School gained 7 points for an API score of 669. Village School, which had made great strides in the STAR testing, impressed with a 28-point gain for an API score of 860.

Campbell Union middle schools also showed growth with Campbell Middle School gaining 18 points for an API score of 683. Monroe Middle School gained 2 points for an API score of 739. Rolling Hills Middle School gained 5 points, scoring well with 844.

Campbell Union high schools were the big success story. Del Mar High School exhibited tremendous API growth of 39 points, increasing from a base score of 661 in 2005 to 700 in 2006, making the 700 club. As far as growth, just behind Del Mar is Branham High School with a gain of 39 points, raising their API score from 743 to 780. Leigh High School raised their score by 16 points for an API total of 789 and Westmont High School gained 4 points, for a score of 729.

Del Mar High School experienced the greatest district growth, gaining 39 points. What makes this increase even more impressive is the fact that they gained 63 points the year before. “We’ve had two years of huge growth,” says school Principal Jim Russell. To inspire the students, Russell visited the classrooms instilling pride in the school and setting a goal of joining ‘the 700 club’ by increasing their API score by a whopping 39 points. “The students bought into the idea and we did exactly that,” he says. “I thought it would be very difficult to achieve, having gone up 63 points the year before, but we set that target and hit it.” In celebration, there is a school barbeque scheduled for October.

To reach their goal, Del Mar employed a variety of strategies including reading, Algebra I and geometry support programs for the lowest achievers. Also of note, are the growth achievements in the scores of their Hispanic subgroup (which gained 61 points) and their socioeconomic disadvantaged subgroup (which increased 59 points). According to Russell, as a district, the scores of English-language learners increased by 111 points; with Del Mar having the largest percentage of these students.

Russell credits the strength of the staff and parent volunteers with the schools’ growth. “We have a staff that is really committed to rejuvenating Del Mar High School,” he says. “They feel that this school can be better than it has been and are doing everything they can to make it so. I am exceedingly proud and the kids feel proud. When you get the kids proud of their school, there may be no limit to how far we can go.”

Branham High School Principal Tom Utic credits their growth with a number of strategies employed by the staff including workshop classes, which reinforce Algebra and English skills for students below grade-level standards. Teachers evaluate students’ success in the previous year’s API test and courses, targeting those students needing additional assistance. In addition, in-depth pacing calendars, staff development and collaboration have been a focus in teachers creating instructional strategies.

“We’re pretty happy all around,” says Utic. “The kids are happy and the teachers can see the results of what they’ve been doing.” In Science, for example, every teacher and student in the first two grade levels employs the same note-taking techniques and as a result, their scores have increased. “We’re proud of our kids,” he says, “and we’re proud of our teachers.”

Terry Peluso, Campbell Union High School District Director of Assessment, Technology and Student Services, is ecstatic with the gains the schools have made. “Del Mar gained 39 points!” he exclaimed. “They knocked it out of the park!”

Peluso attributes Del Mar’s success to focusing on the standards, employing best practices and a strong emphasis district-wide on English-language arts and mathematics. They also provided remedial courses to struggling students in addition to their regular classes. For example, students in Algebra I lacking skills for success remained in Algebra I rather than being pulled, and were placed in a remedial class as well, strengthening their skills. In English-language arts, struggling freshman were targeted immediately rather than waiting until it became more difficult for them.

“We’ve discovered a couple of things that seem to work,” says Peluso, “but we need to do more.” This year, rather than waiting for STAR results at the end of the school year, teachers will give students additional exams to be able to assess their progress while there’s still time to adjust and for learning to occur. “We want to try to bring better success to each one of our students,” says Peluso. “We’re very happy. Now we have to redouble our efforts.”

“The state and federal accountability systems provide important information about public school performance,” said State Superintendent of Public Instruction Jack O'Connell. “They show that California schools are making steady progress in raising student achievement, but that we must continue to focus on closing the achievement gap.” O’Connell considers these systems essential in ensuring that schools continue to meet the individual needs of their students, preparing them for success in a rapidly changing global economy.