Tag Archives: wusd
The City of West Sacramento announced Oct. 20 that it had received a $496,000 federal grant to implement a new “Safe and Healthy Routes to School Project.” The grant was administered by Caltrans.
The project will seek to “establish a culture of walking and biking to school in West Sacramento” and to make infrastructure improvements that may be needed to help students do that. The program will run from 2012-2014.
The project will include “comprehensive education and encouragement programs customized to meet the needs of each of eight West Sacramento” elementary schools, said a press release from Greta Vohlers, Transportation Program Specialist for the city. The schools include grades kindergarten through eight.
“We expect to build bottom-up support for safe routes to school and leave a dedicated group of advocates who can grow and maintain similar programs after the close of this project,” said Vohlers.
At least one “parent champion” will be recruited from each campus, and trained to help encourage walking and biking to school.
Copyright News-Ledger 2011
The News-Ledger just received notice that Washington Unified School District has set a date for the first-ever ‘State of the District’ dinner.
The event is planned for Nov. 1 at River City High School. It begins at 5:30 p.m., with dinner at 6. A speech by board president David Westin is expected.
Further details — including cost — have not yet been released.
WUSD schools met the goal of Board President David Westin to achieve a 20-point increase in API scores overall this year. In fact, scores at the district went up 28 points.
The gain makes for a 48-point increase in API scores districtwide over two years.
Westmore Oaks this year joined Bridgeway Island and Southport elementary schools in achieving the 800-point status with this year’s round of testing.
Said Westin in a WUSD press release:
“The Washington Unified School District’s sustained API achievement reflects our ‘whole child’ approach — focusing on the student’s academic, emotional and social needs — along with quality teaching that is driven by students’ learning needs and determination to make learning applicable to continued success, long after they graduate from our schools. This is another clear indication that our district has already gone to the next level.”
Added Dayton Gilleland, WUSD superintendent, in the same press release:
“Gains are no longer isolated to a few schools or socioeconomic groups. We are now seeing more consistent growth throughout the district. . . Beyond test scores, on any given day, if you walk into a classroom, you will see engaged students who are excited and ready to learn.”
The district reported that almost every school saw at least a 10-point increase in API scores this year.
The exception was Yolo High, the district’s alternative high school, whose scores dropped from 406 points to 389.
Copyright News-Ledger 2011
NEWS-LEDGER – MAY 4, 2011
By Dayton Gilleland, Ed.D.
Washington Unified School District
When I arrived in West Sacramento about ten months ago, I expressed to the Washington Unified School District Board of Education that I was enthusiastic about the incredible gains the district had made in the past few years and optimistic that I could manage the next iteration of academic improvement and promise for our 7,300 students. There is a consistent pattern among school districts that have demonstrated solid academic improvements, and I recognized many factors that affected such gains in Washington Unified. My message resonated well with the Board, and I am grateful for this opportunity to serve our students and community. I remain true to my initial enthusiasm and committed to the work before us to sustain the accelerated growth that this school district has demonstrated. Our kids deserve no less, and our future depends on our success.
A couple of weeks ago, I had the opportunity to attend Mayor Cabaldon’s Annual State of the City Address with the WUSD Board of Education. I knew that evening that I would be providing a response to the message that was shared by the mayor. I suspect that he has anticipated my response as well. Reflected in the mayor’s silence on matters of the school district’s excellent financial health, in the midst of such horrendous economic tragedy, and disregard for students’ significant academic gains achieved in our schools, is evidence of the inconvenience or threat he perceives toward his objective to “save our schools” through the efforts of city government. While my wife suggests that my delay in finalizing this copy is a problem and that the whole issue has lost some luster, I maintain that this delay was needed to assure the degree of objectivity and accuracy in the facts that I have prepared for print.
In my various reviews of a certified copy of the mayor’s address, as delivered on April 14, 2011, I have found several areas of concern with a variety of inaccuracies, misrepresentations of truth, and an apparent neglect to mention actual gains that the school district has demonstrated. I will address my findings specifically but first need to state that much of what the mayor shared that evening, while narrow in scope, was factual, and while some comments he made were simply wrong, I find that I am mostly troubled by the information and data that his presentation lacked and a bias that appears in the picture he portrayed. On April 4, 2011, I sent an e-mail to him offering “any pertinent data and/or talking points” that he felt might fit into his message. His non-response to this offer suggests that he already had the information he needed and is consistent with numerous invitations Board President Dave Westin and I have extended in an attempt to meet.
The mayor stated in his address that our students’ academic progress has “slowed some” over the past three years. It is important to note that our students’ academic gains have not slowed but rather accelerated during this period. During the three years in question (2008, 2009 and 2010) the district’s Academic Performance Index (API) improved a total of 44 points. Over the course of the three previous years (2005, 2006 and 2007) the district’s growth was 34 points. The 20 point API gain in 2010 represents the second highest gain of the twenty school districts in the entire Sacramento region.
The Annual Yearly Progress measure (AYP) is the performance indicator reflected in the No Child Left Behind (NCLB) initiative. This measure identifies the percentage of students performing at proficient and advanced levels in English/Language Arts and Math. Over the last three years, the district’s AYP has improved in English from 41.3% to 49.1% with consistent gains each year. In Mathematics, the gains have been more modest but follow a similar path from 44.1% to 49.5%.
I remain confused by the mayor’s statement that for “the last two years the total number of Latino kids in our community who tested proficient in English and Math and were college ready: Zero.” I had referred to district-wide proficiency levels earlier. The disaggregate for the Hispanic/Latino student subgroup over the past two years reveals growth in both English and Math with gains from 34.3% in 2009 to 38.4% in 2010 in English and from 35.0% in 2009 to 39.6% in 2010 in Math. Further to the point, 343 seniors graduated from River City High School last year. Of that group, 34% are Latino (117) and of this group, 19 students entered a four year university, 68 enrolled in a community college, 7 continued their studies in a trade school, and 7 entered the military. 107 of the 117 Latino graduates last year are reflected in these numbers. While we are by no means satisfied with these percentages, we are encouraged by sustained gains and there is a considerable distinction between the facts and what was stated by the mayor. His reference to “zero” is incongruent with the actual data and appears to me to be more inflammatory or alarmist than it is a call to action.
Mayor Cabaldon’s claims our improving statistics are due to “changing demographics” and that our community now has “a lot more high achieving kids”. Any reference to demographics in the context of student performance is risky. The most important factor to consider is that all students can learn and it is our obligation and intent to meet the needs of all students who enter our classrooms. The mayor’s opinion that this is the basis of our gains is inaccurate. The school achieving the highest API gain this past year was Riverbank with an increase of 39 points. Riverbank is a school in the northern portion of town. Our schools in the north are situated in the most established communities and those which have been affected the least, if at all, by this change in demographics. Additionally, free/reduced priced lunch rates are an indicator of socio-economics in communities. This factor is used by the California Department of Education (CDE) in calculations of comparable districts for API demographics. In 2007, 55% of our students qualified for free/reduced priced lunches. In 2010 the number increased to 67%. In this regard, Washington Unified has demonstrated academic gains that have surpassed those projected from this changing demographic by the CDE. The gains our schools demonstrate are reflective of how we have become more responsive to students’ specific educational needs.
The mayor stated that “a lot of our overall statistics look pretty decent.” I would concur. I also agree fully with his claim that “we can’t accept schools that are good enough.” We will continue to improve and wish to be collaborative with the community and the city in all efforts to support our students and their success. It is my sincere hope that the political flavor that accompanied my dinner that night does not represent continued barriers to cooperation and collaboration between the school district and the mayor’s office.
I found the State of the City Address to be disparaging to the nearly 800 employees in the school district that have dedicated themselves to this work. I will maintain my focus on the educational work our teachers and staff do for students in Washington Unified. This work occurs daily in our classrooms. Our teachers are an invaluable asset who have been too frequently and for too long discredited. I don’t intend to venture any deeper into the political abyss that West Sacramento seems to offer; however, without regret or apology, I will continue to defend what is working and acknowledge those responsible for our success.
My intent is to focus on the work at hand, and to further establish cooperative and collaborative relationships with those who share common interests and commitments to students’ success. We will continue to reach out to the mayor’s office in an attempt to align our efforts and enhance our potential for great gains. The School Board President’s Initiatives validate our commitment to work within and throughout our surrounding communities. In title alone, these initiatives demonstrate the collaborative intent:
— The Whole Child Initiative,
— The Parents Bill of Rights Initiative,
— The Better West Sacramento Initiative, and
— The Community Networking/Outreach Initiative
The work that has been underway for the past several months, with substantial participation from local agencies, city employees, and elected officials from throughout this region, will continue. It is my hope that we can all come to the table to share ideas and reach the enhanced benefits that collaboration will provide and isolation will deter.
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Copyright News-Ledger 2011
EDITORIAL – NEWS-LEDGER – APRIL 20, 2011 –
Mayor Cabaldon and the local school district aren’t going to see eye-to-eye on this one.
At last week’s “State of the City” address by the mayor, Cabaldon took credit for bringing leadership reform to Washington Unified School District. A decade ago, as Cabaldon reminded his audience, the mayor formed a “blue ribbon commission” that harshly criticized the district and its school board. He then supported candidates for the school board who won and changed the board’s complexion.
Local schools started to improve after this intervention, he said.
Flash forward to the present date. There’s a new and different generation on the school board, led by board president Dave Westin. This board believes it’s on the right track, and believes that a 20-point jump in standardized student test scores last year proves it.
But Cabaldon doesn’t see it that way.
“Over the last three years, that remarkable progress has slowed somewhat,” said Cabaldon, in an oblique criticism of Westin’s regime. The mayor added that the test scores are masking a gap in achievement, particularly among Latino students, and they don’t address the drop-out problem. He proposed some level of increased involvement by the city and community in this problem – although some of his suggestions were small (give preschoolers a few of their own books) and some were, as yet, still vague. But the real news was that he was again pushing the city government onto school board turf.
Now, the mayor doesn’t run the school district any more than the school district runs the city fire department. Cabaldon and Westin are not close partners. Comments such as those the mayor made last week aren’t likely to be well-received at 930 Westacre Road. Cabaldon is smart enough to know that before he spoke up.
Whether Westin and Cabaldon can get along well is unimportant. More important is whether local education can come out ahead if the local city government starts putting some pressure again upon the Washington Unified School District.
Copyright News-Ledger 2011
NEWS-LEDGER – MARCH 2, 2011
By Steve Marschke
The school board and superintendent of Washington Unified School District sat around a table for several hours on Friday, deciding on goals for the district for the 2011-2012 year. More specifically, they hashed out a set of benchmarks for the performance of their new superintendent, Dr. Dayton Gilleland, to be judged upon.
Students in the district are set to be tested in about two months, with results released in the fall.
“From my perspective, we should be able to hit a 20-point API increase,” said Westin. “For one thing, we’re starting from a low point. This isn’t Davis.”
Westin said he expected Gilleland to find the right personnel – school principals and others – to see that this happens.
“With personnel, we can go from ‘good’ to ‘great,’ he said. “The state’s objective for our API increase last year was 13 points. We’re only asking for seven points above that. We cannot have administrators or principals who have been inadequately evaluated. Some of them have to be evaluated and improved, and some of them just have to be moved on.”
Westin posited that there might be about 40 “problem” teachers in the district, standing in the way of progress.
“If we pulled the evaluations of those 40 teachers, probably some of (the job evaluations) have not been done, and some had ‘good’ evaluations because there’s no pressure,” Westin commented. “The issue is, at the end of the day, not budget, but personnel. . . We’re not Davis or Granite Bay, we are not starting so high (in test scores) that it’s hard to go up. I want a 20-point increase in API, and every single person in this district has to be evaluated properly, and we audit every single teacher in the district who has negative performance, and if they received a positive performance (evaluation), then we find out who gave it to them.”
Board member Mary Leland questioned the 20-point goal, saying “we need to set realistic goals that are ambitious.”
Speaking of troubled student performance:
“I don’t think that’s all on the schools,” said Leland. “A lot of it is socioeconomic, a lot of it is community norms.”
Superintendent Gilleland thought a gain of 20 points in this spring’s testing might be too much to demand:
“I’m not sure 20 points is reasonable and attainable,” he told the board. “This year’s testing is not going to be affected very much by what is decided here. . . If I had the right people in mind and could bring them in tomorrow, that wouldn’t guarantee (the results).”
But in the end, Westin’s goal prevailed, and the board “set the bar” at a 20-point API improvement this year.
Also on the new list of strategic goals are objectives such as clarifying student discipline policies (and finding ways to suspend or expel fewer students by intervening in problems earlier), enforcing the student dress code at all campuses, improving attendance, raising the passing rate for the high school exit exam, encouraging parent-teacher associations, and getting more families to use the “HomeLink” internet communication system.
The board also expressed a desire to change the expectation for high school graduation requirements in the district – raising the required course level to be in line with University of California admission requirements, unless a student’s family opts for a lower available standard.
Copyright News-Ledger 2011