MVWSD Board Meeting, October 5th and 19th, 2017
2016-17 California Assessment Student Performance and Progress (CAASPP) Report
The California Assessment of Student Performance and Progress (CAASPP) System is a collection of tests based on California’s state adopted content standards. Since the 2014-2015 school year, MVWSD students have taken CAASPP tests in grades 3-8 for English Language Arts and mathematics and in grades 5 and 8 for science. Test scores for the 2016-2017 school year were recently released.
In 2016-2017, the District’s average score in English Language Arts remained flat compared to the previous year – 66% of students met or exceeded the standards tested. In mathematics, the District saw a 2% increase in overall scores with 62% of students meeting or exceeding the standards tested.
The District outperformed the state in all areas and outperformed the county in all areas except with English Language Learners, who lagged behind by 3% in mathematics and 4% in English Language Arts. Scores at some individual schools dipped, but Castro’s English Language Arts scores increased from 39% in 2015-2016 to 45% and in mathematics from 32% the previous year to 41%.
School sites are using the CAASPP results to develop school site plans to address student learning that will be presented to the Board in November. Individual school data and comparisons across subgroups can be found in the CAASPP Board Report.
Response to Instruction Update
Response to Instruction (RTI) is a three tiered framework used by the District to provide academic intervention and/or enrichment based on individual student needs. Students receive targeted instruction in small groups or one on one. RTI was first piloted at Castro in 2015-2016. Castro staff focused on improving literacy, and literacy scores at the school have increased each year since. In 2016-2017, the pilot was expanded to include Bubb, Monta Loma, Theuerkauf, and Landels. For the 2017-2018 school year RTI is being implemented at all school sites, but each school site is allowed to tailor the program to meet their students’ needs. With 1 additional teacher per 300 students, the program will cost $1.6 million this school year.
Workforce Housing Proposal and Study
Dr. Rudolph and the Trustees discussed different approaches to address the high cost of housing for teachers in MVWSD. Teacher salaries range from $60-114 thousand in the District, and the average cost of a single family home in Mountain View is around $1.5 million.
A multi-pronged approach from the District might include building housing, working with outside partners, and looking at teacher compensation. The Santa Clara Unified School District built below market rate apartments available to teachers and staff to rent for up to 7 years with an eye toward allowing tenants to save toward a down payment while renting. MVWSD is also exploring next steps with Landed, a company that provides teachers with half of their down payment up to $120 thousand. The District is currently doing a compensation study and will discuss those results in the future.
English Learner Update
English Language Learners (ELLs) make up 24% of the District’s students as of October 2017. The District Quality Review carried out in 2015-2016 found that “The provision for English Language Learners across the District is ineffective, inconsistent, and, in many cases, counterproductive.” In response, the Board previously set a goal to revise the District’s English Language Learners program so that 80% of students reach English language competency within 6 years. The District plans to do so by 1) implementing the Sheltered Instructional Observation Protocol (SIOP), an instructional model targeting English Language Learners across the curriculum, in 2017-2018, and 2) implementing an evidenced based early learning language acquisition program for K-3.
The District researched five different programs to provide targeted support for English Language Learners in K-3: Sobrato Early Academic Language (SEAL), Accelerated English Program, Cognitive Academic Language Learning Approach (CALLA), Sheltered Instruction Observational Protocol (SIOP), and Guided Language Acquisition and Design (GLAD). Based on cost and the overlap with existing programs, District staff recommended that the District further consider GLAD, continue implementing and evaluating SIOP, and possibly develop it’s own program drawing on elements from the different programs researched.
Enrollment Priorities Task Force
The Enrollment Priorities Task Force (EPTF) members were selected and had their first meeting on October 24th. The meetings are not filmed, but the District will provide regular updates to the community and the Board. More information about the EPTF is included in the September LWV report.
— Devon Conley, Observer