Parents of Coronado Unified School District (CUSD) students who were tested last spring on new California assessments received this week individual student reports, a new starting point for gauging student performance. The new scores are part of the California Assessment of Student Performance and Progress (CAASPP) system. This system includes tests in English language arts, mathematics, and science. While the students' science test remains the long-standing California Standards Test (CST) until a new assessment aligned to new science standards is created, the test for students in English language arts and mathematics is completely new based on the new State Standards (CCSS).
Our entire nation is raising the bar for good reason - students need strong math and reading skills to graduate ready for college and a 21st century career. These new tests ask a lot more than the old, multiple choice exams. Students must now explain how they solve problems, think critically, and write analytically. Parents and teachers should view spring 2015 results as a baseline focusing on helping students progress toward mastery of each subject. Yet as important as these tests are, ultimately they are just one way to assess the progress of students, like a report card or grades on class assignments. These tests are simply one tool for teachers to gauge what students know.
The new standards and new tests are a big adjustment for both students and teachers. It's only natural the first year's scores will leave room for improvement for every California school. However, we are delighted with our baseline scores and we are tremendously proud of our dedicated and expert teachers, classified staff, administrators, and of course our students. Our teachers and staff work hard, usually on their own time. For several years this work focused on CCSS instructional shifts including extensive professional development and rewriting curriculum. Our teachers are professional, reflective, and forward thinking. They provide engaging instruction, and they have many ideas on how to ensure all students are college and career ready. I am writing this article to ensure that our Coronado community understands the many successes to date and the next steps on this journey of change.
The Eagle Journal recently quoted me as characterizing our teachers as "resistant" and said that I suggested that there is an unwillingness to change. Our teachers have, in fact, asked for resources to rewrite curriculum and have requested opportunities to make change. Some teachers also took exception to my reference that 30 year teachers are by nature resistant to change. This reference was meant to be general and not specific. I am a 30 year educator and I do not consider myself to be resistant to change; I know that many feel as I do. I regret that the quotes were misinterpreted and perceived as derogatory. I apologize for not being clear with my words and with my intentions.
CUSD math teachers in all grades are invested in a multi-year journey of reimagining and rewriting math curriculum aligned with the new state standards. Our teachers are committed to ensuring math proficiency for all with a balance of conceptual understanding, procedural fluency, and application of mathematics to real life. Our district believes that no matter the challenges inherent in learning, every student deserves to develop to their highest potential and have an environment that nurtures a growth mindset, especially in math.
Our teachers' commitment to these shifts is challenged by a scarcity of resources provided by the state. Two years ago secondary math teachers and administrators collaboratively redesigned the entire math course sequence. Our secondary math teachers immediately requested and received time and resources for this work which continues to this day. At Coronado High School (CHS) innovative math instruction includes the "flipped" classroom model in which students are exposed to instruction via video and use class time for collaboration and support on problem-solving, project-based learning, and growth mindset approaches to the challenges of learning. Advanced placement (AP) math scores in Calculus AB and BC far exceed the state and county averages and our students have historically earned between 80-90% pass-rate success in Calculus AB and BC, even though enrollment is larger than ever before. Likewise, Coronado Middle School's (CMS) dedicated math department has been rewriting math curriculum and assessments to align with state standards. They regularly share their best instructional strategies with each other, attend math conferences every summer, and with their CHS and elementary colleagues, have visited other county schools that display promising practices. Scores in mathematics for CMS are 20% higher than national norms. This summer, an elementary teacher team built a curriculum map of outstanding resources and assessments for grades K-5 ensuring consistency, alignment, and balanced mathematics among all elementary classrooms. Our 3rd and 4th grade CAASPP scores outpaced most schools in San Diego County.
CUSD math teachers have a longstanding, meaningful model of working together as a K-12 math team, meeting together several times during the school year to share best practices and new resources, and initiating and tackling various projects. These teachers continue to not only invest much professional and personal time, but they also attend conferences and workshops to augment their work developing curriculum. Like all of our teachers, our math teachers care deeply about their students' math proficiency and make themselves available for one-on-one support of students before and after school and after lunch. I am proud of our teachers and their ongoing efforts to ensure strong growth towards truly balanced proficiency in mathematics for all students.
Jeffrey P. Felix, Ed. D.
Superintendent of Schools
