This post was contributed by a community member. The views expressed here are the author's own.

Schools

A Common Sense Approach to Improving College and Career Readiness

Improve Student Achievement in Math.

Dawn Urbanek, Neighbor
|

"College & Career Readiness" is the buzz word of Education Today.

When Common Core was first implemented, the goal was to improve STEM education. STEM stands for Science, Technology, Engineering and Math. School Districts across the country have rushed to spend millions of dollars on classroom computers, online learning programs, and the technology infrastructure to support Common Core implementation. Despite all the spending, what "College and Career Readiness" really comes down to, is improving student achievement in Math.

To have the option of getting into a 4-year college or university all students must:

  1. Complete their a-g course requirements, and
  2. Take the college SAT or ACT test, and score well enough to get into the type of college or university a particular student would like to attend.
There are no requirements for getting into Community College. So when a District talks about College and Career Readiness the conversation should not be directed at preparing students to enter a community college. That option is available to everyone at all times.

To improve "College and Career Readiness" you need to provide students with greater opportunities to complete a-g requirements, and you need to put more emphasis on student achievement in math.


Capistrano Unified School District has a very large disconnect between the number of students completing a-g requirements (which shows an inclination to attend a 4- year college or university), and the number of students that are completing satisfactory work in Algebra I, Geometry and Algebra II/Trig by the end of 11th grade (and preferably by the end of 10th grade).

Find out what's happening in San Juan Capistranofor free with the latest updates from Patch.

UC and CSU a-g course requirements

• History/social science (“a”) - 2 years
• English (“b”) - 4 years
• Mathematics (“c”) - 3 years - Algebra I - Geometry - Algebra II
• Laboratory science (“d”) - 2 years
• Language other than English (“e”) - 2 years
• Visual and performing arts (“f”)
• College-preparatory elective ("g")

In the Capistrano Unified School District at most high schools CUSD has close to 60% of students complete their a-g course requirements. That tells you that 40% of students have no option after graduating high school; but, to attend Community College, or get a job.


CUSD a- g completion rates by school:

• Aliso Niguel High School 58%
• Bridges Community Day -0-
• California Prep Academy -0-
• Capistrano Connections Academy -0-
• Capo Valley High School 59.8%
• Dana Hills High School 57.2%
• Junipero Serra High School -0-
• Opportunities for Learning -0-
• San Clemente High School 59.5%
• San Juan Hills High School 58.8%
• Tesoro High School 62.9%


Is a 60% a-g completion rate good for a school district that has a highly educated and wealthy demographic? That is not a question that needs to be addressed at this time because it is academic achievement in math that is holding students back - not a-g completion rates.

60% of students graduating from CUSD should leave high school prepared to enter a 4-year college or university if that is their choice.

So why are there so few kids taking the necessary math classes needed to do well on the college entrance exams? A common sense approach to improving College and Career Readiness in CUSD would be to improve academic achievement in Math.

The math section of the ACT and SAT test students on:

  • Algebra I
  • Geometry
  • Algebra II/Trig

Academic performance in Algebra II/Trig by the of 11th grade determines a school districts success in preparing students for "College and Career".

EAP Data for 2012-13 Percentage of students ready for college Algebra II/Trig is 6%
https://eap2013.ets.org/ViewReport.asp

Find out what's happening in San Juan Capistranofor free with the latest updates from Patch.

EAP Data for 2013-14 Percentage of students ready for college Algebra II/Trig dropped to 3%

https://eap2014.ets.org/ViewReport.asp




Test data shows that the percentage of students who are ready for college level work (passage of Algebra II/Trig by the end of 11th grade) under EAP had dropped from 6% in 2013-14 to 3% in 2014-15.

Unfortunately, along with the implementation of Common Core came the implementation of all new testing. The closest test to EAP is now the CAASP test.

Under the new CAASP Test they do not specifically break out Algebra II/Trig but when you ready the definitions - Algebra II/Trig would be equivalent to all students who took the CAASP Test in 11th grade and met the "Standard Exceeded: Level 4" criteria.

In 2014-15 that number was 22%
http://caaspp.cde.ca.gov/sb2015/ViewReport?ps=true&lstTestYear=2016&lstTestType=B&lstGroup=1&lstCounty=30&lstDistrict=66464-000&lstSchool=0000000

In 2015-16 that number was 24%
http://caaspp.cde.ca.gov/sb2016/ViewReport?ps=true&lstTestYear=2016&lstTestType=B&lstGroup=1&lstCounty=30&lstDistrict=66464-000&lstSchool=0000000

At best case scenario (CASSP Test Results) 76% of CUSD students graduating from CUSD have no option but to attend Community College after graduating high school. At worst case scenario (EAP Test Results) 97% of CUSD students graduating from CUSD have no option but to attend Community College after graduating high school... unacceptable from a District of this wealth and parental education levels.

There does not seem to be any explanation as to how test scores under EAP went from 3% of students are "college ready" in Algebra II/Trig to 24% under the new CAASP Test. But irrespective of the change in testing, what parents need to understand is, that if it is your child's desire to attend a 4-year college or university they must find a path to complete Algebra I, Geometry and Algebra II by the end of 11th grade; and preferably, by the end of 10th grade.

Math Paths to College and Career



Final comments to parents and taxpayers:

Math Placement at CUSD

1) Math placement into 6th grade math is so important for providing students with an opportunity to get on a path to graduate ready to enter a 4-year college or university. CUSD's math placement criteria is very rigid. There is no opportunity for parents to support their student in their ability to advance in math. I personally experienced this twice while my student was at CUSD. First during the transition from 5th grade into 6th grade where District Staff (without Board Approval) developed a new math placement test with essay questions. In preparation for that test, students were told that the new essay questions were the most important part, when in fact the essay questions were to be graded only if the student scored below a certain score and above a second score (kind of a tie breaker). As a result of this "new" test a very limited number of students were placed into accelerated math in the 7th grade. When the testing was questioned CUSD had to retest the students. Upon taking the second test, my daughter was placed into the accelerated math class in 7th grade. If the testing had not been questioned my daughter would be at least one year behind where she is today, and possibly 2 years behind. She is currently in Algebra II/Trig Honors in the 9th Grade.

State Standards and Curriculum Frameworks under Local Control

2) Parents must be made aware of the fact that under "Local Control" the California Department of Education is Stating that California Content Standards and Curriculum Frameworks are a "recommendation" not a "requirement". According to the CDE:

http://www.cde.ca.gov/re/cc/ccssfaqs.asp

How will the State ensure full and equal implementation of the CCSS in every district?
The California Education Code (EC) mandates the adopted course of study for grades one through twelve. ECSection 51210 states that the adopted course of study for students in grades one through six shall include instruction in the following areas of study:
  • English, including knowledge of, and appreciation for, literature and the language, as well as the skills of speaking, reading, listening, spelling, handwriting, and composition.
  • Mathematics, including concepts, operational skills, and problem solving.
  • Social sciences, drawing upon the disciplines of anthropology, economics, geography, history, political science, psychology, and sociology, designed to fit the maturity of the pupils. Instruction shall provide a foundation for understanding the history, resources, development, and government of California and the United States of America; the development of the American economic system, including the role of the entrepreneur and labor; the relations of persons to their human and natural environment; eastern and western cultures and civilizations; contemporary issues; and the wise use of natural resources.
  • Science, including the biological and physical aspects, with emphasis on the processes of experimental inquiry and on the place of humans in ecological systems.
  • Visual and performing arts, including instruction in the subjects of dance, music, theatre, and visual arts, aimed at the development of aesthetic appreciation and the skills of creative expression.
  • Health, including instruction in the principles and practices of individual, family, and community health.
  • Physical education, with emphasis on physical activities for pupils that may be conducive to health and vigor of body and mind, for a total period of time of not less than 200 minutes each 10 school days, exclusive of recesses and the lunch period.
  • Other studies that may be prescribed by the governing board.
Every school in California is required to provide instruction in the subjects named above, although physical education is the only subject that has statutorily required minutes of instruction. The schedule of the instructional day and week is determined by the teacher and the local school and district administration.
California is supporting local implementation of the CCSS through resources available to all LEAs, many of which are noted in the Common Core State Standards Systems Implementation Plan for California. While implementation of specific academic content standards is a local decision and not specifically mandated by EC, California strongly recommends their local use. Statewide assessments which are mandated by EC are based upon California’s adopted academic content standards. Per EC Section 52060, one of the state priorities that must be addressed in each LEA’s Local Control and Accountability Plan is the implementation of the academic content and performance standards adopted by the SBE. In addition, California has distributed $1.25 billion of Common Core State Standards Implementation Funds to support local implementation of SBE-adopted standards. Local governing boards should consider all of these factors and consult local board policy when making decisions regarding local adoption and implementation of academic standards.

I have read the AB - 97 LCFF statute and believe that CDE has taken it upon itself to incorrectly interpret the law. The law as written requires all school districts to offer instruction in the state mandated subjects and Education Code Section 44257 requires a specially credentialed teacher to teach all the subjects listed above. As such I believe CUSD is in violation of State Law by failing to provide every student with district funded art, music and science that are taught by district funded credentialed teachers. I actually did a presentation to the board about this on January 27, 2016

01-02-16Slide Presentation for the Board published on the internet

http://www.slideshare.net/DawnUrbanek/fundraising-for-core-educational-programs


Board Audio BOT Meeting Agenda Item #5 - Fundraising for Core Educational Programs
Board Meeting Audio at 2:28:0 to 2:47:45
http://cusd.capousd.org/cusdweb/boardaudio/1-27-16/CUSDBoardMeeting.January.27.2016.mp3

AB-97 LCFF
http://leginfo.legislature.ca.gov/faces/billNavClient.xhtml?bill_id=201320140AB97

Education Code Section 44257
http://www.leginfo.ca.gov/cgi-bin/displaycode?section=edc&group=44001-45000&file=44250-44277

The reason this is important for parents to understand is because we have such large class sizes with so many students of different abilities in a class with so many teachers that are taken out of the class for professional development that it may not be possible for a teacher to cover the entire curriculum. This happened to my child. My child took Algebra I in the 8th grade. When I tested my child for math placement in private school were told that she would need to repeat Algebra I. When we reviewed the test we all agreed that she did exceptionally well until the last three chapters of the curriculum. It was obvious that she had never seen that material. They allowed her to study for the one month we had before school started and retake the test. She did so well, they placed her into Geometry Honors in the 8th grade - a class CUSD does not even offer even though every other High School does. It should be noted that the lack of honors classes at CUSD prevents our students from getting the bump in GPA they are entitled to when they compete for entrance into college, and it also makes it more difficult for students to compete for merit money. CUSD has done a great dis-service to CUSD students by failing to offer honors courses. A district of this size should have many math pathways so that each student can reach their academic potential. The really troubling thing for me, is that if I had not decided to place my child into private school I would not have found out that CUSD is no longer teaching the entire curriculum. It makes me really angry to think that there are students who will take Algebra I - Geometry - Algebra II and not do well on college entrance exams because they missed a few chapters of each course. No one will know until they fail to perform well on the SAT and ACT, and by that time it is really to late for that student.

Health and CCP as a Requirement for Graduation

3) CUSD makes CCP/Health a full year required class for graduation. This is unique to CUSD and it makes students have a much harder time completing their a-g requirements. A-g completion rates would increase substantially if CUSD would eliminate CCP as a class required to graduate, and incorporate the three required units of health into PE. This is what every other district does. This would free up an entire year long course which would allow students to take one of their a-g courses. There is some ulterior motive for requiring CUSD students to continue to take CCP. It is unnecessary, and its actually making it harder for students to graduate "College and Career Ready". What is extremely concerning, is that unlike any other school district, CUSD is embedding Naviance into CCP (a required class for graduation) and is conducting student personality testing and student data mining which is shared with for-profit-companies (many connected to InnovateEd). So long after Lynn has stepped down as Trustee, her company will benefit from the access she will continue to have to our student data through her private for-profit company and all her Ed-Tech partners.

Lynn Hatton Hodson's Conflict of Interest

4) Lynn Hatton- Hodson owns a company called InnovateEd that is partners in LCAPca and Systems Leadership Collaborative. She is currently being investigated by the FPPC and the District Attorney for Conflict of Interest. The following chart shows how connected InnovateEd is to Common Core implementation spending, and how decisions that CUSD makes regarding curriculum and technology spending create conflicts of interest between what is in the best interest of Trustee Hatton's private company and what is in the best interest of educating CUSD students. CUSD is spending millions on computers, technology and technology infrastructure yet it does not offer a basic Geometry Honors Class. CUSD is spending millions on Professional Development for Teachers, and has given over $120 million in across the Board compensation increases the past four years, but claims there is no money to reduce class sizes, restore programs or fix and maintain facilities. And on top of failing to put the educational interest of students above adult jobs, CUSD now wants voters to pass Measure M ... a $1.89 billion dollar bond. The students of CUSD deserve better. The taxpayers deserve better.


web site: http://innovateed.com/

It should be noted that what Lynn Hatton Hodson through InnovateEd does for it's paying clients is the opposite of what she recommends for CUSD students.

http://innovateed.com/docs/Inn...


InnovateEd is in a partnership called LCAPca with ACSA (the Association of California School Administrators) and Progress Advisors.



InnovateEd is also part of Systems Leadership Collaborative.
http://innovateed.com/systems-leadership-collaborative



Systems Leadership Collaborative, is led by ACSA, Fullan, InnovateEd, The Flippen Group, and Fagen, Friedman and Fulfrost. The Collaborative was designed to help 15 districts from around the state successfully implement their LCAP.


Trustee Hatton-Hodson failed to disclose her business interests in InnovateED, LCAPca and Systems Leadership Collaborative on her form 700. A complaint has been filed with the District Attorney for Conflict of Interest, and a complaint has been filed with the Fair Political Practices Commission for failure to disclose her business interests.


InnovateEd has grown from a company doing less than $1 million in business to a $2.4 million dollar company because of Trustee Hatton-Hodson's partnerships with LCAPca, Systems Leadership Collaborative and the EdTech companies they have relationships with.

On August 30, 2016 the Capistrano Unified School District held a Special Board meeting to discuss potential conflict of interest charges alleged against Trustee Hatton-Hodson based on a $10,000.00 payment to ACSA/Foundation for Education for membership in Systems Leadership Collaborative.


The Board Audio can be heard at the following link: http://cusd.capousd.org/cusdweb/audio2016-17.html

As a Trustee, Lynn Hatton-Hodson makes decisions on curriculum and technology spending for the Capistrano Unified School District. The fact that these business relationships were not disclosed call into question some of CUSD's decisions regarding curriculum, and technology spending. Curriculum decisions she should have recused herself from, and CUSD contracts with her partner firms she should have recused herself from.

Tonight the CUSD Board will vote on a Contract with Progress Advisors, InnovateEd partern in LCAPca.
https://disclosurecusd.blogspot.com/2016/10/cusd-october-26-2016-bot-meeting-cusd.html

Full details of these relationships can be found at:
http://peopleforstudentrights.com/index.php/complaint/count-18-cusd-pilot-for-national-common-core-implementation

The following chart shows all the business connections and how the State of California is using the California Education System to launder one time grant money through "Professional Development" into Educational foundations that then use taxpayer money for political advocacy.

Here is Saddleback Valley Unified School District's very clear, one page 4-year Guidance Plan:
https://www.saddlespace.org/friedmand/familyguidance/cms_page/view/1163702

Notice: They require 3 years of math to graduate. CUSD requires 2.

The views expressed in this post are the author's own. Want to post on Patch?

More from San Juan Capistrano