A group of Middle School Students addressed the School Board about positive changes happening at their campus.

The March 1st Fillmore Unified School District (FUSD) Board Meeting was long and ended after 11pm as many of the approximately 80 in attendance gave their opinions on the upcoming changes to the school district. There was a wide breadth of comments ranging from thanking the Board for the gate to the school track field, wanting tests taken during school hours, low teacher moral and requiring too much extra work from teachers to the meeting’s main issues of layoffs and curriculum changes.

Fillmore schools will be hit hard by the cuts Governor Jerry Brown is proposing leaving no other choice but to cut expenditures. Assistant Superintendent Business Services Dr. Michael Bush explained that a total of $5.5 million over the past four years has already been cut, but more cuts may have to be made. Bush remarked that at best a 6-10% cut will happen if the tax initiatives in the November elections do not pass, losing the district another $600,000. Teachers lose pay when days are eliminated, he added and went on to say “The teachers took five furlough days last year and 10 this year.” Boardmember John Garnica responded, “This is an absolutely awful situation.” Superintendent Dr. Alan Nashino told those in attendance “We’ve been kicking the can down the road for years….if we’d addressed this problem three years ago it would have been better.”

FUSD may be laying off over 10% of its 200 certified teachers with about 14 of the 22 possible layoffs in grades k-6. Preliminary notices will be sent out by March 15th and final notice by May 15th. Assistant Superintendent Michael Johnson said the number of teachers to be let go “…is not set in stone, but the money is what dictates it.” Some of the layoffs are expected to come from the music department and others from health. Teacher Debra Galarza said she was very excited about the changes but added, “I know music is on the chopping block…I think that is a huge mistake.” She suggested there are other ways of saving money such as investing in solar panels as a school in Oxnard has installed. Christy Neal, owner of Central Music, told the Board, “Schools with music programs have higher standards.” Prado responded, “I know how much the music is good for the school and students…I want to do some investigating about the music and counselors.”

Another of the expected changes is the high school graduation requirements which will focus on providing classes for both college and work force bound students. Requirements such as Health Education will be met by integrating health in other classes like physical education, history and biology. The administration explained that the State requirements allow an invited guest speaker to discuss the HIV/AIDs requirement if a qualified teacher is not available. An example of integrating health into other subjects might be; while discussing the Black Plague during a history class, teachers would go into greater detail as to the reasons the plague occurred and the advances made in prevention. Other changes to the curriculum include the English department working on a speech class, ninth grade biology class will have a lab and earth science will be eliminated since it is not a college bound course.

There will also be a graduated increase in community service to 60 hours as a graduation requirement. Starting in 2013 the community service hours required will be 15 with an additional 15 hours added each year until 2016 when the full 60 hours must be met.

It was announced that higher mathematics will be introduced at the middle school level allowing those students with the ability to grasp the knowledge a head start to go onto higher levels in high school. Assistant Superintendent Michael Johnson spoke with conviction as he addressed the situation stating, “We’re coming at this with high expectations for our students.” He went on to say that middle school students can be successful at algebra and geometry and their studies and grading will be the same as those offered to students at Fillmore High School. Classes taken at the middle school will count as one year of math if completed successfully. Mathematical reasoning is a natural phenomenon with a wide range of normal variation with many children having math skill abilities at a very early age and able to comprehend higher levels than was being offered in the past. Compared with their peers in Europe and Asia, U.S. students are two to 2½ years behind in math. California students are 1½ years behind, with many students not reaching the level they are capable of.

The new changes do not reduced the amount of math required, but instead the classes are offered in middle school which allows those students who want to continue on to higher math the option of doing so in high school and all students the ability meet their math requirements sooner leaving room for electives. To be competitive in a global society graduating students will need to keep up with India, Singapore and Europe in mathematics. Johnson ended the presentation with “Let our children compete.”

Board Member Virginia de la Piedra said she was pleased with the changes in math and believes the changes will have a positive impact. She added, “Health is important, but there has to be changes. I wish we didn’t have to make the cuts.” Prado said he felt the changes should have been done sooner, adding “Asian countries have been teaching Algebra in the 7th grade for 15 years.” He continued with, “Moorpark graduates are ready to enter the work force. Health is integrated into the other subjects like history. There are many other disciplines that can teach health. Now we have a plan…the students will learn health.” Boardmember David Wilde responded, “Changes are tough…there was a feeling of apathy, sometimes there’s a time for change. I’m never one to be afraid of change.” Garnica added, “We care enough about our kids to spend the time.”

FUSD has been in academic decline for a number of years now. This decline is described by the State of California as needing Program Improvement (PI) which is part of the State’s integrated accountability system that reports both the state Academic Performance Index (API), and the federal Adequate Yearly Progress (AYP) of schools in the state. The State gives each school a number that ranges from 200 to 1000 which is calculated from the results for each school’s students on statewide tests (California Standards Tests CSTs) to arrive at the API. The adequate yearly progress (AYP) report is a federal reporting requirement. AYP indicates if schools and district are performing at or above the proficient level on the CST’s. Each year the targets increase until 2013-2014 when all schools must have 100% of their student’s proficient. In the 2011-2012 school year all FUSD schools fell into PI with every school failing to meet the State’s requirements.

Fillmore Middle School has been in PI since 2003; Piru, San Cayetano and Sespe since 2006; Mountain Vista since 2008; Fillmore High School, the most recent to become PI, starting in 2010. Fillmore Middle School had made intermittent adequate yearly progress in 2007-2008 and 2009-2010, and Mountain View in 2010-2011.

Schools that have been in PI can met the criteria for what is called ‘safe harbor” which is an alternate method of meeting the Annual Measurable Objectives (AMOs) if a school shows progress in moving students from scoring at the below proficient level to the proficient level and a waver to the testing standards may be given to students with special needs and learning disabilities.

A problem that the administration said needed to be addressed is the percentage of students graduating from FUSD with the required courses to enter a UC/CSU is far lower than the county or state regardless of ethnicity and no ethnic group has met the State criteria in English-Language Arts or Math except when given a waver. FUSD is at 20.2% while the county is at 34.8% and state at 36.3%.

Nashino told those in attendance “From kindergarten to third grade children learn to read and from forth grade on they read to learn.” Understanding both math and English are needed to be successful in the work force and why the two are important subjects to master. The California English Language Arts (ELA) Standards Test is administered to students in grades two through eleven and students in grades two through six are administered the appropriate grade-level California Mathematics Standards Test. Students in grade seven can take either the grade seven math test or the Algebra I test. The State’s percentage considered proficient AMOs in ELA is 67% and Mathematics is 67.3% which FUSD is not meeting.