Fillmore, CA - Fillmore Unified School District (FUSD) is facing some tremendous hurdles from potential State budget cuts to bringing the districts students test scores up to acceptable levels. The December 6, 2011 Fillmore School Board meeting had a number of parents bring their concerns over the Accelerated Reading Program to the Board. Also, hard financial cuts may be on the horizon with questions of meeting financial obligations as Dr Michael Bush presented a grim financial outlook if California’s revenue doesn’t improve. A change called Transitional Kindergarten that starts next school year was discussed, along with a new approach to how grades are reported.

Those that came to discuss the Accelerated Reading Program (ARP) included Lori Mclain, Cathy Liu, Ana Alamillo, Erika Huerta, Jennie Andrade, along with others. ARP requires students read specific books at their tested reading level, but the reading material used is not at the student’s textbook grade level.

If students read at or above grade level reading, they are assigned a maximum of their grade level points, nothing higher. If reading at grade level reading, their AR points will count toward 10% of their English grade.
If reading below their grade level reading, students are assigned points based on their reading level, but if in an Honors class a minimum of 6th grade level points, their ARP points will count toward 20% of their English grade.

As a result of this grading system a 9th grader reading at a 9th grade level or higher would only be assigned the 9th grade points and it would be 10% of his grade. But a 9th grader reading below his 9th grade level would be assigned points based on his level (unless in an Honors course) and it would be 20% of his grade.

Parents reported that last Friday, which is two weeks before the mid-term, students were told that if they fell in the 10% category, they would only be required to get half their points for this semester, and if the student was in the 20% category they would have to get all of their points and it counts double toward their grade.

Ana Alamillo told the Board the program has been an issue at FUSD for over 10 years. She went on to state that parents have been begging the program be more user friendly, particularly at the high school level where grades have been affected and impacted many students’ opportunity to enter college. Alamillo said that as a parent she was not given an actual test to review or see what it is that her child is graded on, yet it continues to be either 10% or 20% of a student’s grade which counts for more than tests or quizzes and does not teach reading, comprehension or vocabulary usage.

Jennie Andrade, parent of three students in FUSD, asked “How can any student jump from the 20 required points in middle school to 100 in one semester? The school is taking the fun out of reading for the children… make ARP a reasonable amount of required points so they could get encouraged not discouraged.”

Erika Huerta, mother of four, brought her concerns to the Board on the impact the ARP has had on her family stating, “It’s hard to understand how ARP is taking over English classes at Fillmore High School (FHS). Reading is a skill. ARP does not teach skill or strategies in becoming a better reader. It’s a computer base system that only checks student’s learning level and identifies weaknesses. ARP should not replace instructional time. High school students need academic reading and vocabulary development. For example they need to learn academic English which includes vocabulary, syntax, grammar that is explicit and systematically taught not computer taught. Students need to be exposed in classrooms where the elements of literature are being taught, interesting lesson questions are being generated and innovation to talk and become a confident and competent communicator that gives students the skills they need in order to be successful students. The ARP program does not improve reading but it gets students to read more, instead FHS is punishing students by making ARP 20% of the English grade if they do not read at grade level. Making ARP 20% of their grade, students are faced with tough choices…spending more time reading than spent concentrating on other academic subjects. If students are required to meet State Standards at their grade level, how does ARP help them when a computer generates their reading level? All academic text books are at grade level. Should high school textbooks be modified to the student’s reading level to assure understanding and success? Instead we should have student read at grade level, support the comprehension with strategies that gives them the opportunity to apply their knowledge.”

In an email sent to the Gazette, a parent explained it this way: “It is insane! It is hard to understand the concept of all of this without actually living it. The ARP points are very excessive and difficult to get. Basically it comes down to forcing your child to read daily, meaning seven days a week to meet their predetermined point value. We all support reading, but not in the manner it is being crammed down our kids throats and making good students fail. ARP has no teacher interaction. The kids check out the book, read the book, take a computerized test, the computer grades the test and tracks it all.

AND....if you read the book and don't pass the test you get zero points for the book you just read. A board member even said she read a book with a fellow teacher, took the test and they did not pass the test. The tests often test details, such as what color someone's sweater was when they got off the bus at the farm. Not always the detail kids pay attention to, especially when you are forcing them to read books off a predetermined list. People want to read what interests them. I can't pick what you like to read, you should be able to read what interests you….. Would be interesting to get a statement from the district on what they plan on doing about this. We had a huge meeting in May with the Board on the same subject”

FUSD Superintendent Dr. Alan Nishino brought up something being implemented state-wide the next school year called Transitional Kindergarten (TK). As it is today, a child can enroll in kindergarten as long as they are five years old by December 2nd which mixes younger children with those who are older and more emotionally and socially advanced. Transitional Kindergarten is a program with optional enrollment that will address these gaps and offer an additional year of school to support the youngest children, those born between September and December. This coming year, only students turning five from November 2 - December 2 may enroll in TK, the following year will cover October 2- December 2 and so on until 2014, when all students turning five between September 2 and December 2 can enroll in TK.

Jan Marholin, Principal at San Cayetano Elementary School, presented the Board with what will be replacing the Districts old standard report cards. Marholin is head of the Report Card Task Force and has come up with a reporting format that is more comprehensive than the old reporting of grades A, B, C, D & F. Replacing them will be three levels of achievement: [1] Below Basic-Minimal Progress, [2] Progressing Toward Standard(s), [3] Proficient or Above-Met Standard(s).

It was also announced that Marholin will be leaving FUSD at the end of the month and taking a position as CEO of the Santa Clara Boys and Girls Club.

Dr. Michael Bush, Assistant Superintendent Business Services, presented the Board with 2011-2012 School Budget and possible problems of FUSD meeting its financial obligations. The financial problems may arise if the State does not meet the revenue projected when the State last presented a budget. There was a “trigger” placed in that budget to be enacted if State revenues fall between $1 billion ($87.5 billion) and $2 billion ($86.5 billion) lower. If this happens a series of additional cuts are triggered, including a $23 million across-the-board cut to child care and $30 million reduction to community colleges, accompanied by a $10 increase to student enrollment fees (this is on top of the $10 increase included in the first Budget Bill).

If the revenues fall more than $2 billion ($86.5 billion or less), then the State will impose additional cuts to public education of up to $1.9 billion: a 4% reduction to revenue limits; a $248 million cut to school transportation; and a $73 million reduction to community colleges.

In addition, the revenue limit reductions would be proportional to the amount of the revenue shortfall. For example, if the shortfall is $3 billion, then the revenue limit reduction would be 2% rather than the 4% that would apply if revenues fall $4 billion or more below estimates (budget trigger amounts courtesy of School Services of California).

Also attending the Board meeting was Richard Townend who had attended the last Board meeting with concerns of the District providing medical insurance to unqualified participants. Townend said that he and Michael Johnson, Assistant Superintendent Educational Services, had a six hour meeting to resolve the issue of medical insurance being provided by FUSD (from August through November of this year) for his sons through an FUSD employee claiming both boys as dependents. Johnson addressed the matter and gave Townend part of the resolve he had been asking for; coverage has been canceled. Townend is pleased but also feels an investigation into the matter is called for and that the public deserves to know who originally approved the coverage and in the future would like to see the District require documentation such as birth certificates, marriage certificates and tax returns before approving the District-paid medical insurance.