FUHS still below state growth target - High school meets all but two criteria in state performance index

Despite an overall increase on the state’s Academic Performance Index (API) point scoring system and an increase in proficiency by the English language learners and social economic disadvantaged, Fallbrook Union High School (FUHS) has entered into its second year of program improvement.

In the 2008-2009 school year 44.3 percent of the Hispanic/Latino students at FUHS scored proficient or better in English Language Arts; 44.9 percent scored proficient or better in Mathematics. Out of the school’s English Language Learners, 27.4 percent scored proficient or better in English Language Arts; 31.2 percent scored proficient or better in Mathematics. The target for all subgroups had been 44.5 percent in English Language Arts and in Mathematics the target had been 44.5 percent and 43.5 percent, respectively.

The graduation rate for the 2008-2009 school year had been 94.3 percent, meeting the graduation rate criteria. The school had seen a 24 API point increase.

In the 2009-2010 school year, 45.7 percent of the Hispanic or Latino group was proficient or better in English Language Arts; 46.2 percent had been proficient or better in Mathematics. Of the English Learners at the school, 39.8 percent were proficient or better in English Language Arts; 41.1 percent were proficient or better in Math. The goal percentile for proficiency for the year had been 55.6 percent for English Language Arts and 54.8 percent for Math.

The school also saw a four-point growth on the API chart. A minimum of one growth point is required by the state.

“The test scores are not the only indicators for the success at our high school,” said FUHS principal Rod King. “Still we have a healthy respect for the exams, and continue to promote the importance of these tests. We are most focused on how to best educate our students. Our high school performs just fine; there is nothing wrong with our program. We are working hard to quickly close that achievement gap, but the requirements keep increasing.”

“It’s disheartening to work so hard, and only have one perception be shown to the public,” said Adam Dawson, an assistant principal at Fallbrook High. “We are working diligently to help the students that need assistance.”

“In 2009, FUHS entered PI

Year 1 because the same sub-group failed to meet the AYP Percent Proficient growth target for two consecutive years,” said Dawson. “In the 2010-2011 school year, we entered PI Year 2 because we failed to meet all AYP criteria; we met 20 out of 22 criteria in 2010.”

Still, King believes that the hard work and dedication of the teaching staff at FUHS has allowed for the achievement gap to be successfully reduced.

“Melissa Marovich, the district board and the teaching staff have done a terrific job of working with all levels of English Learner students, constantly working on their academics and vocabularies,” he said. “The moment our students become proficient, they are no longer considered English learners, which impacts the way the group tests.”

Currently, the FUHSD board of trustees is looking at methods and strategies that will allow for academic intervention and assistance to the students who are lacking in proficiency.

“We do need a benchmark to look at data to give us information on how we are doing as a school, and [the API] is a great resource for that,” said King. “However we are being penalized, despite all of the growth we have made. We are playing catch-up with the growth targets, which continue to increase in exponential numbers every year.”

King stated that the majority of students who leave the district are performing at proficient levels or better.

“We are now obligated to send out letters to parents, informing them that they have the choice to send their children to different schools, but typically, it is not the students who need the help that are leaving,” said Dawson. “We have to provide for the transportation of the students who elect to go to other schools using funds from our Title I fund, and do not receive their Average Daily Attendance (ADA) money, leaving us with less resources to help our students.”

Still, the school is working hard to provide its students with as much academic support as possible, along with a safe environment for students who may otherwise be at risk, administrators said.

“A great example is the THRIVE program, formerly known as ASSETs,” said Dawson. “We add new programs such as drama and dance workshops, African drumming and dance, performance dance, and obstacle courses on Friday afternoons. It’s a positive place for kids to be.”

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