Principal, J.X. Wilson Elementary School
At left: J.X. Wilson elementary School students Anthony Guerrero and Isabel Martinez show Principal Jane Futrell their class work. Top: Teacher Marlene Fink and Principal Jane Futrell with students left to right: Juan Diego Espinoza, Anthony Guerrero, Franky Sandoval, Bridget Wertheimer, Victor Caballero, and Isabel Martinez. Right: Teacher Marlene Fink works with her class.
The Challenge:
A three-year 45-point decline in the school’s API score in 2004.
What approach did you use to develop ways to improve API Scores?
Jane Futrell: We devoted a day of staff development to come up with a shared vision, and plan and implement a cohesive, multi-level “Intervention System” to support our struggling readers. We had become increasingly aware that we needed to “work smarter, not just harder”, and adopted approaches that were shared by high-performing schools according to Just for the Kids—California.
What are some of those strategies?
Jane Futrell: The first one is collaboration, and all teachers at J.X. are committed to the power of collaboration in assuring that each student is successful.
The second one is to never make excuses; we must hold high e pectations for student achievement for all students, and continually find ways to support them so that they can reach these expectations. The most important strategy over the past 5 years has been to utilize time differently, providing more time and intensive practice after lunch, after school, and before school.
This year we’ve gone a step further, and adopted a new “modified” calendar that shortens the summer, adds several short breaks during the year and also provides “Intersession” weeks for students who need more time and practice to meet grade level standards.
Why was that important?
Jane Futrell: Summer learning loss is huge, especially for English-learners. The traditional calendar, with long summers off, was not designed with learning in mind. The social and economic needs of the last century drove the calendar. Fewer than half the days of the year are spent in school—185 off and 180 in, and fewer still with furlough days. When we put the kids‘ learning first, it became very obvious that some students will need more time and practice than others, and we need to continue to find ways to provide this.
How have you changed the school calendar?
Jane Futrell: Our school year runs from August through June. It is a more balanced calendar, with a shorter summer break (7- 8 weeks instead of 11-12 weeks) and several short vacations spread out during the year combined with one week, half-day “Intersessions” at every grade, taught by our regular teachers for those students needing extra skill practice to catch up.
Would you recommend a change like this to other schools?
Jane Futrell: Yes. Experiments in creative calendar change—quantity of time—should be considered as a primary step in restructuring the educational system to better serve student learning. Student learning should drive our decisions.
Why J.X. Wilson changed their school calendar year
1. It can take up to 40 days of review at the beginning of the year to make up for the academic learning that is lost over 10 – 12 weeks of summer.
2. Summer learning loss is greater for English Language Learners and students from lower SES homes.
3. Studies have shown that summer learning loss is cumulative, adding up year by year, causing a wider and wider gap in achievement. When a struggling reader reaches middle school, cumulative summer learning loss can add up to a 2-year lag in reading achievement.
4. There is evidence that a Modified/balanced school calendar can positively impact student interest, attitude, motivation, attendance and behavior.
5. Students as individuals learn at different rates. Some need more time to learn the same material.
6. Intersession classes provide more timely, effective remediation than summer school.
J.X. Wilson Elementary School is a National Blue Ribbon Winner
The Blue Ribbon Schools Program honors public and private elementary, middle, and high schools that are either high performing or have improved student achievement to high levels, especially among disadvantaged students.
Read in print format. (PDF)
Community Champions is produced by the Marketing Department and the Celebrate Community Partners and does not involve The Press Democrat reporting staff.
Community Champion: Jane Futrell
At left: J.X. Wilson elementary School students Anthony Guerrero and Isabel Martinez show Principal Jane Futrell their class work. Top: Teacher Marlene Fink and Principal Jane Futrell with students left to right: Juan Diego Espinoza, Anthony Guerrero, Franky Sandoval, Bridget Wertheimer, Victor Caballero, and Isabel Martinez. Right: Teacher Marlene Fink works with her class.
The Challenge:
A three-year 45-point decline in the school’s API score in 2004.
What approach did you use to develop ways to improve API Scores?
Jane Futrell: We devoted a day of staff development to come up with a shared vision, and plan and implement a cohesive, multi-level “Intervention System” to support our struggling readers. We had become increasingly aware that we needed to “work smarter, not just harder”, and adopted approaches that were shared by high-performing schools according to Just for the Kids—California.
What are some of those strategies?
Jane Futrell: The first one is collaboration, and all teachers at J.X. are committed to the power of collaboration in assuring that each student is successful. The second one is to never make excuses; we must hold high e pectations for student achievement for all students, and continually find ways to support them so that they can reach these expectations. The most important strategy over the past 5 years has been to utilize time differently, providing more time and intensive practice after lunch, after school, and before school.
This year we’ve gone a step further, and adopted a new “modified” calendar that shortens the summer, adds several short breaks during the year and also provides “Intersession” weeks for students who need more time and practice to meet grade level standards.
Why was that important?
Jane Futrell: Summer learning loss is huge, especially for English-learners. The traditional calendar, with long summers off, was not designed with learning in mind. The social and economic needs of the last century drove the calendar. Fewer than half the days of the year are spent in school—185 off and 180 in, and fewer still with furlough days. When we put the kids‘ learning first, it became very obvious that some students will need more time and practice than others, and we need to continue to find ways to provide this.
How have you changed the school calendar?
Jane Futrell: Our school year runs from August through June. It is a more balanced calendar, with a shorter summer break (7- 8 weeks instead of 11-12 weeks) and several short vacations spread out during the year combined with one week, half-day “Intersessions” at every grade, taught by our regular teachers for those students needing extra skill practice to catch up.
Would you recommend a change like this to other schools?
Jane Futrell: Yes. Experiments in creative calendar change—quantity of time—should be considered as a primary step in restructuring the educational system to better serve student learning. Student learning should drive our decisions.
Why J.X. Wilson changed their school calendar year
1. It can take up to 40 days of review at the beginning of the year to make up for the academic learning that is lost over 10 – 12 weeks of summer.
2. Summer learning loss is greater for English Language Learners and students from lower SES homes.
3. Studies have shown that summer learning loss is cumulative, adding up year by year, causing a wider and wider gap in achievement. When a struggling reader reaches middle school, cumulative summer learning loss can add up to a 2-year lag in reading achievement.
4. There is evidence that a Modified/balanced school calendar can positively impact student interest, attitude, motivation, attendance and behavior.
5. Students as individuals learn at different rates. Some need more time to learn the same material.
6. Intersession classes provide more timely, effective remediation than summer school.
J.X. Wilson Elementary School is a National Blue Ribbon Winner
The Blue Ribbon Schools Program honors public and private elementary, middle, and high schools that are either high performing or have improved student achievement to high levels, especially among disadvantaged students.
Read in print format. (PDF)
Community Champions is produced by the Marketing Department and the Celebrate Community Partners and does not involve The Press Democrat reporting staff.