Gilroy
– It’s not often that one hears the word ‘disadvantaged’ used in
conjunction with the phrase ‘academic achievement.’ But Antonio Del
Buono School is an exception.
Gilroy – It’s not often that one hears the word ‘disadvantaged’ used in conjunction with the phrase ‘academic achievement.’ But Antonio Del Buono School is an exception.
The elementary school was recognized last month as one of 248 elementary, middle and high schools across the state who received a Title I Academic Achievement Award.
The program identifies schools with at least 40 percent of its student body living at the poverty level, who have demonstrated success in meeting or exceeding state standards.
“Antonio Del Buono provides for the district an example of a school who’s been succeeding with a real diverse student population and going on to achieve at high levels,” said Gilroy Unified School District Superintendent Edwin Diaz.
Antonio Del Buono is the only school in the district that met all of the requirements for the award.
“(Teacher) commitment to student success is really all about why we were able to do this,” said Principal Tammy Gabel. “They are implementing research based strategies consistently throughout the school, and they are always striving to do better and they expect heir kids to do better – and it shows.”
All schools recognized receive Title I funding, which help disadvantaged students such as English Language Learners, students with disabilities, migrant or poor students and those who are considered high risk meet state performance standards.
The goal is to close the achievement gap between subgroups at each school. Some examples of AYP subgroups include Hispanic, white, and English Language Learner students, as well as those qualifying for free and reduced lunches, and special education.
For schools to be considered for an Title I Academic Achievement Award, they must attain a median Academic Performance Index (API) score of 729 (for elementary schools). Antonio Del Buono’s 2004 API base score was 753.
Schools also must double their API growth target for socio-economically disadvantaged subgroups. For example, if the growth target for one group was two, then to be eligible for state recognition, the school would have been required to obtain a growth target of at least four.
Finally, schools must meet their Adequate Yearly Progress (AYP) target for at least two consecutive years.
Under the No Child Left Behind Act of 2001, API scores are used to calculate a school’s AYP – a statewide accountability indicator.
Since 2001, Antonio Del Buono’s API base has increased 120 points, and consistently met its yearly growth target.
“I really think one of the key strategies they implement well is on the consistent grade level planning,” Diaz said. “When you walk around ADB it’s very common to see all first grade classes on the same page. And that goes for all second grade, all third grade …”
Consistency across grade levels is important because all students are learning the same material at the same time. And each year as students mix with those from other classes, they are all familiar with the same content.
Gabel also pointed to the high level of curriculum consistency behind the school’s success.
“I am extremely proud of the teachers and their hard work and their commitment to collaboration across grade level teams,” she said.
Antonio Del Buono will receive a plaque and flag at an award ceremony May 27 in Anaheim.
