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I wish SPED kids could take the test at the grade level where they are actually at academically instead of their physical grade. I wish, wish, wish. It isn't good for our kids to know (and they do) that they are just taking the test to fail it!

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What happened to the Integrated ELL training that was supposed to happen?

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I am wondering if I brought back breakfast club if I could get other teachers to join me?

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STAR data through the years for students

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STAR data through the years for students

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More para support for SDC and RSP students. It makes a HUGE difference when they are in our classes! (especially science and history!!!

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More cohort data which could show data on different ethnicities, gender, and other subgroups, would be useful. 

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More cohort data which could show data on different ethnicities, gender, and other subgroups, would be useful. 

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I think expanding and incentivizing after-school (and maybe even before-school) tutoring for both teachers and students could help with improving mathematics results. It is tough to provide the kind of support that results in growth to a class of 35 students.

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Since English learners and students with disabilities are scoring significantly lower than other sub-groups, having more adults for helping/translating would be helpful. Maybe give EL students translating devices.

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We need more than one teacher in each class. Students needs are tremendous. Hire more teachers.

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A volunteer program (future teachers, people who might want to provide an extra hand in our classrooms)

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A volunteer program (future teachers, people who might want to provide an extra hand in our classrooms)

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Some classes have an abundance of sped, ELL, etc. Some classes have none! A balanced class where ideally every class has a few vs one class having all.

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Increased ownership of individual student growth. Advocacy, accountability, professionalism. Give them Hope.  

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Increased ownership of individual student growth. Advocacy, accountability, professionalism. Give them Hope.  

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Growth data and disaggregated data is required to deep dive.

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Growth data and disaggregated data is required to deep dive.

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As per the Williams act, all subjects need to have basic teaching supplies. We do not have them in all subjects. We need to have equipment replaced as it breaks. Students' cannot function without the basic supplies.

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How closely do our district benchmark results match the SBAC results for the same year?

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How closely do our district benchmark results match the SBAC results for the same year?

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What about results of ethnicities other than White, Black, or Hispanic

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go here for the specific details, grade level, subjects, ect...

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Click on the rectangular textbox to navigate last year's CAASPP trend.

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San Leandro USD students in grades three through eight and eleven take a summative assessment each spring that is part of a comprehensive plan for high-quality teaching and learning. The Smarter Balanced assessments are computer-based tests that measure student knowledge of California's English language arts/literacy and mathematics standards.

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A break down of the specific skills that students need to improve. (ie: What specifically in reading comprehension? What specifically in writing? etc)

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A break down of the specific skills that students need to improve. (ie: What specifically in reading comprehension? What specifically in writing? etc)

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we need smaller class size. Can't possible differentiate for 34 kids. Can't get to know and see each individual person in the class .

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Beyond the STAR Renaissance testing, I think we need more common assessments that are well-designed and created by our own teachers. If teachers are measuring different things, grades become less meaningful.

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It would be great to see true class size reductions at the middle school level.  In nearly all subjects, class sizes of 30 or above are usually the norm.  If we had  fewer numbers of students per class, then we might see more pronounced improvements in proficiency across ELA and Math.  

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It would be great to see true class size reductions at the middle school level.  In nearly all subjects, class sizes of 30 or above are usually the norm.  If we had  fewer numbers of students per class, then we might see more pronounced improvements in proficiency across ELA and Math.  

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It would be helpful to see the Smarter Balanced summary of prior years to compare with the 2018 summary

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We need data on specific groups of students. For example, following the sixth graders to seventh grade to eighth grade and see how the data fluctuates between each group of kids because some groups of kids might be higher or lower than other kids.

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SPED and GE teachers should have some training or PD about the accommodations that are available (embedded vs. non-embedded) for the students. They should be trained on how to access them.

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We need to see concrete data on the (presumably positive) effects of increased resources, funding, materials and support services on achievement/test results