Posted by admin on March 7th, 2010 |
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Fifth year in California’s “Program Improvement” status, Bijou Community School in South Lake Tahoe makes on last push for progress with its Supplemental Education Services. Last week the school started their second round of the after school tutoring program of the school year, with hopes to increase test scores and meet the California Academic Performance Index (API) and Adequate Yearly Progress (AYP) standards for the second year in a row and be removed from the government intervention program.
Of the 523 student currently enrolled in Bijou, 468 are classified at “socio-economically disadvantaged.” This means neither of their parents has received a high school diploma or they are eligible for the National School Lunch Program for free or reduced-price lunch. These students have scored “far below basic,” “below basic,” and “basic” according to standardized California education tests.

The Supplemental Education Services, or SES, are funded under a Title I grant, made for disadvantaged students. Federal dollars are used for teachers, transportation, and snacks for the kids.
Karen Tinlin, principal of Bijou, says both parents and students who qualify for the tutoring services have been very receptive.
“The parents understand,” she says, “that they don’t have the skills necessary to provide help at home.”
More than half of the students at the school are English Learners, meaning English is their second language. Many of their parents also do not speak English and according to South Lake Tahoe city records, 76% of adults in the surrounding neighborhood are employed in the hospitality and gaming industry. The average income in the neighborhood is $32,600, compared to $53,800 for the whole city.
The charts below show the student population by race and the number of English Learners.
(Data collected from ed-data.com, a site for information on California public schools)


Tinlin adds that the students “learn to accept the fact that they need help,” and don’t complain much about having to stay at school longer than some of their friends.
To keep the students engaged, the environment of the after school program is different from regular school hours. Students who usually sit quietly in the back of class are more inclined to speak up.
“We try to have fun,” says fourth grade SES teacher Bob Hickman, “and one of the goals is also to increase their confidence by building good study habits. When they get their homework done days ahead of time, they like to show it off and they feel good about it.”
Last year, Tinlin and her staff learned that if the students’ regular class teacher was also their tutor, the program was more effective. The kids build relationships with the teacher and become comfortable asking more questions. They are eager to demonstrate math problems in front of the class and don’t shy away.
The teachers allow time for the kids to do their homework, and the kids take advantage of the chance to ask the teacher questions about concepts they don’t understand.
Instead of just grading math worksheets and book reports, the teachers spend time with each individual to explain what they are doing right, and what they need to work on.
“It takes a long time,” says another SES teacher, Robert Fannan as he grades papers of students lined up at his desk, “but the feeling of accomplishment for them and that excitement on their faces when they get their work back is something we share.”
When asked if he liked the SES program, fourth grader Irvin Salcedo answered, “yeah, my teacher helps me with my homework and I can finish it before my friends.”
Click ‘play’ to hear Bob Hickman’s thoughts on SES.
In 2009, Bijou Community School made both the AYP and API goals. They had an API growth score of 689, a jump from the 2008 score of 525.
Dr. James R. Tarwater, Superintendent of the Lake Tahoe Unified School District, says “last year’s scores reflect perseverance by teachers, students, support staff, and parents. The ‘can-do’ attitude and the focus on individual students have collectively resulted in these remarkable results. This is not only a district accomplishment, but a community accomplishment.”
However, the statewide AYP goal increases 11% every year until 2013. By that time, every child in the state is expected to be at the level or proficiency, or advanced. According to Principal Tinlin, “that is a very lofty goal for us.”
If the school does not meet it’s API in Year 5 of the Program Improvement timeline, a local education agency must go forward with one of three options. The first option is to close the school completely and reopen it as a charter. The second is to replace all or most of the staff, which may or may not include the principal, who are relevant to the failure to make AYP. The last option is to enter a contract with an entity, such as a private management company, with a demonstrated record of effectiveness, to operate a public school.
Major restructuring can also include pairing the school with a higher performing school and combine students in each. In this case, Bijou would be paired with Lake Tahoe Environmental Magnet School, located in the suburbs on the other side of the city.
Superintendent Tarwater hopes the district will not have to result to those changes. “We’ve been charging at the scores for a long time,” Tarwater says, “so there is a common goal. With the SES, Tahoe Two-Way, parent involvement and students continuing hard work, all of those together, we can get out of this hole.”
The Academic Performance Index, better known as API, is a goal based on the aver level of parent’s education, the level of poverty for the school, and the racial and social stratification. The federal government determined these certain levels and skills necessary to consider a child “educated.”
A school’s API is a scale that ranges from 200 to 1000 and is calculated from the school’s performance in the Standardized Testing and Reporting (STAR) Program. The state has set 800 as the API target for all schools to meet.
Tahoe Two-Way
Bijou’s Two-Way Language Immersion Program, known locally as “Tahoe Two-Way” is a bilingual education program in which participants learn an entire elementary school curriculum in both Spanish and English.
The goal of Tahoe Two-Way is to enrich the cultural understanding of both English and Spanish-speaking students. The children will more likely socialize with a variety of students because they will be able to communicate in the playground, in class or wherever they may be.
Parents must commit their sons or daughters to the program for six years, from kindergarten to fifth grade because the curriculum is based on what is called the “90/10 Model.” The classes are divided as close as possible to being 50% English Learners, and 50% English-speaking students. The teachers begin by speaking 90% in Spanish and only 10% in English to kindergarten classes, then work their way each year to speaking 50% in both languages. The Spanish students become empowered from the start because they act as the initial translators to their fellow students.
Karen Tinlin says it has made a “world of difference for our community,” she adds, “for the first time in a long time, parents are actually choosing to enroll their kids in Bijou.”
She does not know yet if the program will help to raise the API and AYP scores because this school year is the first time Two-Way students will be taking the state tests.
Click here to learn more about Tahoe Two-Way.