Grass Valley Elementary School

Oakland Unified, Alameda County

• 2006-07 Enrollment: 221

• Percent Free/Reduced-price Meals: 46%

• Percent African American Students: 92%

• Schoolwide Growth API (2007): 793

• African American Growth API (2007): 795

(Note: All data are current as of February 1, 2008.)

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Principal: Rosella Jackson
Length of time as principal at Grass Valley Elementary School: 7 years (plus 16 years there as a teacher)

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"It's important to put things in place at the school site to make sure children know that they are loved, they're going to be treated fairly, and the rules are going to be enforced consistently throughout the school."

Q: In your estimation, what are the greatest challenges facing African American students at the elementary school level, in general?

A: The biggest challenge is the image that our children are getting of themselves. African American youth get so much bad press, and our culture often does not show African Americans in a positive light. Children model themselves after the image that is presented to them. If a child is constantly shown the image that they are not smart or able to achieve, they don't try as hard to achieve. On the other hand, when a child is constantly being built up and taught they can achieve, they will achieve to their highest potential. I've noticed this phenomenon in many schools before I became a principal. I saw how African American children were treated, and it was not a positive experience. Many times, when they raised their hands, they weren't called on and eventually stopped raising their hands. When children of a different race answered a question, they got positive feedback and more vocal time. African Americans often are not given that positive feedback every day from teachers, from parents, from the press, and that makes a big difference.

Q: From your perspective, what are the three most important things your elementary school does to support African American student achievement?

A: The first is that we really do believe in them. We teach to the state of California standards and expect all children to achieve to those standards. We constantly tell them that they are scholars, that they are college bound, and that we are preparing them for their future. All of the Grass Valley teachers believe that their students can achieve, and they work to support each child's achievement to grade level standards or beyond.

We expect our students to follow the rules. We don't allow them to make excuses. They know that the rules are there for them to be safe, strong, and happy. On the first day of school, we have an assembly to go over the rules. We reinforce the rules constantly in the classroom and on the playground.

In addition to rules, we have a focus on learning life skills. We start the school day in a community gathering to recite a life-skill pledge. Each month a class writes and delivers a pledge, and we recite it. There is a life skill highlighted each month; for example, in September, the focus is goal setting; in October, it is respect. The life-skill theme banners hang in the auditorium for the entire school year.

When students have conflicts, often the pledges become part of the conversation. Students have behavior journals in which to reflect on their conflicts. They receive a framework to focus their reflection on problem solving. Each child has an opportunity to read what they wrote, so that we hear everyone's voice. We encourage students to use "I" messages. For example, "I didn't like it when you took the ball away from me." This process makes a huge difference for a school community, because everyone feels that they have a voice and will be treated fairly. It's important to put things in place at the school site to make sure children know that:

• They are loved.

• They're going to be treated fairly.

• The rules are going to be enforced consistently throughout the school.

Q: What instructional or curricular priorities have been most important?

A: Making sure that the state standards are covered and instructional time is used for learning. Looking at data is important to ensure that each child's individual needs are met and that support and interventions are provided as needed.

Q: What challenges has your elementary school faced, or does it continue to face, in these efforts?

A: Unlike affluent neighborhoods, African American communities do not have the resources to raise substantial funds. We need to rely almost entirely on the state budget. As the budget crisis grows and our funding shrinks, we are not able to hire the staff who provide the interventions necessary for supporting all students as they master grade-level standards.

Q: What resources, whether inside or outside the school, have been most important?

A: Having the staff needed to support students' needs is the most important resource. Staff provides interventions for children who need more support, which makes a huge difference. Many students need additional academic support while learning to read and write, master mathematics, and grasp the science curriculum. Additionally, students need to express themselves creatively; therefore, art, music, and physical education are a necessary part of the schools' program.

Q: Does your elementary school provide extra time in English language development to help students build a strong academic vocabulary?

A: Our approach is two-fold. First, the teachers have created a vocabulary-development system. This system is integrated into the reading program. The vocabulary is taught with the content, and the meaning is emphasized within the story. The vocabulary is taught this way in all curricular activities, including science and math sessions. Second, our intervention specialist provides a small-group reading program composed of students who need more support. This pre-reading session focuses on learning how to sound out words, understanding the story, and developing vocabulary. This way these students have seen and are comfortable with the material before class. Therefore, they are more comfortable and engaged with the material when it is being taught by the teacher. We have found that students attending these sessions raise their hands in class more often and have increased self-esteem about their vocabulary and reading ability.

Q: What role does data, disaggregated by student subgroup, play in your elementary school's efforts to support student achievement, including among African American students?

A: Our district is data-driven. Everything is focused on data: looking at data, understanding trends, and using this insight to learn how to best support student achievement. We have district benchmark tests that children take. We are using the Harcourt Brace Open Court reading program, and we have district-benchmarked assessments. We also have two math assessments. So we're constantly taking tests and looking at data. My school is 92% African American, so racially we are already disaggregated. We use the test scores to identify students who require further support and intervention. Then we do our best to support them regardless of race or economic standing.

Q: In what way does the demographic mix of your elementary school population pose challenges or opportunities for supporting African American achievement?

A: We are very fortunate. The district has the options program, so we get children from all over the city. Although more than 40% of our children are on free and reduced-price lunch, there is no difference in achievement between these students and our middle-income children. We have a lot of educators' children at our school. There's a real cross of economic levels, which makes it really nice because you can't tell which children are low-income and which are not.

Q: What support and leadership does your district provide?

A: The district provides data and workshops for principals on how to use data to support student achievement. The principals had two retreats this year. There is a lot of time for principals to share information with one another--I really appreciate that. Also, my executive director is wonderful. He has and continues to support me every way he can.

Q: What would you hope that California policymakers, educators, and the public understand about the academic achievement of the state's African American students?

A: I wish that they would understand that if they gave more to educate African American children, they would have fewer adults in prisons. It's not cost effective to deprive the schools.

Additionally, there need to be more courses for teachers on how to build self-esteem in children. I also think our kids need more lessons on manners and lessons on life skills. That's something that's not taught in most schools.

Q: Is there anything that we have not talked about that is important for us to know about your school or your students?

A: We celebrate parents, and parent involvement. Parents are welcome at the school site, and they're listened to. I really do have an open-door policy with parents, and they know it. We thank them for all they do. I think that makes a difference.

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This article is a transcript of an interview conducted by EdSource staff in May 2008.
The opinions in this interview are those of the principal, and not necessarily those of EdSource, its staff, its funders, or its Board.