McKinley tackles several challenges

(Editor’s note: This is the first in an occasional series of stories spotlighting different schools in the Petaluma area.)

When Petaluma resident Diana Cannon and her family considered moving to the neighborhood surrounding McKinley Elementary School in 1986, all they heard was discouraging words.

“‘You wouldn’t want to move there, or have children attend that school,’ they told me, but no one could ever give me a reason why,” she said. “So, I decided to go to the school myself, and check it out. Honestly, I really fell in love with it, and am forever grateful I gave it a chance.”

Cannon’s son, Brandon, began attending kindergarten at the school in 1996, and two years later, she began her own long association with it.

“I started as a noon supervisor, and then did everything from work in the cafeteria to help with the after-school education program, as well as work as the attendance clerk and as an instructional assistant,” Cannon said.

She became the senior secretary in April, and during the past 13 years, has become even more enthusiastic about McKinley.

“Ever since I came, this school has always embraced everyone for who they are — everyone is equal,” Cannon said. “This school is the best-kept secret in town.”

McKinley’s staff members, teachers and students also are enthusiastic about the school, but it often has been viewed negatively by others in the Petaluma community, partly due to its struggles in meeting standardized test goals and its high percentage of economically disadvantaged students.

The original McKinley School was built in 1911 at the corner of East Washington and Vallejo streets, replacing the one-room Washington Street School. The current school, at 110 Ellis St., opened in 1950.

The Hispanic population in the area began rapidly growing in the late 1980s, and by 2005, 50 percent of the McKinley students were Hispanic. The portion of economically disadvantaged students also began rising, and coupled with the increase in English-language learners, posed huge challenges in meeting federal and state standardized test goals.

Also, turnover of the neighborhood’s residents increased as families struggled to meet financial challenges. This trend is continuing, as McKinley enrollment declined from 243 to 223 this year, partly due to families’ need to find less expensive housing.

“A lot of families had to move into multiple-family housing situations,” said Sherry Devine, the principal of the school since 2006.

Last school year, some 86 percent of McKinley students were from economically disadvantaged families. Only McDowell Elementary School, with 92 percent, had more. Also, the portion of McKinley English-language learners, 71 percent, was second only to McDowell’s 84 percent. To put these two schools in better perspective, the school ranking third in these categories, Valley Vista, had 33 percent economically disadvantaged students and 23 percent English-language learners.

These demographics have directly impacted McKinley’s test scores. After results of the Standardized Test and Reporting program were released in August, McKinley, along with McDowell, was kept in Program Improv-ement status. McKinley, which is being sanctioned for the fourth consecutive year, met its state test targets, and achieved its federal growth criteria in math, but barely missed it in English.

“It’s frustrating, and particularly difficult for ... McKinley Elementary School, which has been improving its scores every year, but still is not reaching all federal growth targets,” said Ron Everett, the director of educational services for curriculum, assessment and accountability, after the PI status was announced.

McKinley has been very focused on improving student scores, Devine said.

“In 2005, we looked at where we were with our programs, and what kind of strategies we were using,” Devine said. “In 2006 and 2007, we started working with county folks as we evaluated our school plan and looked at achieving state targets.

“Then, in 2008, we started implementing some new things. We hired a Reading First program consultant, and found ways to use strategies from the program in our classrooms.”

Reading First is based on scientific reading research, and attempts to ensure that all children learn to read well by the end of third grade.

Since 2005, the percentages of McKinley students achieving proficiency in the STAR English-language arts test has increased from: 20 percent to 25 percent for second-graders; 9 percent to 34 percent for third-graders; 7 percent to 48 percent for fourth-graders; and 28 percent to 73 percent for sixth-graders, while dropping from 34 percent to 28 percent for fifth-graders.

During this time period, the portion of students reaching proficiency on the math test has risen from: 24 percent to 34 percent for second-graders; 28 percent to 52 percent for third-graders; 10 percent to 33 percent for fourth-graders; and 37 percent to 78 percent for sixth-graders, while slipping from 29 percent to 27 percent for fifth-graders.

Devine says that a large grant the school received under the Quality Education Investment Act has helped to raise the level of students’ education. One of the requirements of grant recipients is that class sizes be kept small.

“So, we’ve been able to do some things other schools haven’t been able to do such as provide additional funding for teachers,” she said, adding that the grant expires in 2014.

Devine feels that the literacy coach, Susan Lopez, also has made a huge contribution.

“The school district provided her, and she has been a tremendous resource for the school. She helped during the training period for Reading First strategies,” Devine said.

“Because of the way everyone here works together, Reading First strategies have provided a sustainable, practical transition from one grade to another,” Lopez said.

Devine praises the district’s support, in general, for McKinley.

“I can only speak from my tenure here, but I feel we have had a tremendous amount of support,” she said.

Jean Hoffman, who served as McKinley’s principal from 1994 to 2003 after teaching there for 30 years, feels that more district support would have been helpful during her tenure as principal.

“The district didn’t give us the attention we needed, such as more assistants in the classroom. But I knew it had to take care of other schools, too,” said Hoffman, now retired and living in San Miguel.

Hoffman saw many changes at the school, such as the completion of a major renovation project and changing demographics.

“As the population of students changed, it was important for teachers to understand the students’ different needs. If they didn’t, they didn’t stay around very long,” Hoffman said.

“But I always thought McKinley was a very good school in terms of being involved with students,” she added.

Many current staff members and teachers also laud this quality.

“We have a remarkable group of people here who give 100 percent every day,” Devine said. “It’s exciting to watch: It’s rare to see a school pull together like this.”

“This school has made a tremendous amount of growth. We have difficulties, but as a school, we have been able to work together at identifying issues, and then solving them,” Lopez added.

James Menendez, a fourth-grade student, has seen the results of teachers’ unflagging efforts.

“I like our teachers. They’re nice, and I’ve learned a lot,” he said.

One of the challenges at McKinley has been to involve parents — many of whom don’t speak English, have a limited education and need to hold more than one job to make ends meet — in their child’s education.

“Many of the parents are eager to help their kids, but they don’t know how,” said Whitney Hall, a community leader who volunteered as a tutor, mentor and library worker at the school for 11 years.

“Do we have the same amount of parental involvement as some other schools? Probably not. Do our parents care as much as parents at other schools? Yes, definitely,” Devine said.

Kelly Matteri, a fourth-grade teacher, feels that hardships sometimes increase students’ motivation.

“Seeing children and their families struggle through difficult times can be hard, but these kids’ struggles make them stronger and more resilient. They are eager to learn, so teaching them is a wonderful experience,” she said.

“But we all need to be aware of our students’ cultural differences and challenges,” Matteri added.

Alex Cremidis, a bilingual instructional assistant, helps native Spanish-speaking students at the school.

“I work with them to make sure they understand what’s happening in class. I try to get them to use English as much as possible: I want them to speak Spanish only if they’re unclear about, and can’t understand, the most important points of what they’re being taught,” he said.

The students help each other with learning English, too.

“A girl in the first grade didn’t know how to speak English, so we helped to translate for her, and helped her to speak English,” said Jessica Mayo, a bilingual fourth-grade student.

Mayo is among the 90 to 100 McKinley students who have participated in the Boys & Girls Clubs of Marin and South Sonoma County’s branch at the school.

“It’s open right after school lets out each day, and provides a great service for parents, and a safe place for kids to be,” Devine said.

The school also has a community garden, thanks to its collaborative efforts with Petaluma Bounty during the past three years. Each school class, as well as some parents, have plots in the garden.

“The students love it, and get actively engaged. They get hands-on experience that allows theme to apply to the real world the knowledge they’ve gained in science classes,” Devine said.

She feels that such opportunities enable students to get the well-rounded education they deserve.

“Every child that enters into the public school system has a right to expect a high level of education,” Devine said. “At McKinley, all of our staff members and teachers are here for the same reason: We truly believe that our students can be as successful as any other children.

“It’s our job to make that happen.”

(Contact Dan Johnson at dan.johnson@arguscourier.com)