Torch Middle School A School in the Bassett Unified School District

Why Torch Was Selected

To identify a pool of high-performing schools we examined student and school performance data from 2002-03 through 2006-07. An overview of our methodology is posted on this website. Generally, we selected schools to highlight based on the following criteria:

• Substantially higher school performance than predicted: As indicated by a Similar Schools rank of 10 in 2006-07, Torch students are performing well above the levels of their peers in similar schools.
• Meeting or exceeding subgroup performance standards: Torch students in all subgroups are meeting or exceeding Adequate Yearly Progress (AYP) goals in both English language arts and mathematics.
• Sustained performance over time: Torch has never been identified for program improvement under No Child Left Behind and has met all AYP requirements. Furthermore, Torch has met all Academic Performance Index (API) targets across all subgroups.
• High poverty: 81% percent of Torch students are eligible to receive free or reduced price lunch.
• No selectivity in admissions: Torch serves neighborhood students within their attendance

Recognition of Torch's Success

In 2007, Torch was named a California Distinguished School and received a Title I Academic Achievement Award. Torch was also named one of three middle schools designated as California’s 2008 Schools to Watch – Taking Center Stage model schools.

Factors in Torch's Success

The biggest challenge Torch Middle School faces, according to Principal Joe Medina, is the “myth” that students from high-poverty, non-English speaking backgrounds cannot be successful. His seven years at Torch have been spent dispelling this myth and creating a vision that all students can achieve. As such, the school experienced considerable staff turnover in the process of hiring teachers that all share the same vision and have the passionate devotion to implement that vision on a practical level. Tied to this vision is the implementation of a “no excuses culture,” where being solution-driven is the norm. Once Medina found teachers that shared his vision in terms of being solution-driven, all the pieces fell into place and student achievement rose drastically.

Instead of thinking of his school as one that is “beating the odds,” Principal Medina and his colleagues believe that the staff at Torch is simply implementing good teaching practices. Intense teacher-parent conferences are strongly emphasized, as are professional learning communities, the delegation of leadership, holding teachers responsible for student achievement, implementing strong English Language Development (ELD) programs, and connecting students and families to community services to deal with poverty issues. Lastly, the school maintains a “laser-like focus” on student achievement, to which all other goals and decisions are aligned.

How Torch Creates a Community of Support and Involvement

• Encourage parent involvement at home: Torch encourages parents to be knowledgeable about, and involved in, their child’s education by reminding parents that “they are their children’s first teacher.” The school uses parent conferences and other opportunities to teach parents simple but effective skills to help them support their students; such as how to read Standardized Testing and Reporting (STAR) reports, contacting their child’s teacher, and checking for homework assignments. Good parent involvement at Torch is having parents helping their children with homework, being aware of what their children are doing in class, creating home environments conducive to homework, and setting aside time for schoolwork in the evenings.
• Conduct ongoing parent conferences: Parent conferences are greatly emphasized at Torch. The school strongly encourages all parents to attend, and both teachers and students actively work for high attendance rates. Teachers are given latitude as to when they conduct these 45 minute to one hour long conferences; instead of conducting them within a tight window of time, teachers are allowed to conduct them year-round.
• Aggressively connect students and families to community support services: Due to the high poverty level of the students at Torch, access to support services in the community is crucial. The two school counselors are proactive in tapping into community resources that target student and family needs.