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Jefferson High principal credits instructional changes as test scores and graduation rates rise
Summary
Principal John Harrigan told the board CAASPP scores improved (7% math, 4% ELA), graduation reached 95% for the class of 2025 and A-G eligibility rose to 66%. He cited co-teaching expansion, learner agency practices and targeted assessment changes as drivers of progress.
Principal John Harrigan presented Jefferson High Schools site report, highlighting measurable gains and instructional strategies he said are driving improvement.
Harrigan reported a 7 percent uptick in math and a 4 percent uptick in English language arts on the CAASPP, a 95 percent graduation rate for the class of 2025 and a 66 percent A-G eligibility rate. He credited the gains to intentional instruction, co-teaching models that place students with IEPs in general education settings, learner-agency practices and a district-supported process of tuning protocols and peer observations.
Harrigan described practical changes in math instruction: teachers examined test item types, increased student familiarity with challenging problem formats, and adjusted unit tests to include targeted practice on unfamiliar question styles. He said staff also implemented peer tutoring programs and expanded support for students with extensive support needs.
Board members praised the sitework as evidence of sustained instructional leadership and asked for follow-up on peer observation and supports for English learners. Trustee Gallegos and others suggested the district capture the approach as a playbook to share best practices across schools.
Harrigan said the school will continue peer observations, focus on co-teaching development and a forthcoming career day for students.
