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In partnership with our community, we are creating a great public school system

OUSD Vision and Core Values. In partnership with our community, we are creating a great public school system with high standards of teaching and learning for every student and high standards of service to our schools

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In partnership with our community, we are creating a great public school system

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  1. OUSD Vision and Core Values In partnership with our community, we are creating a great public school system with high standards of teaching and learning for every student and high standards of service to our schools with a recommitment to our shared values of equity, learning, and shared responsibility Learning: Always getting better • Using data to drive improvements and identify best practices – Using results to guide decision making – Aligning incentives to continuous learning and improvement Shared responsibility: It takes us all • Families, schools shared responsibility for student success • All the resources of the city—business, community, neighborhoods, and nonprofits—focused on educating students Equity: All meansall • Fairness and excellence • Opportunity and results • Different inputs to reach the similarly high outcomes • Removing the barriers to learning and achievement for every student Strategic Planning overview

  2. Schools are supported by two organizations The School Board The Education Leadership Org (ELO) The Schools Services Organization Strategic Planning overview

  3. The work of the board, ELO and schools first must be aligned through strategic planning Values Vision for our district Vision of the district Board Key partner experiences Vision for our students Student Outcome Standards D I S T R I C T Theory of Action 5-yr Goals Strategy Group standards, strategies and plans ELO Network standards, strategies and plans Community Schools School site plans Strategic Planning overview

  4. Student outcome standards focus the planning The experiences of students, teachers and parents in OUSD will allow students to: • Become enthusiastic and passionate learners who are resilient, confident and self directed; able to set and achieve personal goals • Know and be able to do the challenging intellectual work demanded by college, employment, civic participation and community membership • Know and respect themselves, other people, and the environment--able to lead healthy lives and thrive • Become global citizens who exhibit cultural competence, personal responsibility and empathy; who form strong relationships inside and outside of their own group • Make informed choices about their current and future lives and what is meaningful for them as human beings • Successfully accomplish the standards for graduation and pursuit of higher education • By the beginning of Kindergarten: All students reading- and math-ready • By the end of 2nd Grade: All students master essential grade-level reading and math standards • By the end of 5th Grade: All students master essential grade-level standards in language arts and math • By the end of 8th Grade: All students master essential grade-level standards in language arts and algebra • By the end of 12th Grade: All students graduate prepared for college Our students will be caring, competent, critical thinkers with 21st century literacy, numeracy and civic participation Strategic Planning overview

  5. The Strategy Group leads the organization in determining how to meet the student outcome standards set by the board: Student Outcome Standards defined by the board tell the Strategy Group the characteristics of the students we want to develop The Strategy Group then determines what the district must achieve to develop students to these standards. The Strategy Group does this by • analyzing data about our students, our schools, and our community and researching best practices • determining what we (collectively) must aspire to make true to develop the students we want • establishing goals for making these things true • determining the metrics that will be used to measure achievement of the goals • setting targets for what will be achieved, when Recognizing the complex factors that shape the development of our students, the Strategy Group is using two frameworks (perspectives) to consider the steps above: • A community accountability framework (ComPAS - Community Plan for Accountability in Schools) • An academic framework (MAAP - Multi-year Academic Acceleration Plan) Strategic Planning overview

  6. The Strategy Group sets expectations for schools and determines district-wide initiatives After the Strategy Group determines what the district must achieve to develop students to the Student Outcome Standards, the Strategy Group then: • defines a unified set of school-level expectations • determines the 3 or 4 key district-wide initiatives that all schools will be expected to support • develops plans for implementing these initiatives (including contracting with the Services Org to develop tools or provide resources for ELO or schools) The Strategy Group then allocates resources in alignment with values, vision, goals and plans. The process for allocating resources is achieved through the Investment Framework. The School Board reviews and approves the full strategic plan of ELO comprised of the three frameworks (MAAP, ComPAS and the Investment Framework) acknowledging their belief that the plan will meet the standards set by the board Strategic Planning overview

  7. Strategy group planning overview MAAP Aspirations ComPAS Aspirations Research and Data Analysis MAAP Goals ComPAS Goals Metrics Metrics Targets Targets School-level expectations District-wide key initiatives Implementation Plans ComPAS MAAP Investment Framework Strategic Planning overview

  8. After the School-level expectations and District-wide initiatives are established, the Strategy Group, Networks and Schools purchase services from the Services Org to execute on plans MAAP ComPAS School-level expectations Services Org District-wide key initiatives Implementation Plans Strategy Group Services Investment Framework Network Services Network Plans School Plans School Services Strategic Planning overview

  9. Use Your Voice Survey2005-2006 Presentation to the School Board May 31, 2006 Oakland Unified School District

  10. About the Use Your Voice Surveys The Surveys… • Serve as a public, formal vehicle for all stakeholders to speak their voices about what is working and what needs to change to improve our schools and our district • Provide data for developing the school site plan • Provide data for identifying priority system-wide priority issues to address at the executive level The Surveys measure… • District and school performance on 10 major “constructs” or themes (based on sources such as the Resiliency Framework and Jim Collins’s From Good to Great) The Surveys were given to… • All students (grades 3-12) • Parents and guardians • All OUSD employees

  11. The Use Your Voice Survey assesses school and district performance on ten major themes… ….And supports planning and progress measurement by four primary users:* Schools * ELO * Services Org * Community

  12. Use Your Voice Surveys Workshop Agenda • Purpose: • Review and discuss your school’s survey data • Preview the Use Your Voice Facilitator’s Guide • Identify improvement opportunities to put into your school plan From the Network Workshop for Instructional Leaders

  13. TUTORIAL: How to read the USE YOUR VOICE Survey data charts Each survey data chart will report the results for each question in ONE of the following ways: Let’s try some data analysis: 1. What percent of students agree/strongly agree the school is clean? That bathrooms are clean? ________% (school) ________% (bathrooms) 2. Which pairs of participants have significant gaps between their responses? 3. Based on the participants’ responses, how would you rate the overall cleanliness of the school? Now let’s analyze our school’s survey data! Survey theme: CLEAN LEARNING ENVIRONMENT From the Network Workshop for Instructional Leaders

  14. Integrating Use Your Voice Survey Data into the School Plan Now you’ve already… • Analyzed the survey data • Identified priorities Some Next Steps… • Summarize the survey data analysis and priorities in the “Needs Assessment” section of the school plan • Set an objective (goal) for each priority • Write an Action Plan • Establish indicators of success From the Network Workshop for Instructional Leaders

  15. First parent/School Site Council survey data workshop held May 20th – 50 parents from 26 schools participated

  16. MAAP Design Process: Analysis of Baseline Data At all grade levels, Spring 2005 achievement surpassed Spring 2004. But the data (particularly in math) make a “wishbone” shape built by the tendency as the grade level increases for fewer students to score advanced or proficient and for more students to score FBB-BB.

  17. MAAP Design Process: Analysis of Baseline Data The majority of subgroups within OUSD are achieving at proficiency levels of less than 30%

  18. MAAP Design Process: Analysis of Baseline Data Use Your Voice Survey Results 2006 (approx. 12,000 parents and 18,000 students responding) • Most parents and students believe that parents and teachers maintain high expectations for students YET • 56% of parents of high school students believe school is preparing their children for college. AND • 29% of 2005 graduates (545 of 1909) fulfilled the A-G college readiness requirements*. * As reported in CBEDS: Percentage of graduates who took all the required classes and received a C- or better in each A-G course

  19. Strategic Alignment Plan (2002) Priorities that Emerged • Increased Site Autonomy • Quality Support Services • Accountability for Student Performance • Standards-based instruction & materials • Personalized learning environments • Accelerated interventions for under-performing and under-served students and schools • Equity and Access • Use of a standards based curriculum • Effective use of data to guide teaching • Data-driven decision making and cycles of inquiry • Professional learning communities • Services that enable schools to accelerate student achievement • Resources that are aligned towards student achievement MAAP Design Process: Examination of Past Strategies Building on the foundation Instructional Blueprint (2004) • Standards-based, core curriculum to ensure equity • Provision of longitudinal data to teachers • Differentiation to provide all students access to the core curriculum

  20. MAAP Design Process: Review of Research Sample Thought Leaders: Essential Elements of highly effective schools* * Sources: The Right to Learn, Linda Darling-Hammond; Accountability in Action, Doug Reeves; What works in Schools, Translating Research into Action, Robert Marzano

  21. MAAP Design Process: Analysis of High Growth OUSD Schools Title I Achieving Schools Award Recipients* *Award Criteria: (i) 2005 API score of 675 or higher; (ii) Poverty indicator of at least 50% (iii) double the API growth target for both school-wide and socio-economically disadvantaged sub-group for two of the previous years ** As reported in the Title I Achievement Award narratives

  22. MAAP Design Process: Analysis of High Growth OUSD Schools Title I Achieving Schools Award Recipients* *Award Criteria: (i) 2005 API score of 675 or higher; (ii) Poverty indicator of at least 50% (iii) double the API growth target for both school-wide and socio-economically disadvantaged sub-group for two of the previous years ** As reported in the Title I Achievement Award narratives

  23. MAAP Design Process: Research and High Performing OUSD Schools Common Themes that Emerged • High expectations for all students • Frequent monitoring of student data • Planning and alignment of instructional strategies • Collaborative professional development • Use of a standards based curriculum

  24. Agenda • MAAP Design Process • Analysis of Baseline Data • Examination of past strategies • Review of Research • Assessment of OUSD schools with accelerated student achievement • Primary MAAP Aspiration: Accelerated Student Mastery • Goals • Metrics • Targets • MAAP School Level Expectations • MAAP 2006-2007 Key Initiatives • Single Site Planning & Improvement Process • Tiered Support & Intervention Model

  25. Primary MAAP Aspiration: Acceleration of Student Mastery Student Outcome Standard: Successfully accomplish the standards for graduation and pursuit of higher education • By the beginning of Kindergarten: All students reading- and math-ready • By the end of 2nd Grade: All students master essential grade-level reading and math standards • By the end of 5th Grade: All students master essential grade-level standards in language arts and math • By the end of 8th Grade: All students master essential grade-level standards in language arts and algebra • By the end of 12th Grade: All students graduate prepared for college Primary MAAP Aspiration We will accelerate mastery of essential core concepts and skills for all students through the pre-K to 12th grade continuum

  26. Primary MAAP Aspiration: Academic Goals • Oakland Unified School District will achieve accelerated growth* on the API (Academic Performance Index) and will score at the projected state average for large districts by 2011 • Each school will achieve accelerated growth on the API between 2006 and 2011* • Each student will achieve significant annual gain on the math and English-language arts CST, signifying accelerated mastery of core concepts and skills** • 4. Achievement will accelerate for students of all sub-groups until no equity gaps exist related to race, culture, language, socio-economic status, or other social factors * The target for acceleration is to continue the growth rate achieved districtwide and by 25 OUSD schools from 2004 to 2005. This rate was 165% of the average growth on the API achieved by unified school districts statewide. ** An annual target will be set for each student using districtwide data for each grade level, subject area, and starting score (the higher the initial score, the harder it is to grow the same number of points).

  27. Primary MAAP Aspiration: Metrics • Captures performance on both the CST (measures grade level mastery) and CAHSEE (measures basic literacy; gateway for graduation) • Prioritizes math and language arts; also includes science and social studies • Recognizes gains made by ALL STUDENTS AT EVERY LEVEL on the CST (in other words, schools are rewarded from moving students from far below basic to below basic as well as from basic to proficient) • Provides a basis for measurable comparison across schools and districts Why the API? Why a target of 165% “predicted” API growth and why 2011? • Appropriate stretch target: In 2004-2005, 25 schools met this mark and OUSD was within 2 API points • By this pathway we achieve the projected state average large district API by 2011 • Sets the stage for the next ramp-up of expectations in 2012 to achieve state and federal targets for 2014 and beyond Why steady gain for each student? • Steady and/or accelerated gain for each and every student is the key to achieving our vision of ensuring ALL students are college-ready by the end of high school

  28. Primary MAAP Aspiration: Targets What will our district API look like each year 2006 – 2011 as we achieve accelerated API growth?

  29. Primary MAAP Aspiration: Targets What would a school’s subgroup’s API look like each year 2006 – 2011 as the school achieves accelerated API growth? Illustrative Example The API for African American students, the lowest performing subgroup at Roosevelt, is currently 70 points lower than the overall school’s API. Assuming accelerated growth for all subgroups, that gap will be cut nearly in half (38 points) by 2011.

  30. Agenda • MAAP Design Process • Analysis of Baseline Data • Examination of past strategies • Review of Research • Assessment of OUSD schools with accelerated student achievement • Stakeholder engagement • Primary MAAP Aspiration: Accelerated Student Mastery • Goals • Metrics • Targets • MAAP School Level Expectations & 2006-2007 Key Initiatives • Single Site Planning & Improvement Process • Tiered Support & Intervention Model

  31. MAAP 2006-2007 School Level Expectations Common Strategies Identified in Research and OUSD Schools • High expectations for all students • Frequent monitoring of student data • Planning and alignment of instructional strategies • Collaborative professional development • Use of a standards based curriculum Priorities that Emerged from Prior Strategic Plans School Level Expectations • Equity and Access • Use of a standards based curriculum • Effective use of data to guide teaching • Data driven decision making and cycles of inquiry • Professional learning communities • Services that enable schools to accelerate student achievement • Resources that are aligned towards student achievement • Use a standards based curriculum and aligned assessments • Identify, plan and implement a school-wide focus for academic improvement • Engage in frequent cycles of academic inquiry around the focus • Utilize research-based instructional strategies to allow all students access to learning • Create structures for effective professional collaboration and development • Align resources towards the focused acceleration ofstudent achievement

  32. MAAP 2006-2007 School Level Expectations & Key Initiatives • School Level Expectations • Use a standards based curriculum and aligned assessments • Identify, plan and implement a school-wide focus for academic improvement • Engage in frequent cycles of academic inquiry around the focus • Utilize research-based instructional strategies to allow all students access to learning • Create structures for effective professional collaboration and development • Align resources towards the focused acceleration ofstudent achievement 2006-2007 Key Initiatives Single Site Planning & Improvement Process Tiered Support & Intervention Model

  33. Single Site Planning & Improvement Process: Two Parallel Tracks of Work 2006-2007 Data-driven inquiry, planning, and decision-making 2006-2007: Team-centered cycles of inquiry Design of new site planning approach for 2007-2008: The School Plan for Student Success (SPSS) • Team-targeted resources and support for results-based inquiry throughout 2006-2007 to achieve the goals of the site plan • Customized, timely data reports • Aligned inquiry guides with each data report • Training for instructional leaders • Teams include: • Student-parent-teacher • Teacher teams • School Site Councils/School Leadership Teams • Networks of Schools/Principals • Education Leadership Organization • Strategy Group • Board of Education • Organized around district and school vision and outcome standards • Web-based planning tool • On-line integration with data mart to strengthen data-based goal-setting, planning, and assessment of progress • On-line integration with results-based budgeting to strengthen alignment of resources with goals and priorities • Shift toward stakeholder/team engagement with continuous data-driven inquiry and improvement and away from a compliance-centered paradigm

  34. Data-driven inquiry, planning, and decision-making 2006-2007: Team-centered cycles of inquiry Data and accompanying inquiry protocols are provided periodically to each team as part of the ongoing site planning and improvement process, in conjunction with training and coaching geared toward each type of team. All teams look at the same types of data and use the same guiding questions, but with different filters and reporting formats depending on roles and responsibilities.

  35. MAAP 2006-2007 Key Initiatives: Tiered Support & Intervention Model Performance Indicators Tiered Support & Intervention Schools High Quality Schools High Quality Schools 1) School defined targets as articulated in the single site plan (e.g. student level scale score gains, suspension rates) School Based Control School Based Control School Based School Based Improvement Improvement New School incubation New School incubation Educational Leadership Organization Accountability for results Accountability for results Oakland Acceleration Schools:Increased Support and oversight District Mandates District Mandates School Based School Based Improvement Improvement Quantitative2) Federal, State & District set targets3) SAIT Status4) PI Status Qualitative5) School options data6) Use your voice survey data7) High School graduation8) Attendance Under Performing Schools Under Performing Schools School closures School closures Differentiated approach to implementation of school level expectations

  36. Critical Support for Key Initiatives: High Quality Comprehensive Standards Based Curriculum & Aligned Assessments Development of a high quality comprehensive standards based curriculum and aligned assessments • First Step: Curriculum and Assessment Audit – In progress • Next step: redesign course scopes and sequences/pacing guides to focus on a narrowed set of essential standards Effective School Site Plans will require articulation of how the most essential standards at each grade level and in each subject will be taught Tiered Support & Intervention will require access to curriculum that addresses the most essential standards at each grade level and assessments that are aligned to monitor progress Critical Support:

  37. Educational Leadership Organization Services Organization MAAP: Summary Framework Goals & Expectations Support & Intervention Continuous Monitoring Schools Continuous Planning

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