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

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

with high standards of teaching and learning for every studentand high standards of service to our schoolswith a recommitment to our shared values of equity, learning, and shared responsibility

OUSD Vision and Core Values

Strategic Planning overview

Equity: All means all

– Fairness and excellence– Opportunity and results– Different inputs to reach the

similarly high outcomes– Removing the barriers to

learning and achievement for every student

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

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

Schools are supported by two organizations

The Education Leadership Org

(ELO)

The Schools

The School Board

Services Organization


Vision of the district

Student Outcome Standards

Key partner experiencesV

ision for our students

Values

Network standards, strategies and plans

School site plans

Vision for our

district

The work of the board, ELO and schools first must be aligned through strategic planning

Board

ELO

Theory of Action 5-yr Goals

Strategy Group standards, strategies and plans

D I

S T

R I

C T

CommunitySchools


The experiences of students, teachers and parents in OUSD will allow students to:1. Become enthusiastic and passionate learners who are resilient, confident and self

directed; able to set and achieve personal goals2. Know and be able to do the challenging intellectual work demanded by college,

employment, civic participation and community membership3. Know and respect themselves, other people, and the environment--able to lead

healthy lives and thrive4. Become global citizens who exhibit cultural competence, personal responsibility and

empathy; who form strong relationships inside and outside of their own group5. Make informed choices about their current and future lives and what is meaningful for

them as human beings6. 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

Student outcome standards focus the planning

Our students will be caring, competent, critical thinkers with 21st century literacy, numeracy and civic participation


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)


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


Strategy group planning overview

Metrics

Targets

MAAPAspirations

ComPAS Aspirations

MAAP Goals

Metrics

Targets

ComPAS Goals

School-level expectations

District-wide key initiatives

Implementation Plans

Investment Framework

MAAP ComPAS

Research and Data Analysis


School-level expectations

District-wide key initiatives

Implementation Plans

Investment Framework

MAAP ComPAS

Services Org

Strategy Group Services

Network Services

School Services

Network Plans

School Plans

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


Use Your Voice Survey 2005-2006

Presentation to the School BoardMay 31, 2006

Oakland Unified School District

2005-2006 USE YOUR VOICE SURVEY: Overview presentation to the School Board May 31, 2006

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

Districtwide Participation

0.0%

20.0%

40.0%

60.0%

80.0%

100.0%

Parent

Student

Teacher

Parent 26.5% 31.7% 31.1% 12.8% 9.2%

Student 52.5% 55.7% 58.2% 44.6% 43.6%

Teacher 28.3% 30.8% 38.3% 17.4% 18.4%

District Elementary Middle High Alternative


This Theme… Covers areas such as…

1. Clean Learning Environment Facilities and habits

2. Safety Secure, risk-free

3. Caring and Support Compassion, understanding, helpfulness, respect

4. Meaningful Youth Participation

Inclusion and involvement in decisions on important matters

5. High Expectations Belief and trust to achieve at high levels

6. Academic Rigor Challenges, high standards

7. Data-Driven Practice Evidence-based goals, plans, actions

8. Parent Engagement Outreach, partnership

9. Employee satisfaction Professional growth, respect, pride

10. District Strategy Results-driven leadership, goals, resources

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


Use Your Voice Surveys Workshop Agenda

(5 minutes) Welcome & Introductions

(3 minutes) About Today’s Seminar

(7 minutes) About the Use Your Voice Survey

(7 minutes) Facilitating the Seminar with Your Stakeholders – A Preview

(25 minutes) Discussing Our School Survey Data How to Read the Survey Data Charts Reading and Discussing the Charts

(10 minutes) Identifying Highest-Impact Priorities AND Integrating the Survey Data into the School Plan

(4 minutes) Next Action Steps

(3 minutes) Closing Remarks & Adjourn

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


Survey theme: CLEAN LEARNING ENVIRONMENT

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!

Each survey data chart will report the results for each question in ONE of the following ways:

1. Strongly Agree/Agree Neutral Disagree/Strongly Disagree

2. A/B (letter grade) C (letter grade) D/F (letter grade)

3. Too Easy Appropriate Too Hard

4. Strongly satisfied/Satisfied NeutralStrongly

dissatisfied/dissatisfied

TUTORIAL: How to read the USE YOUR VOICE Survey data charts

From the

Network

Works

hop for

Instructi

onal

Leaders


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

Integrating Use Your Voice Survey Data into the School Plan

From the Network

Workshop for Instructional

Leaders


May 20th Parent Workshop: The Use Your Voice Survey Data

Come join us! You are invited to a May 20th workshop on the Use Your Voice survey data. The purpose of the workshop is to support parents and community members to make meaning from the survey data and to inform the school site plan with what is learned from the survey results.

The workshop will include:

Introduction to the uses of community perception data Overview of the purpose of the Use Your Voice surveys Engagement with school-level survey data – What does the data tell us about our school? What

question do we have about the data? Facilitation tips and guiding principles (to assist parents/community leaders to engage other

parents/community members with the data back at their schools) How to use the survey data to inform the school site plan

Data to knowledge . . .

Knowledge to action . . .

Action to improvement for our school communities!

May 20th Parent Workshop: Use Your Voice Survey Data When: Saturday, May 20th - select EITHER morning or afternoon session

Morning Session: 9:30am- 12:00 pm Lunch provided to all participants (in either session): 12:00 – 1:00 pm Afternoon Session: 1:00pm -3:30pm

Who: SSCs, parent leaders, community members Where: HUNTER HALL, 1025 2nd Avenue, OUSD Admin. Building 4th Floor Please RSVP to: [email protected], 510-879-8143 by May 12

First parent/School Site Council survey data

workshop held May 20th – 50 parents from 26 schools participated

MAAP Design Process: Analysis of Baseline Data

CST Math: Percent Scoring High (Adv-Prof) and Low (FBB-BB) by Grade Level, Spring 2004

and Spring 2005

0.0%

10.0%

20.0%

30.0%

40.0%

50.0%

60.0%

70.0%

80.0%

90.0%

2nd 3rd 4th 5th 6th 7th 8th 9th 10th 11th

2004 Adv/Prof.

2004 FBB/BB

2005 Adv/Prof.

2005 FBB/BB

CST English language arts (ELA): Percent Scoring High (Adv-Prof) and Low (FBB-

BB) by Grade Level, Spring 2004 and Spring 2005

0.0%

10.0%

20.0%

30.0%

40.0%

50.0%

60.0%

70.0%

2nd 3rd 4th 5th 6th 7th 8th 9th 10th 11th

2004 Adv/Prof.2004 FBB/BB2005 Adv/Prof.2005 FBB/BB

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.


The majority of subgroups within OUSD are achieving at proficiency levels of less than 30%

• 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*.


Use Your Voice Survey Results 2006 (approx. 12,000 parents and 18,000 students responding)

Percent of survey respondents answering Strongly Agree or Agree

90.4182.97 87.19

75.32

0

20

40

60

80

100

I expect my child to tryhis/her best in school

(parent)

My child's teachersexpect my child to do

well (parent)

My parent/guardianexpects me to do my

best in school(secondary student)

My teachers expectme to do my best in

class (secondarystudent)

The school does a good job of preparing my child for college (parents of high school students, n = 1,288)

4.4% 6.1%

28.9%

36.7%

19.3%

4.6%

strongly disagree

disagree

neutral

agree

strongly agree

N/A

* As reported in CBEDS: Percentage of graduates who took all the required classes and received a C- or better in each A-G course

Strategic Alignment Plan (2002)• 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

MAAP Design Process: Examination of Past Strategies

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

Priorities that Emerged• 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

Building on the foundation

Sample Thought Leaders: Essential Elements of highly effective schools*

Robert Marzano Doug Reeves Linda Darling Hammond

Curriculum Guaranteed & viable curriculum Standards based design

Depth over breadth Core concepts & critical skills

Professional Learning Communities

Structures for teachers to interact with each other

Frequent teacher collaboration on student work

Peer review using professional standards

Assessment Frequent monitoring Frequent monitoring Performance on meaningful tasks

Performance on meaningful tasks

High Achieving Culture

Challenging goals & high expectations for all students

Focus on student achievement

Collective set of goals and school wide inquiry

Instruction Research-based instructional strategies

Multiple opportunities for improvement

Focus on mastery of core concepts & critical skills

MAAP Design Process: Review of Research

* Sources: The Right to Learn, Linda Darling-Hammond; Accountability in Action, Doug Reeves; What works in Schools, Translating Research into Action, Robert Marzano

Title I Achieving Schools Award Recipients*

School Self-Identified Strategies**Cleveland Elementary

Use of student data to determine school-wide and classroom goals and objectives Academic Conferences Differentiated supports for students Use of multiple classroom instructional strategies

Fruitvale Elementary

Frequent and multiple assessments Use of Collaborative Inquiry Cycle Differentiated interventions for students Regular teacher meetings

Lincoln Elementary

Standards aligned curriculum at the core of instructional program Grade level collaborative to identify six week goals and plans for instruction Differentiated interventions and enrichment opportunities Commitment to raising the aspirations of students

MAAP Design Process: Analysis of High Growth OUSD Schools

*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

Title I Achieving Schools Award Recipients*

School Self-Identified Strategies**

Peralta Elementary

Establishment of a learning culture and high expectations Differentiated instruction focused on student work Balanced literacy instruction Data used to shape instructional focus, methodology and interventions Program coordination to meet the needs of students

KIPP Middle School

Extended school day and year College preparatory focus Structured, consistent and positive school culture High expectations for all students

Franklin Elementary

Data-driven instruction Commitment to staff training and development High expectations for all students Program coordination

MAAP Design Process: Analysis of High Growth OUSD Schools

*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

Common Themes that Emerged

MAAP Design Process: Research and High Performing OUSD Schools

• High expectations for all students

• Frequent monitoring of student data

• Planning and alignment of instructional strategies

• Collaborative professional development


• 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

Agenda

Primary MAAP Aspiration: Acceleration of Student Mastery

We will accelerate mastery of essential core concepts and skills for all students through the pre-K to 12th grade continuum

• 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

Student Outcome Standard: Successfully accomplish the standards for graduation and pursuit of higher education

Primary MAAP Aspiration

1. 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

2. Each school will achieve accelerated growth on the API between 2006 and 2011*

3. 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

Primary MAAP Aspiration: Academic Goals

* 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).

Why the API?

• 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 a targetof 165%“predicted” APIgrowth 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 steadygain 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

Primary MAAP Aspiration: Metrics

What will our district API look like each year 2006 – 2011 as we achieve accelerated API growth?

Primary MAAP Aspiration: Targets

Projected API Growth through 2011

500

550

600

650

700

750

800

850

900

950

1000

Oakland Unif ied (165% ofexpected grow th)

568 592 601 635 668 698 725 749 771 791

Large District Average (>25000 students tested)

660 685 692 712 727 742 755 768 781 792

2002 2003 2004 2005 2006 2007 2008 2009 2010 2011

What would a school’s subgroup’s API look like each year 2006 – 2011 as the school achieves accelerated API growth?

Roosevelt Middle School Projected API Growth

500550

600650

700750800

850900

9501000

2005 2006 2007 2008 2009 2010 2011

overall

AA

AS

HI

SD

EL

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.

Primary MAAP Aspiration: Targets

Illustrative Example

• 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

Agenda

MAAP 2006-2007 School Level Expectations

1. Use a standards based curriculum and aligned assessments

2. Identify, plan and implement a school-wide focus for academic improvement

3. Engage in frequent cycles of academic inquiry around the focus

4. Utilize research-based instructional strategies to allow all students access to learning

5. Create structures for effective professional collaboration and development

6. Align resources towards the focused acceleration of student achievement

Priorities that Emerged from Prior Strategic Plans

• Equity and Access


• 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

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


School Level Expectations

MAAP 2006-2007 School Level Expectations & Key Initiatives

School Level Expectations1. Use a standards based curriculum and aligned assessments2. Identify, plan and implement a school-wide focus for academic

improvement3. Engage in frequent cycles of academic inquiry around the focus4. Utilize research-based instructional strategies to allow all students

access to learning5. Create structures for effective professional collaboration and

development

6. Align resources towards the focused acceleration of student achievement

2006-2007 Key Initiatives

Single Site Planning & Improvement Process

Tiered Support & Intervention Model

Single Site Planning & Improvement Process: Two Parallel Tracks of Work 2006-2007

Design of new site planning approach for 2007-2008: The School Plan for Student Success (SPSS)

• 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

Data-driven inquiry, planning, and decision-making 2006-2007: Team-centered cycles of inquiry

• 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

DISTRICT LEADERS:The Board of Education,Strategy Group, and Education LeadershipOrganization (ELO)Inquiry ForumsStructured Inquiry atLeadership and BoardMeetings

SCHOOL LEADERSHIP:Principal, School Site Council, Leadership TeamStructured inquiry at Network Meetings (Principals) andSSC/Site Planning Meetings

TEACHER TEAMS:Grade level and subject area teamsGrade-Level Academic Conference (GLAC)

LEARNING TEAM:Team of individual student,parent(s), and teacher(s)Student-Parent-Teacher Conferences

Data and accompanying inquiry protocols are provided periodically to each team as part of the ongoing site planning and improvement process, in conjunction withtraining 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.

Data-driven inquiry, planning, and decision-making 2006-2007: Team-centered cycles of inquiry

MAAP 2006-2007 Key Initiatives: Tiered Support & Intervention Model

Schools

Performance Indicators

1) School defined targets as articulated in the single site plan (e.g. student level scale score gains, suspension rates)

Quantitative2) Federal, State & District set targets3) SAIT Status4) PI Status

Qualitative5) School options data6) Use your voice survey data7) High School graduation8) Attendance

Tiered Support & Intervention

Educational Leadership Organization

Differentiated approach to implementation of school level expectations

School closures

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New School incubation

Under Performing Schools

High Quality Schools

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Oakland Acceleration Schools:Increased Support and oversight

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:

MAAP: Summary Framework

Schools Continuous Planning

Continuous Monitoring

Goals & Expectations Support & InterventionEducational Leadership

Organization

Services Organization

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

Documents

experiences of students

collegeour students

high standards of teaching

essential gradelevel

schools shared responsibility

developthe strategy

personal responsibility

continuous learning