1 the superintendent’s strategic plan for high priority schools committee of the whole december 4,...
TRANSCRIPT
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The Superintendent’s Strategic Plan for High Priority Schools
Committee of the Whole
December 4, 2007
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Presentation Overview
Situation Review
The Strategic Plan
Next Steps
Summary
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Situation Review Legal Requirement
NCLB Possible Corrective Action Sanctions by State Board of Education
Replacing LAUSD personnel who are relevant to the failure to make AYP
Removing schools from LAUSD jurisdiction SBE appointing a receiver or trustee to administer LAUSD Abolishing or restructuring the LAUSD Authorizing pupils to transfer out of LAUSD Deferring programmatic funds or reducing administrative
funds Instituting and Implementing a new curriculum based on
state academic content and achievement standards Providing professional development that offers promise of
improving achievement for high priority pupils
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Situation ReviewNCLB Status and Requirements
District: LAUSD has been designated as a NCLB Program Improvement Year 3 Corrective Action District
Schools: 34 secondary schools have been identified as High Priority Schools –NCLB Restructuring Status
Schools in Program Improvement Year 5 and beyond and consistently performing below API 600 are required to make substantial changes
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Situation Review Legal Requirement
The Superintendent’s Strategic Plan for High Priority Schools
Institutes and fully implements the District’s curriculum that is based on state academic content and achievement standards
Provides appropriate professional development to improve educational achievement for high priority pupils
Note: These two actions contained in Strategies 1 and 2 are consistent with the NCLB corrective actions the District can implement
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Situation ReviewMoral Imperative
CST English Language Arts - Students, grades 2-11, scoring at Basic, Below Basic and Far Below Basic
69% of all students – 346,222 75% of all Hispanic students – 276,559 73% of all African-American students – 39,283 90% of all English Learners – 159,456 94% of all Students with Disabilities - 46,266
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Situation Review Moral Imperative
CST Mathematics - Students, grades 2-11, scoring at Basic, Below Basic and Far Below Basic
69% of all students – 334,639 73% of all Hispanic students – 261,104 78% of all African-American students – 40,667 79% of all English Learners – 137,050 90% of all Students with Disabilities – 42,743
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California High School Exit Exam - English Language Arts Percent of Grade 10 Students Proficient and Advanced
High Priority LAUSD High School
21% 23%20%
15%
0%
10%
20%
30%
40%
50%
60%
70%
80%
90%
100%
2004 2005 2006 2007 2008 2009 2010 2011 2012School End Year
% S
tud
ents
Situation ReviewRapid Improvement Demanded
Example: LAUSD High Priority School
33%
45%
56%
67%
78%
NCLB AMO Targets
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California High School Exit Exam - Mathematics Percent of Grade 10 Students Proficient and Advanced
High Priority LAUSD High School
15% 17% 17% 17%
0%
10%
20%
30%
40%
50%
60%
70%
80%
90%
100%
2004 2005 2006 2007 2008 2009 2010 2011 2012School End Year
% S
tud
ents
Situation ReviewRapid Improvement Demanded
Example: LAUSD High Priority School
32%
44%
55%
66%
77%
NCLB AMO Targets
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Two Change Models
vs.
Local Districts
Family of Schools
HPS
HighPriorityDistrict
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Selected Change Model
The High Priority Schools remain within Local District, Family of Schools structure
Local Districts
Family of Schools
HPS
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Advantages to this Approach
Building the Capacity of the Local District School site Family of schools Local District Central
Creating System Accountability Supports Elementary, Middle, High School Articulation Prevents stigmatizing of individual schools Fewer transitions for schools
No need to move out and in LD Structure Increases opportunities for carryover and learning
Addresses Corrective Action Requirements for District-wide School Reform
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District Transformation Model
Innovation, High Priority Schools, LDs, Charters
Charter Schools
Local Districts
Family of Schools
HPS
iDivision
HPS
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Situation ReviewMoral Imperative
LAUSD is Committed to: All students having an educational
experience that is rigorous All students having access to outstanding
staff The curriculum, anchored in state
standards, prepares all students well for career choices
All High Priority Schools improving measurably
Failure is not an option
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The Strategic Plan
A Blueprint for Success
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The Strategic Plan
Serves as the transformative model for district reform for all secondary schools
Serves as part of the response to LAUSD’s corrective action status and schools’ restructuring status
Builds capacity within Central Office, Local Districts and Schools
Creates a system of accountability at all levels (Central, Local District, School)
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The Strategic Plan
Focuses on recruitment, retention and professional development of staff
Includes a blend of required and optional tactics tailored to each school’s needs
Creates incentives for schools and stakeholders
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The Strategic Planis about Synergy
“It is not a buffet, it’s a 7-course meal.”
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The Strategic Plan
Seven Improvement Strategies Curriculum Instruction Leadership Parent and Community Engagement Physical and Emotional Safety Organizational and Support Structures Performance Reporting, Accountability, and
Incentives
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Structure
Strategy Rationale Tactics
Required Optional
Action steps Responsible party
District Schools District and Schools
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Strategy One: Curriculum
Use a research-based, common, coherent, and rigorous standards-based curriculum that meets the needs of diverse learners
Rationale: NCLB and CDE mandate: There is a legal requirement which specifies “…the instituting and fully implementing of a new curriculum that is based on state academic content and achievement standards…”
Tactics Adopt a new curriculum based on state standards (required) Implement the District’s curriculum (required) Ensure all other curriculum and materials are aligned to state
standards (required) Remove all non-California standards aligned texts and
supplementary materials Implement additional curricular supports to meet the needs of
diverse learners (required) Provide expanded curricular opportunities for students (required and
optional programs)
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Strategy Two: Instruction
Build learning communities in which teachers, and those who support them, use data in a reflective cycle of continuous improvement to develop their skills in delivering high-quality, personalized instruction
Rationale: NCLB and CDE mandate: Provide appropriate professional development based on scientifically based research for all relevant staff that offers substantial promise of improving educational achievement for high priority pupils.
Tactics Build capacity for effective teaching (required) Build capacity across roles to support effective teaching
(required) Build student capacity to self-monitor, apply learning strategies
and sustain learning (required)
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Strategy Three: Leadership
Build collaborative School and District leadership teams that support a cycle of continuous improvement to ensure high-quality instruction in their schools
Rationale: Effective school improvement depends upon individuals and teams having, learning, and exhibiting strong leadership skills honed through professional development; leaders modeling desired behaviors for their colleagues; leaders providing and experiencing mentoring and on-going, meaningful coaching; leaders creating systemic career paths for professionals and implementing comprehensive staffing plans.
Tactics Build capacity of administrative and other school leaders Create a career path and staffing plan for effective
administrative leadership
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Strategy Four: Parent andCommunity Engagement
Build a collaborative community of informed and empowered parents, teachers, staff, and community partners who work collaboratively to support high-quality teaching and learning
Rationale: High priority schools with students at-risk benefit from a strong infrastructure of community resources and available services, supportive and informed extended family structures, as well as a melding of school, family, and students into a caring community of learners. Schools must provide environments that invite and nurture parents and other stakeholders to become active partners in their children’s learning.
Tactics Move beyond parent involvement to authentic parent
engagement (required) Provide parent and community and engagement support to
teachers and administrators (required) Provide structure for community based support (optional)
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Strategy Five: Physical and Emotional Safety
Build school environments where students and adults are physically and emotionally safe and secure and personal achievement can be optimized for all
Rationale: School environments must be safe and secure at all times so that staff and students have the appropriate setting for effective teaching, learning, and co-curricular activities. Students need to be in school on a regular basis and on time so as to maximize their learning, to develop personal discipline, and to be prepared for workforce demands
Tactics Engage people in productive and supportive schools cultures
that demonstrate respect for all (required) Seek additional partners to expand services and support to
schools (required)
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Strategy Six: Organizationaland Support Structures
Design and implement District and school organizational and support structures to improve school performance
Rationale: Provide adequate and timely support to the schools and to the students in order to ensure that the school site plans, new strategies and tactics are implemented fully, and that progress is measured and reported on a scheduled basis
Tactics to support teaching and learning Implement organizational structures that support teaching and
learning Use time differently to support teaching and learning Implement organizational structures that support teaching and
learning Provide facilities that support teaching and learning Ensure the strategic use of financial resources Use technology to support learning and promote organizational
effectiveness
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Strategy Seven: Reporting, Accountability & Incentives
Design and implement systems of reporting, accountability, and incentives to measure outcomes and promote continuous improvement
Rationale: There is a critical need to attract and maintain strong, effective staff and to provide the necessary incentives to assist with the recruitment, retention and professional growth of staff at these priority schools. Progress needs to be measured against specified targets so as to assure that the schools are meeting expectations and standards set at the federal, state, and district levels. Frequent reporting of the schools’ progress toward meeting their set targets makes the process of accountability transparent to the stakeholders. The quarterly reporting system allows for mid course corrections and long term growth.
Tactics Build on and ensure the use of systems of reporting and accountability
(required) Attract and retain key personnel: administrators and teachers Implement school-wide recognition programs for all personnel
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Examples of High Priority Schools
Accountability Program
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HPS - Middle School Goals
OVERALL GOAL: To meet the Adequate Yearly Progress targets for AYP purposes
Goal 1: CALIFORNIA STANDARDS TESTS (CST) To meet the Annual Measurable Objective (AMO) as
set by NCLB and increase the percent of grades 6-8 students schoolwide and in their significant sub-groups scoring proficient or advanced on the California Standards Tests in English Language Arts and Mathematics
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ELA CSTMiddle School Goals & Targets
An example of one High Priority Middle School
ELA CST Percent Proficient and
Advanced Target
2004 2005 2006 2007 2008 2009 2010 2011
NCLB AMO 13.6 24.4 24.4 24.4 35.2 46.0 56.8 67.6
Schoolwide 10.1 12.4 15.5 16.4 35.2 46.0 56.8 67.6
Afr. Amer.
Am. Ind./ Ala. Nat.
Asian
Filipino
Hispanic 9.7 11.9 14.5 15.5 35.2 46.0 56.8 67.6
Pac. Islander
White
Socio. Econ. Dis. 10.2 12.5 15.4 16.4 35.2 46.0 56.8 67.6
Eng. Learners 1.7 2.0 1.9 0.9 35.2 46.0 56.8 67.6
Students w/Disabilities
1.6 0.7 1.6 0.8 35.2 46.0 56.8 67.6
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Mathematics CST Middle School Goals & Targets
An example of one High Priority Middle School
Math CST Percent Proficient and
Advanced Target
2004 2005 2006 2007 2008 2009 2010 2011
NCLB AMO 16.0 26.5 26.5 26.5 37.0 47.5 58.0 68.5
Schoolwide 10.6 11.1 17.9 23.1 37.0 47.5 58.0 68.5
Afr. Amer.
Am. Ind./ Ala. Nat.
Asian
Filipino
Hispanic 9.8 10.2 16.8 21.5 37.0 47.5 58.0 68.5
Pac. Islander
White
Socio. Econ. Dis. 10.9 11.3 18.1 23.0 37.0 47.5 58.0 68.5
Eng. Learners 2.8 2.8 5.6 5.3 37.0 47.5 58.0 68.5
Students w/Disabilities
2.7 0.3 2.9 2.3 37.0 47.5 58.0 68.5
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In-seat Attendance and Suspension RatesMiddle School Goals & Targets
Goal 2: To increase the annual in-seat attendance at middle schools to 95%
Goal 3: Suspensions To decrease the student suspension rate each year (School establishes target)
In-seat attendance Target
An example of one High Priority Middle School
2004 2005 2006 2007 2008 2009 2010 2011
93.5 94.7 94.7 94.8 95 95 95 95
Suspension Rates Target
An example of one High Priority Middle School
2004 2005 2006 2007 2008 2009 2010 2011
35.1 40.0 39.8 22.6 15 12 8 3
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HPS - High School Goals
OVERALL GOAL: To meet the Adequate Yearly Progress targets for AYP purposes
Goal 1: CALIFORNIA HIGH SCHOOL EXIT EXAMINATION (CAHSEE) To meet the Annual Measurable Objective (AMO)
as set by NCLB and increase the percent of students schoolwide and in their significant sub-groups scoring proficient or advanced on the CAHSEE English Language Arts and Mathematics
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ELA CAHSEEHigh School Goals & Targets
An example of one High Priority High School
ELA CAHSEE Percent Proficient and
Advanced Target
2004 2005 2006 2007 2008 2009 2010 2011
NCLB AMO 11.2 22.3 22.3 22.3 33.4 44.5 55.6 66.7
Schoolwide 21.0 22.9 19.6 15.4 33.4 44.5 55.6 66.7
Afr. Amer.
Am. Ind./ Ala. Nat.
Asian
Filipino
Hispanic 19.7 21.9 18.6 13.9 33.4 44.5 55.6 66.7
Pac. Islander
White
Socio. Econ. Dis. 20.6 23.3 19.2 15.3 33.4 44.5 55.6 66.7
Eng. Learners 17.4 19.5 14.6 10.1 33.4 44.5 55.6 66.7
Students w/Disabilities
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Mathematics CAHSEE High School Goals & Targets
An example of one High Priority High School
Math CAHSEE Percent Proficient and
Advanced Target
2004 2005 2006 2007 2008 2009 2010 2011
NCLB AMO 9.6 20.9 20.9 20.9 32.2 43.5 54.8 66.1
Schoolwide 14.8 16.7 16.8 16.9 32.2 43.5 54.8 66.1
Afr. Amer.
Am. Ind./ Ala. Nat.
Asian
Filipino
Hispanic 12.4 14.5 14.2 15.4 32.2 43.5 54.8 66.1
Pac. Islander
White
Socio. Econ. Dis. 14.6 17. 16.8 16.5 32.2 43.5 54.8 66.1
Eng. Learners 12.8 14.3 13.6 13.3 32.2 43.5 54.8 66.1
Students w/Disabilities
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Graduation RatesHigh School Goals & Targets
Goal 2: GRADUATION RATE To meet AYP graduation rate criteria *
Graduation Rates Target
An example of one High Priority High School
2004 2005 2006 2007 2008 2009 2010 2011
55.6 51.1 42.7 58 65 70
Have a graduation rate of at least 82.9or
Show improvement of at least 0.1or
Show improvement in the average two-year rate of at least 0.2*NCLB Requirement
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In-Seat Attendance and Suspension RatesHigh School Goals & Targets
Goal 3: In-Seat Attendance To increase the annual in-seat attendance at high schools to 92% (District standard)
Goal 4: Suspensions To decrease the student suspension rate each year (School establishes target)
In-seat attendance Target
An example of one High Priority High School
2004 2005 2006 2007 2008 2009 2010 2011
88.6 89.5 87.5 85.8 92.0 92.0 92.0 92.0
Suspension Rates Target
An example of one High Priority High School
2004 2005 2006 2007 2008 2009 2010 2011
14.9 21.1 11.0 6.2 5 4 3 3
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Projected Budget
January-June 2008 $4,635,000 FY 2009 $7,597,000 FY 2010 $6,437,000 FY 2011 $4,327,000 FY 2012 $6,656,000
1. Does not include any salary increases year to year 2. Does not include preplanned, ongoing budgeted activities/programs 3. Does not include school site optional tactics to be determined in
March 2008 4. Fund sources for 100% of above:
Targeted Instructional Improvement Grant (TIIG) is dedicated “to provide instructional improvement for lowest achieving pupils’
Superintendent’s budget Rodriguez balances Parent and Civic Engagement Office budget
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Next Steps
Timeline
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Next Steps
December 2007 - January 2008 Board adoption Presentation to the State Board of Education Hire Senior Deputy Superintendent Hire/reassign Directors of School Services
1:2 or 1:3 Director to schools ratio Hire advisors to:
Assist schools with needs assessments Provide on-going support to schools Build school and local district capacity
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Next Steps
January-June 2008 Conduct needs assessment 34 High and Middle
Schools for 2008-09 Integrate all of a school’s existing plans into the
Single Plan for Student Achievement (SPSA) Superintendent approves SPSAs and aligned
Budgets Build Local District Capacity and Support for
Schools Provide professional development Prepare for implementation of Single Plan for
beginning of 2008-09 school year
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Next Steps
July 2008-June 2009 Implement HPS Strategic Plan in 34 High Schools
and Middle Schools Determine Criteria for Expansion Evaluate implementation efforts at 34 schools Refine process and identify additional schools Begin work with new schools
July 2009-June 2010 Implement HPS Strategic Plan phase 2
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Summary
Why this plan will work
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Our Shared Legacy
What distinguishes this plan from so many other well intentioned efforts?
Relentless Implementation Centered on Rigorous Teaching and Learning Focused Accountability Unified Vision and Actions Aligned Allocation of Resources Staff: Quality, Retention, Stability Collaboration, Collaboration, Collaboration Intolerance for Mediocrity
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Questions
Strategic Plan