1. Blueprint for Student Achievement

2. The Blueprint Defines: SUSD’s Focus based on measurable outcomes SUSD’s Alignment of Programs, Procedures, Practices, & Policies SUSD’s Expectations for stakeholders SUSD’s Opportunities to provide stakeholders in support of meeting measurable outcomes 2

3. High Performing Districts Believe… All Students can learn Success breeds success We control the conditions of success Leading in an Era of High Stakes Accountability, Action Learning Systems. pp. 1 (2010) 3

4. Analysis of District Structures tells a story… SUSD’s structures lack alignment within a systems approach; as a result, stakeholders’ ability to achieve each SUSD measureable outcome is obstructed. 4

5. Students Achievement A formal Data Review lets the students tell us how the alignment is working or not working. 5

6. The majority of students are not proficient in ELA or math. 6

7. Our performance by grade level has been similar for the past 3 years in ELA. 7

8. ….and math. 8

9. We have a lot of work to do to get our 3 rd grade students proficient at reading and our 8 th grade students proficient in Algebra. Percent of 3 rd graders proficient in reading in 2011 = 25.1% Percent of 8 th graders proficient in Algebra in spring 2011 = 23.6% If MAP data remains consistent, 1,000 of our students are not ready for Algebra 9

10. Too many students earn D and F grades at our high schools. 10

11. Student grades are not consistently aligned to mastery of standards. Results from one comprehensive high school. 11

12. Our English Learners do not have enough opportunities to enroll in elective courses. Time In ELD Program (TIP) 12

13. We have a plan for action LEA Plan SUSD Blueprint RTI 13

14. Leading in an Era of High Stakes Accountability, Action Learning Systems. pp. 1 (2010) 14

15. Purpose of Response to Intervention in SUSD’s Blueprint For school- and district-wide success, ALL STUDENTS must be correctly placed in the right class (program and instruction) for the right amount of time with the right teacher. Leading in an Era of High Stakes Accountability, Action Learning Systems. pp. 1 (2010) 15

16. How do we get there? Blueprint for Student Achievement: System Focus Alignment Expectations Opportunities 16

17. SUSD’s Focus Focus Board Adopted Outcomes Every student will read and comprehend by the end of 3 rd grade Every student will be proficient in Algebra concepts and applications by the end of 8 th grade Every student will graduate college and career ready by the end of the 12 th grade 17

18. SUSD’s Focus Measurable Goals for Student Achievement Every child will move up one proficiency level on the CST: Far Below Basic  Below Basic  Low Basic(325)  High Basic  Proficient  Advanced Every English Learner will move up one language proficiency level on the CELDT: Beginner  Early Intermediate  Intermediate  Early Advanced  Advance  R-FEP Every year the percent of high school graduates will increase (2019 CDE mandate 90%) 18

19. 19 How does this look for SUSD?

20. ALL Students Can Learn.ALL English Learners Can Learn English. ALL Diploma-Bound Students Can Graduate from High School. Goal #1 Students will increase a minimum of one performance level per year until Advanced. Goal #2 English Learners will increase a minimum of one language proficiency level per year until reclassified FEP Goal #3 Increase High School graduation rate. Leading in an Era of High Stakes Accountability, Action Learning Systems. pp. 7 (2010) 20

21. How will SUSD accomplish its Focus (outcomes and goals)? A lignment Programs Practices Procedures Policies 21

22. Programs Curriculum adopted to teach SUSD’s students to read, to master Algebra, and to prepare all students to graduate college and career ready. 22

23. Practices Direct Interactive Instruction (DII) Standards and Measurable Objectives Lesson Scope and Sequence I Do, We Do, You Do with Support, You Do Student Engagement, Feedback, and Correctives Proactive Classroom Management 23

24. Procedures Student Placement Based on individual student needs Teacher Placement Scheduling Professional Development Data Analysis 24

25. Policies Review Data in Relationship to Alignment needs Consideration for reviewing policies around: Homework policies Grading policies HR practices Budgeting Facilities 25

26. What can Stakeholders expect? Expectations Non-Negotiables tied to Student Achievement as identified in the Blueprint for Student Achievement Opportunities Support for Stakeholders to Achieve Non- Negotiables Stakeholders equal students, teachers, coaches, site administrators, district office, school board, and parents. 26

27. Board of Education – Expectations and Opportunities Board/StudentStudent/Teacher Teacher/ Coach/Administrator Administrator/DODO/Board 27

28. An aligned SUSD Blueprint will identify systematic practices that support and measure student achievement. 28

29. Acknowledgment Educational Services Departments Curriculum Language Development Research and Accountability State and Federal Elementary Education Department Secondary Education Department Special Education Department 29

30. References Research in support of district alignment based on systems approached http://elfnj.org/node/80 http://www.mcrel.org/pdf/leadershiporganizationdevelop ment/4005RR_Superintendent_leadership.pdf http://www.k12.wa.us/research/pubdocs/districtimprove mentreport.pdf http://www.stockton.k12.ca.us/SUSD/academics/dii.htm 30