Presentation on theme: "SFUSD The Balanced Scorecard. Objective of this presentation To inform the San Francisco Arts Providers of the essential elements of SFUSD’s Strategic."— Presentation transcript:
Objective of this presentation To inform the San Francisco Arts Providers of the essential elements of SFUSD’s Strategic Plan. To enhance understanding of the School Site Balanced Scorecard process and development. To provide a deeper understanding of the Strategic Plan’s targeted objectives for implementation during the 2009/2010 school year. To preview and define the key objectives that will be introduced throughout this school year.
What is the Balanced Scorecard? The Balanced Scorecard is a goal-setting and accountability tool that all schools (and eventually district departments) will build to describe the efforts of each individual school site in meeting the goals and objectives of our district’s Strategic Plan. The Balanced Scorecard (BSC) ensures that schools are focused on key strategic actions designed to improve student achievement for ALL students and disrupt the historic power of demographics. Educators, parents and others often say we need multiple ways to assess the performance of students and schools. The BSC offers schools and the community at large the opportunity to design just those measures.
Goal 1: Access and Equity Make social justice a reality Goal 2: Student Achievement Engage high achieving and joyful learners Diminish the historic power of demographics Diminish the historic power of demographics Center professional learning on equity Create an environment for students to flourish Provide the infrastructure for successful learning Diminish the historic power of demographics Center professional learning on equity Create an environment for students to flourish Goal 3: Accountability Keep our promises to students and families Provide direction and strategic leadership Create the culture of service and support Key Objectives for 2008/2009 SY
Engagement: The MOST important element of your Balanced Scorecard! Include here the dates and times that your school community was given the opportunity to engage in the important discussions about the three Goals. You do not include here what came out of the discussions, but that the discussions actually took place. For instance, when did the staff participate in discussions? During staff meetings? Professional development time? Grade level Planning? Early Release days? Etc. When did you engage the parents, families and communities in these discussions? SSC meetings? Community meetings? What was the process by which students engaged in discussions about their school community? You can indicate here FUTURE opportunities also that will take place beyond the January 30 th submission date because the engagement process is never complete, but an ongoing process with all stakeholders.
Excerpt from a Balanced Scorecard: We have had an extensive school-wide participation process. We have had seven Staff Meetings, five School Site Council meetings (with food and childcare provided), nine Community Wide meetings with parent staff and community members (with food and childcare provided) and three informal Principal Chats (coffee and breakfast treats) dedicated to discussing Social Justice, Community of Diversity and Inclusion, Academic Excellence, Parent Promises and what are the core values of Harvey Milk Civil Rights Academy. We have touched base with at least 80% of the school community and have made every effort to reach families and community where they live. We held meetings at John Lee Rec. Center in the Bay View, a house meeting in the Mission, two house meetings in the school neighborhood, a meeting at Eureka Valley Rec. Center after a Basketball Game, and many planning meetings with a core group and with the Leadership Team. We talked about this at Family Pride Night and at our Winter Peace Assembly. We created written, collaborative visions of Social Justice, Academic Excellence and Communities of Diversity and Inclusion, shared discussion of our current conditions - who are our students - and then used these to create our action plans for change. We have had an independent photography group documenting the process throughout (creating a book), and we have created a 10 minute video of former students discussing how they learn best. ENGAGEMENT: Harvey Milk Civil Rights Academy
Goal 1: Access and Equity – Making Social Justice a Reality Objective 1.1 To diminish the historic power of demographics “Welcome to our school. This is what we believe in. This is how we ensure access and equity for all students.”
What are the Core Values and Beliefs of our school? What should equity look like at our school? What is the data telling us about equity and the power of demographics at our school?
What do we believe in for all students? What would our students say equity means for our school? How do we ensure access for all students?
Building the Scorecard… Answer the following questions and record your responses to enter into the BSC. Describe what the terms mentioned in Goal 1.1 mean to your school community. What is the school you aspire to be with respect to access, equity and social justice? Describe where your school is currently at with respect to these key concepts. What is your analysis of current conditions?
Building the Scorecard… Describe a specific Strategic Action your school community is engaged in that supports Goal 1.1 What data do we use to measure the success of this action and what are the specific targets we have set? That completes the description of ONE Strategic Activity, to discuss another, repeat these two boxes. Note: generally, each strategic action or high leverage activity has a measure or benchmark to gauge success and set targets. “Now that you have described your current conditions, how can you move closer to the school you aspire to be?”
Goal 2: Student Achievement – Engage high achieving and joyful learners Objective 2.1 Ensure authentic learning for all learners. “Welcome to the classroom. This is what the teachers are teaching. This is what the students are learning.”
How are we preparing students for high school, college, and career? How are we preparing the citizens of tomorrow? What are the characteristics of a joyful learner?
What specific behaviors do joyful learners exhibit? What do teachers of joyful learners do in the classroom to foster that joy? What do our test scores tell us about student achievement at each grade and in each content area?
Excerpt from a Balanced Scorecard: A child who is a joyful learner is one who is proud of his/her accomplishments and shares those accomplishments with peers and adults. A joyful learner is able to express him/herself through expressions, gestures, laughter, body language or dialogue. A joyful learner is one who offers ideas freely, listens to others ideas and discusses possible directions for his/her own exploration. A joyful learner is a child who will revisit his/her own experiences the next day and recruit friends to join with them. A joyful learner is one who is excited to excel and extend his/her own boundaries. A joyful learner is a child who utilizes the classroom as the third teacher. A joyful learner is a child who is happy at school and looks forward to being with friends and teachers. A joyful learner is a child who is respected and valued by his/her peers and teachers. A joyful learner is a child who expresses a willingness to learn through the many classroom experiences. A joyful learner is a child who takes risks and is interested in innovation. “What is a joyful learner?” By Presidio Child Dev. Ctr.
Goal 3: Accountability – Keeping our promises to students and their families. Objective 3.2 Create the culture of service and support “This is what you can hold us responsible for. This is how you can support us. This is how you can get involved.”
What specific promises should we be able to make to parents and students in the school? What specific opportunities are there for parents to participate in our educational program?
Goal 1: Access and Equity Make social justice a reality Goal 2: Student Achievement Engage high achieving and joyful learners Diminish the historic power of demographics Diminish the historic power of demographics Center professional learning on equity Create an environment for students to flourish Provide the infrastructure for successful learning Diminish the historic power of demographics Center professional learning on equity Create an environment for students to flourish Goal 3: Accountability Keep our promises to students and families Provide direction and strategic leadership Create the culture of service and support Key Objectives for 2009/2010 SY
Goal 1: Access and Equity – Making Social Justice a Reality Objective 1.2 Center the professional learning on equity This objective focuses on how we (educators) all learn to improve our practice and engage in lifelong learning. The Key Initiative for this work is Equity Centered Professional Learning Communities (ECPLCs.) The goal of the ECPLCs is to increase skills, deepen understanding and improve instruction while building a greater sense of self-efficacy on the part of SFUSD educators. Another important area of also specifically asks schools to identify ways in which they can increase high levels of student engagement, self-efficacy* and effort optimism**.
“What ECPLCs currently exist at our site?” “What distinguishes this as an ECPLC and not just a meeting?” “How can/do we measure teacher self- efficacy?” “How confident are teachers that they have the necessary knowledge, skills and tools to deliver highly effective instruction?” “How confident are the students in their ability to succeed?”
“How do our educational partners help students gain self-confidence and self- efficacy?” “How do we message to students that hard work, perseverance, and effort really do pay off in the long run?” “What opportunities do we have to check in with students on a personal level to know and understand them as individuals and offer appropriate advise, positive reinforcement, and encouragement?”
Goal 1: Access and Equity – Making Social Justice a Reality Objective 1.3 Create an environment for students to flourish This objective focuses on ensuring and maintaining a safe, affirming and nurturing environment for all students. This is the objective where you would address your Safe School Plan, emergency preparedness, etc. It also includes schoolwide policies and practices around discipline and suspensions and programs to address these issues such as Restorative Justice, Tribes, or Caring Schools Community. Additionally, the safe, affirming and nurturing environment does not just refer to the regular school hours, but beyond the instructional hours also. Afterschool programs provide a great opportunity for students to be actively engaged in meaningful and positive learning experiences after school. Many of our schools are extremely fortunate to have valuable partnerships with many partners that provide valuable experiences in the visual and performing arts. This is a place in the BSC where you can showcase the contributions of these programs.
“What does a school environment look like, sound like when students are flourishing?” “What types of positive behavior programs do we implement with the students?” “What is restorative justice and how would we implement such a program at our school?”
“What efforts are in place to ensure that the school is truly integrated racially, ethnically and socio-economically?” “What are the after-school programs and services for students and how are these programs linked to supporting 21 st century learning skills?” “What is the diversity of participation in our afterschool programs and services for students?”
Goal 2: Student Achievement – Engage high achieving and joyful learners Objective 2.1 Prepare the citizens of tomorrow This objective is perhaps the most extensive in the entire BSC largely due to the fact that this includes all the 21 st century learning skills and competencies. Although this objective will probably require more work, planning and development than any other, it is also the most exciting! The district has identified the key 21 st century learning skills that every child will have multiple opportunities to acquire and demonstrate competency. A critical area of work for the school sites will be in assessing what opportunities during and afterschool that students have to acquire these skills, how many students actually participate in those opportunities and how specifically do you measure mastery. This objective also focuses on fostering a college-going culture.
SFUSD’s 21 st Century Learning Skills Multicultural and Cross-cultural competency Technological literacy Communication skills Aesthetic sensibility Critical and creative thinking, reasoning and solution seeking Social, environmental, and civic responsibility Strength of character
“Review the list of 21 st century learning skills. For each skill, what would a student need to know and be able to do to demonstrate competency of that skill?” “How do our afterschool and support/enrichment programs contribute to development and mastery of 21 st century learning skills?” “How do the afterschool and enrichment programs assess the acquisition of these skills and what opportunities do the teachers have to receive this important feedback about student learning?”
“What are all the opportunities that we have to discuss with students as a group and individually about what they need to do to select a college, apply and access all available funding opportunities?” “Are there any support programs (i.e. Gear- Up, EOP, SF Promise, etc.) that specifically target supporting students around accessing information for colleges?” “Do ALL students take advantage of these resources equitably regardless of race, ethnicity or socio-economic status?”
All school site BSCs can be viewed and downloaded at: www.beyondthetalk.org