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Page 1 Multi-Year Academic Acceleration Plan Framework Oakland Unified School District June 21, 2006.

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Presentation on theme: "Page 1 Multi-Year Academic Acceleration Plan Framework Oakland Unified School District June 21, 2006."— Presentation transcript:

1 Page 1 Multi-Year Academic Acceleration Plan Framework Oakland Unified School District June 21, 2006

2 Page 2 District Strategic Planning Process Strategy Group Planning Overview Student Outcome Standards 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 Dr. Kimberly Statham, Chief Academic Officer

3 Page 3 Strategy group planning overview Metrics Targets MAAP Aspirations 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 Strategic Planning overview

4 Page 4 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 goals 2.Know and be able to do the challenging intellectual work demanded by college, employment, civic participation and community membership 3.Know and respect themselves, other people, and the environment--able to lead healthy lives and thrive 4.Become global citizens who exhibit cultural competence, personal responsibility and empathy; who form strong relationships inside and outside of their own group 5.Make informed choices about their current and future lives and what is meaningful for them as human beings 6.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 2 nd Grade: All students master essential grade-level reading and math standards –By the end of 5 th Grade: All students master essential grade-level standards in language arts and math –By the end of 8 th Grade: All students master essential grade-level standards in language arts and algebra –By the end of 12 th 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 Strategic Planning overview

5 Page 5 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.

6 Page 6 MAAP Design Process: Analysis of Baseline Data The majority of subgroups within OUSD are achieving at proficiency levels of less than 30%

7 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*. MAAP Design Process: Analysis of Baseline Data Use Your Voice Survey Results 2006 (approx. 12,000 parents and 18,000 students responding) * As reported in CBEDS: Percentage of graduates who took all the required classes and received a C- or better in each A-G course

8 Page 8 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

9 Page 9 Sample Thought Leaders: Essential Elements of highly effective schools* Robert MarzanoDoug ReevesLinda 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 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

10 Page 10 Title I Achieving Schools Award Recipients* SchoolSelf-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

11 Page 11 Title I Achieving Schools Award Recipients* SchoolSelf-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

12 Page 12 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 Use of a standards based curriculum

13 Page 13 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 12 th grade continuum Key Indicators 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

14 Page 14 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).

15 Page 15 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 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 Primary MAAP Aspiration: Metrics

16 Page 16 What will our district API look like each year 2006 – 2011 as we achieve accelerated API growth? Primary MAAP Aspiration: Targets

17 Page 17 What would a schools subgroups API look like each year 2006 – 2011 as the school achieves accelerated API growth? The API for African American students, the lowest performing subgroup at Roosevelt, is currently 70 points lower than the overall schools 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

18 Page 18 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 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 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 School Level Expectations

19 Page 19 MAAP 2006-2007 School Level Expectations & Key Initiatives 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 2006-2007 Key Initiatives Single Site Planning & Improvement Process Tiered Support & Intervention Model

20 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

21 LEARNING TEAM: Team of individual student, parent(s), and teacher(s) Student-Parent-Teacher Conferences TEACHER TEAMS: Grade level and subject area teams Grade-Level Academic Conference (GLAC) SCHOOL LEADERSHIP: Principal, School Site Council, Leadership Team Structured inquiry at Network Meetings (Principals) and SSC/Site Planning Meetings DISTRICT LEADERS: The Board of Education, Strategy Group, and Education Leadership Organization (ELO) Inquiry Forums Structured Inquiry at Leadership and Board Meetings 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. Data-driven inquiry, planning, and decision-making 2006-2007: Team- centered cycles of inquiry

22 Page 22 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) Quantitative 2) Federal, State & District set targets 3) SAIT Status 4) PI Status Qualitative 5) School options data 6) Use your voice survey data 7) High School graduation 8) Attendance Tiered Support & Intervention Educational Leadership Organization Differentiated approach to implementation of school level expectations School closures School Based Control Accountability for results School BasedImprovement School BasedImprovement New School incubation Under Performing Schools High Quality Schools District Mandates School closures School Based Control Accountability for results School BasedImprovement School BasedImprovement New School incubation Under Performing Schools High Quality Schools District Mandates Oakland Acceleration Schools: Increased Support and oversight

23 Page 23 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:

24 MAAP: Summary Framework Schools Continuous Planning Continuous Monitoring Goals & ExpectationsSupport & Intervention Educational Leadership Organization Services Organization


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