1. Mark Roosevelt - Superintendent of Schools A Four-Year Comprehensive Framework for Improvement  Presented May 12, 2006 1

2. How a District Reform Agenda Helps Us  Unites the District in its vision, mission, and goals to improve teaching and learning  Instills a sense of urgency for improvement in education  Focuses the District around specific educational strategies and objectives that will improve student performance  Communicates learning expectations to students, families, employees and the community  Holds District leadership and employees accountable for results 7

3. A Collaborative Effort  Pittsburgh Federation of Teachers (PFT) and teacher representatives  Families and members of the community  Board members  Leading urban superintendents  Principals  Central office staff 8 The District Reform Agenda is based on the goals of the Board of Education and input from:

4. Our Vision 9

5. Mission Statement The Pittsburgh Public Schools will be one of America’s premier school districts, student- focused, well-managed, and innovative. We will hold ourselves accountable for preparing all children to achieve academic excellence and strength of character, so they have the opportunity to succeed in all aspects of life. 10

6. What We Believe 11

7. Declaration of Beliefs  All children can learn at high levels  Teachers have a profound impact on student development, and should have ample training, support and resources  Education begins with a safe and healthy learning environment  Families are an essential part of the educational process  A commitment from the entire community is necessary to build a culture that encourages student achievement  Improvement in education is guided by consistent and effective leadership  Central office exists to serve students and schools 12

8. Shared Goals To Guide All Work 1.Maximum academic achievement of all students 2.A safe and orderly environment for all students and employees 3.Efficient and effective support operations for all students, families, teachers, and administrators 4.Efficient and equitable distribution of resources to address the needs of all students, to the maximum extent feasible 5.Improved public confidence and strong parent/community engagement Pittsburgh Public Schools Board of Education adopted goals, 2006

9. Academic Performance 15

10. We Must Accelerate Achievement to Meet Federal/State Long-Term Requirements African American Historical TrendExpected Based on Historical Trend White All Students PSSA Results: Reading AYP Target 16

11. We Must Accelerate Achievement to Meet Federal/State Long-Term Requirements African American Historical TrendExpected Based on Historical Trend White All Students PSSA Results: Math AYP Target 17

12. We Must Increase The Pursuit of Excellence (AP) (CAS) (IB) 18

13. Source: College Board 11/22/05 We Must Increase The Pursuit of Excellence 19

14. How We Will Hold Ourselves Accountable 20

15.  By the end of the 2008-2009 school year, we will meet key objectives  We expect to see significant progress towards these objectives by the end of the 2007-2008 school year  These objectives are a small portion of the measurements for which we hold ourselves accountable Measuring Our Success 21

16.  80% of students will be Proficient in Reading on the PSSA by the end of the 3 rd grade (49% in 2004-2005)  Percentage of graduating seniors taking SAT exam will increase to 80% (52% in 2004-2005)  Increase graduation rate by 10 percentage points* Higher Expectations * Based on soon to be released RAND study on graduation and drop-out rate (PART 1) 22

17.  Increase participation and performance in Advanced Placement (AP) and International Baccalaureate (IB) courses:  Number of students that take AP exams (318 in 2004-2005) and IB diploma exams (24 in 2004-2005) will double  Number of African American students that take AP courses (37 in 2004-2005) will quadruple and IB courses (78 in 2004-2005) will double  Number of AP exam scores of 3-5 (336 in 2004-2005) will increase 50%  Number of IB diplomas (19 in 2004-2005) will double Higher Expectations (PART 2) 23

18. Fifth-Grade Reading, All Students Growth Across Achievement Spectrum proficient 46% 71% 13% 68% 32% 83% 17% 25% advanced basic 28

19. Fifth-Grade Math, All Students Growth Across Achievement Spectrum proficient 56% 71% 27% 81% 19% 91% 9% 34% advanced basic 29

20. Eighth Grade Reading, All Students Growth Across Achievement Spectrum proficient 49% 69% 21% 70% 30% 85% 15% 31% advanced basic 30

21. proficient 46% 66% 22% 66% 34% 76% 24% 32% advanced basic Eighth Grade Math, All Students Growth Across Achievement Spectrum 31

22. proficient 51% 66% 24% 67% 33% 82% 18% 31% advanced basic Eleventh Grade Reading, All Students Growth Across Achievement Spectrum 32

23. proficient 38% 58% 18% 57% 43% 75% 25% 28% advanced basic Eleventh Grade Math, All Students Growth Across Achievement Spectrum 33

24.  While increasing the achievement of all students, we will also accelerate the learning of children who have been historically short-changed by the system  All students, regardless of ethnicity, socio-economic status, or ability level will improve their proficiency  The achievement of African-American students in the Pittsburgh Public Schools will increase at a rate that is five percentage points greater than the gains of their peers Higher Expectations for All Students 34