90 day report – progress update 06-26-2018 · 2019-05-29 · meetings and the annual admin...

90 Day Report – Progress Update

06-26-2018

SAN FRANCISCO UNIFIED SCHOOL DISTRICT

Agenda

1. Structure of the Entry Plan

2. Progress on the Areas

3. PITCH

4. PITCH – Strategy Matrix Progress

5. Questions

2


Agenda



3. PITCH


5. Questions

3


Structure of the Entry Plan

Initial Impressions, Observations and Recommendations

1. The Governance Team2. Organizational Capacity and Alignment3. Data Analysis and Document Review4. Community Engagement and District Communication5. Operations and Finance

4


Agenda



3. PITCH


5. Questions

5


The Governance Team 6

Recommendations Status

Continue Semi-Annual Governance team meetings to ensure that the organization is continuing to move in the direction that is Board driven.

Working with Board Leadership to establish a retreat during the Summer or Fall 2018.

The Board should consider establishing exactly what types of data they will review periodically throughout the year and annually (ex. How many students from each school make a year’s growth? Which sub groups are making a year’s growth? etc.).

Establishing what data the Board will review will be one of the items at the retreat.

The Board should review the board generated resolution process to determine if this process moves the district forward in alignment with the strategic plan.

The Board has to consider if they want to review this recommendation.


Organizational Capacity and Alignment

7


Continue focus on increasing rigor and instructional effectiveness in the classrooms.

This is a priority for the Deputy Superintendent, LEAD, and the department of Curriculum and Instruction. The Deputy Superintendent has outlined a set of recommendations based upon his own listening and learning process during the past several months. They include the following priorities:

1 - Create Clarity:● Develop an SFUSD Teaching and Learning Framework ● Align Quality Frameworks at all levels

2 - Increase Equity:● Implement PITCH strategies at 20 high priority schools. ● Ensure Language Pathway Quality for English Learners

3 - Ensure Quality and Unity of Support to Schools


Organizational Capacity and Alignment - continued

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The strategic plan should be reviewed and staff alignment should be modified as appropriate.

We took steps to review Transform Learning. Transform Lives. (TLTL) during monthly District Leadership Network meetings. We need to continue calibration efforts to understand the actions in TLTL and align on the measures to assess progress.

A team of Chiefs and Assistant Superintendents will convene to plan a scope and sequence for more focused efforts for the DLN and sites to assess progress on TLTL and make recommendations for revision and updates.


Organizational Capacity and Alignment - continued

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Staff must address how we will continue to support instructional rigor and site leadership by addressing the following questions:

● How are our leaders developed?

● How are our leaders held accountable?

● What data are we using year over year to assist us in knowing whether we are succeeding in our goal of every child meeting or exceeding district and state standards?

Building from prior leadership development work, we have established Transformative Leadership for Equity and Excellence (TLEE) for new leader development and continue the cohort meetings and the annual Admin Institute and quarterly All Admin meetings to train continuing administrators.

Site and central office leaders are held accountable through the evaluation process.

We are using academic results from state and district assessments, Behavioral data, and Culture/Climate and SEL data. Data reports can be found here: SFUSD Links to Data About Our District and Schools

https://drive.google.com/file/d/1yRqoLgFUoVPBgQnHECpslgGx5o_tysuT/view



Data Analysis andDocument Review

10


There should be increased district level strategic activities to aid Transform Learning, Transform Lives. (TLTL) specifically aimed at the outcomes for African-American Students.

A district team, with input and feedback from site leaders, has identified key strategies and progress measures for PITCH in SFUSD’s Continuum of Effective Practices for African American Students. The five components in PITCH align to strategy areas identified in TLTL.

The District/Board need to establish a very clear picture of what data the community can expect to see from the district every year.

Community can access: SFUSD Links to Data About Our District and Schools, which includes SFUSD School List (School Accountability Highlights, School Accountability Report Card, Balanced Scorecard, and SEL/Culture Climate Report), along with CA Dept of Education Reports.

There should be increased Equity focused professional development.

A district team (with feedback from site leaders) has designed the strategies and the continuum of effective practices for PITCH. Included are strategies that focus on equity designed professional development.




Data Analysis andDocument Review - continued

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There should be a district level audit of interim benchmark practices to answer the following questions:

● Are there effective processes for setting and communicating benchmarks?

● What is the quality of instructional assessment in the district?

● Are interim assessments used to provide feedback on a regular basis to inform instruction?

● How is assessment data disseminated and used at the student, classroom, school and district levels?

● How effective are assessment tools, processes, data systems, accountability mechanisms and training levels?

● Are we using the results of our benchmarks effectively?

Per the Board Resolution, a UESF/SFUSD/Family Assessment Committee was convened. The committee made assessment recommendations regarding administration, communicating results, and analysis of SFUSD’s common district assessments for ELA and Mathematics.

Department of Research, Planning and Assessment (RPA) continues to conduct audits of benchmarks and issue data reports for school and district usage.

https://www.boarddocs.com/ca/sfusd/Board.nsf/files/AYLT5H605A86/$file/UESF-SFUSD-Family%20Assessment%20Committee_May%208%20BOARD%20Mtg%20(1).pdf


Community Engagement & District Communication

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The district needs to develop specific strategies to address the outcomes for African-American students*

As noted earlier, district team, with input and feedback from site leaders, has identified a set of high leverage strategies and an effective practices continuum aligned with the categories of PITCH (Professional Capacity, Instructional Guidance, Transforming Mindsets, Collaborative Culture, and High Capacity Staff). Sites will set goals on the Continuum and utilize PITCH strategies in 2018-19.

The district needs to continue its administrative PD regarding instructional evaluation

LEAD and HR are partnering on evaluation PD for site leaders. LEAD cohorts have monthly meetings and site walkthroughs to evaluate the effectiveness of instruction. All new site leaders will receive specific training on observing instructional and giving actionable feedback.


Community Engagement & District Communication - continued

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The district needs to continue developing its strategy for attracting and retaining teachers

Our H.R. department is conducting exit surveys to gather data about the reasons employees leave the district. These data will enable use to better understand where there are areas of potential impact.

We have prioritized increasing salaries for attracting and retaining staff in our collective bargaining and in our budget priorities. We have made a significant effort to seek and plan for additional resources through Proposition G.

We are also partnering successfully with the City to provide affordable housing assistance for our educators beginning with the first brick and mortar educator housing development at Francis Scott Key Annex.


Community Engagement & District Communication - continued

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Educational Placement Center (EPC) should continue working with the Board committee to bring a well-articulated policy recommendation to the Board

The staff continues to work with and bring recommendations to the Board Ad Hoc Committee on Student Assignment. Policy discussions have included consideration of specific proposals (e.g., tie-breaker priorities for Willie L. Brown MS and Bayview elementary school students and children of staff members) as well as potential broader redesign of the Board’s / SFUSD’s student assignment policies.

District, sites, the SFCSD’s Office of Family and Community Engagement, Office of Family Voice, Translation and Interpretation Unit and the Communication Division need to continue development of communication policies and practices

The Community Partnerships Office and Family Partnership Empowerment Office, the District’s Communications Division and others support the district’s work to increase our capacity to communicate with families.

Our ability to communicate with families in the primary language is an important component of maintaining strong communication practices.


Operations and Finance 15


Superintendent’s Leadership Team should develop plans to improve service to schools.

Three areas were identified to use as a starting place to improve service to schools:

● Create an accessible one-stop repository of up-to-date essential information

● Make improvements to selected processes● Establish a common set of service standards and move to

operationalize those standards

Cross-functional work teams were identified to take action on key deliverables. To date this includes:

● The creation and rollout plan for districtwide universal Service Standards: Link to Service Standards here

● The development of an online Principal’s Handbook● Focused efforts to prioritize curriculum and instruction for

African American students as part of the PITCH plan

https://docs.google.com/presentation/d/1rdNNRXzP8R5QxKZ21Kr4Nw1U4kix2LMWJDh1jnuLpqE/edit?usp=sharing


Operations and Finance -continued

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Create district-wide customer service standards and plan to train employees.

As noted above, a cross-functional team led by Communications was established to design a process and support implementation of improving SFUSD’s service culture. A set of Service Standards have been created and we have begun initial implementation with 3 divisions completing a 3-hour service fundamentals training that includes practicing tools for service recovery. Next steps for Fall 2018 include rolling out more fundamentals training to site and central office teams.



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Develop a plan to provide clarity and develop an equitable and sustainable management salary structure.

In December 2017, the Board acted on the Superintendent’s recommendation to adopt a comprehensive compensation philosophy. Using the Board approved philosophy, we have developed a revised, unified salary schedule for both classified and certificated managers that is both transparent and equitable.

All employees have been placed on the new salary schedule in accordance with clear and consistent criteria that is rooted in the values of our compensation philosophy. Specifically, employees are now paid based on experience and education rather than salary history. The Board is being asked to approve the new salary schedule on June 26 for July 1 implementation.



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Continue to use and present financial data in a transparent manner so that the district makes fiscally responsible decisions.

Interdepartmental budget advisory team (SMART) meets twice a month during the school year and more frequently in the spring to make budgetary recommendations. In this work, the Superintendent and staff continuously consider multiple objectives, including maintaining the district’s fiscal health and investing in SFUSD’s strategic priorities (e.g., improving support to African-American and other underserved students, increasing compensation for teachers and other staff).

School communities are engaged through the annual school planning and budget development process and broader SFUSD community is engaged through the year-round LCAP stakeholder engagement process.



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Communicate clarity regarding revenues slowing and expenses growing which means the district will have to make major expenditure cuts to meet current obligations made during recent negotiations.

Budget team makes presentations to the Board and the community to ensure that there is clarity regarding the budget. Information is also shared in multiple forums throughout the year such as the School Planning Summit and LCAP forums.

Develop plan for increasing revenues at local level.

The district worked closely with community advocates and our labor partners to develop spending plans for Proposition G and clearly communicate about the impact of Proposition G.

Staff are also continuing efforts to generate private and philanthropic contributions including through Spark SF Public Schools.



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The district should continue to build a cohesive recruitment and retention strategy, especially for teachers who reflect our diverse student populations

The Human Resources Department continues to prioritize the recruitment of teachers towards opening schools at 100% staffed. As of Monday, June 25th, 80% of all classroom vacancies are staffed. In addition, we have two dedicated members of the Certificated Recruitment team who work on diversity initiatives, recruiting, cultivating and ultimately hiring teachers who help reflect our diverse student populations.



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Continue to leverage alternative staffing programs like Pathway to Teaching and the San Francisco Teacher Residency and other teacher recruitment programs as innovative solutions to recruitment and retention issues.

We have continued to leverage pathway programs in our effort to address recruitment and retention issues. These include:

● The San Francisco Teacher Residency (SFTR), which will support an incoming cohort of about 20 students.

● The New York University Residency Program, funded by Salesforce, will support an entering cohort of 12 residents. About half are people of color.

● Pathway to Teaching, the district alternative credentialing program, begins its second year with a cohort of approximately 100 intern teachers who will earn certifications in special education, bilingual education, or multiple subjects.

● A grant funded partnership between SFUSD, Trellis and San Francisco State University (SFSU), will support the teacher preparation of 6 science teachers from SFSU

● SFUSD has also launched a specialized credential support program for Deaf and Hard of Hearing teachers.

● SFUSD will enter its third year of partnership with New Teacher Center to study and improve the quality of CTC-approved new teacher induction coaching in SFUSD.


Agenda



3. PITCH


5. Questions

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How do we interrupt systemic barriers to equity?

* These address systemic barriers identified by AAALI’s work.

Building on 5 essential supports (from Bryk et al. (2010) and SFUSD’s strategic plan)

More RESOURCES & STRATEGIES for historically underserved schools

Better STRATEGIES supporting AA’s at highly inequitable schools

P Professional capacity➢ Professional development, coaching➢ Additional support staff Y

I Instructional guidance➢ Differentiated instruction & services*➢ Instructional time, engagement Y Y

TTransforming mindsets➢ School climate, relationships (e.g., belonging)➢ Growth mindsets and high expectations*➢ Culturally responsive curriculum & pedagogy*

Y Y

CCollaborative culture➢ Wraparound supports*➢ Inclusive family & community engagement➢ Collaborative inquiry & planning structures

Y Y

H High-quality staff➢ More experienced, diverse leadership➢ More experienced, diverse teachers* Y

Where should we interrupt systemic barriers to equity?HISTORICALLY UNDERSERVED SCHOOLS

To address inequities BETWEEN schools

ES: Bryant, Carver, Chavez, Drew, Harte, Malcolm X, Muir, Sanchez

MS: Willie Brown K8: Revere

This includes 22% of SFUSD’s 2016-17 African American (AA) student population.

HIGH EQUITY GAP SCHOOLS

To address inequities WITHIN schools

ES: Flynn, Ortega, Parks MS: Aptos, Everett, J. Lick, M.L. King,

Presidio, Roosevelt

K8: Rooftop

This includes 23% of SFUSD’s 2016-17 African American (AA) student population.

• A school with a wealth of AA students, with a history of failing to serve those students, but with additional resources to improve

• A school with a small minority of AA students, with a history of serving other students well but not so well serving AA students, and without as much additional support

How should a parent of an AA student choose? Is this a legitimate choice?


PITCH Process

1. PITCH Design team assembled2. Created Outcomes for Team3. Matrix4. Rubric5. Tested Rubric and Matrix with site teams (April)6. Redesigned both7. Retested with site teams (June)

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Agenda



3. PITCH


5. Questions

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Design Team Members

● Anakarita Allen, Assistant Superintendent, Cohort 4

● Ana de Arce, Assistant Superintendent, Cohort 1

● Miguel De Loza, Supervisor MPD

● Landon Dickey, Special Assistant to the Superintendent

● Melissa Dodd, Chief Technology Officer

● Enikia Ford Morthel, Assistant Superintendent, Cohort 3

● E'leva Hughes Gibson, Director, Cohort 5

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● Ritu Khanna, Chief of RPA

● Myong Leigh, Deputy Superintendent

● Dr. Vincent Matthews, Superintendent

● Daniel Menezes, Chief of Human Resources

● Norma Ming, Supervisor RPA

● Tamitrice Rice Mitchell, Director, Cohort 3

● Brad Stam, Deputy Superintendent

● Brent Stephens, Chief Academic Officer

● Kevin Truitt, Chief of Student Family and Community Supports


Professional CapacitySchools

• Provide individualized new teacher supports

• PD provided focused on closing gaps for African-American Students

• Provide PD on effective use of formative data

Central Office

• Coordinate new teacher PD opportunities

• Provide PD for Culturally and Linguistically Responsive Teaching and Practices

28


Instructional GuidanceSchools

• Literacy Development (i) Fountas and Pinnell implementation (ii) Comprehensive Approach to Literacy

• (i) SFUSD Core Math Curriculum

• Use of culturally relevant student libraries

• Revisit balanced scorecards to identify strategies that will improve outcomes for African American students

Central Office

• PD on Anti-Racist Teaching

• Purchase culturally relevant teaching libraries

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Transforming MindsetsSchools

• Culture Climate Team utilizes Safe and Supportive Schools framework and curriculum

• Customize Culturally Responsive Teaching PD and strategies

• Utilize the Teaching Attendance Modules to develop attendance improvement plans

• Design structures for African American student voice

Central Office

• Provide training and ongoing support for Culture Climate teams at sites –e.g Implicit Bias Training

• Provide Integrated Safe and Supportive Schools Professional Learning

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Collaborative CultureSchools

• Design school staff team building activities and professional development to have hard conversations about African-American achievement and race

• Provide individualized mentoring for students

• Ensure two-way feedback between site and home

• Implement Community School strategies

Central Office

• Ensure two-way feedback between site and central office

• Identify and share restorative practices resources for sites

31


High-Quality StaffSchools

• Training on Leading for Equity

• Conduct Daily Learning Walks

• Weekly Staffing Calls with HR

• Demo Lessons or Teaching Video for New Teaching Candidates

Central Office

• LEAD – Cohort based coaching and support

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Agenda



3. PITCH


5. Questions

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Questions?

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Addendum

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# of African American Students

% of Students in All Focal Groups

% of Students on Free-

Reduced Lunch (FRL)

% of Students in Public Housing

Teachers’ Average Years of Experience

Proficiency on SBAC 2016-17

ELA

Proficiency on SBAC 2016-17

Math

Brown MS 104 77.9 70.9 23.7 3.8 21 10

Bryant ES 10 92.5 94.3 6.1 5.9 33 23

Carver ES 99 91.7 74.2 22.8 5.6 13 10

Chavez ES 5 90.6 82.5 3.9 5.9 12 17

Drew ES 112 83.2 84.5 23.7 5.4 12 9

Harte ES 53 90.6 75.8 29.7 5.8 8 11

Malcolm X ES 52 87.5 89.5 39.8 5.7 27 40

Muir ES 69 89.6 73.2 13.7 5.3 23 35

Revere K-8 53 83.4 71.2 12.2 4.3 19/24 14/8

Sanchez ES 10 85 72.0 6.5 4.7 15 15

Characteristics of Historically Underserved Schools (2016-17 data)

Criteria: Performance gap was over 50% in both content areas, ELA and Math.

HIGH EQUITY GAP SCHOOLS: Performance Gap on SBAC ELA (3-year average) between White and African American Students

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King (ML) MS Presidio MS Aptos MS Ortega ES Rooftop K8 Roosevelt MS Flynn ES Everett MS Parks (Rosa) ES Lick MSSchools (Ordered by the size of the achievement gap)


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1. African American students have the LARGEST achievement gap districtwide between schools and within schools.

2. This gap has been persistent in the last 25 years across the different state tests. In the 2017 SBAC ELA results 74% of our AA students are not meeting standards.

3. Analyzing the gap within schools in ELA and Math - 9/10 highest gaps within a school exist between AA and Whites or between AA and Asians.

4. On all other behavior, social-emotional and culture-climate measures the gap is the greatest for AA students.

5. The number of African American students in San Francisco has rapidly declined over the last two decades. Today, 18% of grade K-5 AA students attend three Bayview elementary schools where they are in a majority and these schools have an average rate of poverty >80% and have the least experienced teachers.

African American students are the District’s #1 Priority based on analyzing the gap between & within schools:

90 day report – progress update 06-26-2018 · 2019-05-29 · meetings and the annual admin...

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