· community accountability inventory oakland uniﬁed school district (ousd) and local community...

COMMUNITY ACCOUNTABILITY INVENTORYOakland Unified School District (OUSD) and local community groups jointly developed the concept of “Community Accountability.” In Oakland’s view, everyone has an important role to play in supporting the schools to improve student learning.

Community accountability is a direct outgrowth of a community-led small schools movement demanding a high-quality education and outcomes for every Oakland student. The small schools’ movement also introduced the concept of “mutual accountability,” through which the community is viewed as a co-owner of schools and parents are partners. These efforts led to the creation of the Community Accountability office and hiring of the district’s first Chief of Community Accountability in January 2006.

Under the Chief of Community Accountability’s leadership, OUSD has actively sought to equip students, families, and communities with the knowledge and tools to better understand what a quality education should entail, as well as the supports and structures to help all stakeholders have a real voice in the district.

OUSD created numerous resources, tools and structures to help drive community accountability and authentic family and community engagement—all in support of accelerating students’ academic and personal growth.

Some of the supports created by the central office, in collaboration with teachers, principals, families, students, and community leaders described in this inventory include:

Community Plan for Accountability in Schools: A five-year strategic plan (2007-2012) that outlines a framework, set of standards, and practices to help guide schools, families, and communities support every student’s success.

Chief of Community Accountability position: A new Cabinet-level position, the first such position created in the country, created by OUSD to serve as an intermediary between the community, central office, schools, and external accountability mandates.

Use Your Voice Stakeholder Satisfaction Survey: An annual stakeholder satisfaction survey that allows parents, students, principals, teachers, and other employees to share their experiences and shape the future of the Oakland schools.

Family Engagement for Student Learning Rubric for Schools: A tool to help every school assess its level of family engagement in accelerating achievement.

Recognizing that the heart of community accountability lies within schools, OUSD also fostered entrepreneurism by encouraging school communities to develop their own tools. Some of the resources created by principals, teachers, students, and families described in this inventory include:

• Student-led parent-teacher conferences

• Home visits by a teacher to a student’s family

• Exhibitions of student work attended by families and community members

—Caroline King

COMMUNITY ACCOUNTABILITY INVENTORY

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OUSD KNOWLEDGE CAPTURE PROJECT


Background

In 2005, the Oakland Unified School District and community groups embarked on an ambitious district-wide reform agenda, known as Expect Success. Expect Success comprised four major frameworks:

1. Community Plan for Accountability in Schools (ComPAS)

2. Multi-year Academic Acceleration Plan (MAAP)

3. Performance Management

4. Investment Framework

The district explicitly uses “Community Accountability” to mean that the district, families, and community at large share responsibility for ensuring the success of every Oakland student, and as such, should hold one another accountable for creating successful schools that support student learning.

Community accountability is a direct outgrowth of a community-led movement demanding a high-quality education and outcomes for every Oakland student. Historically, ethnic divides and economic inequalities pervaded the school district, effectively splitting the system in half. Small, high-performing schools were concentrated in the city’s higher income “hill” neighborhoods, while overcrowded, chaotic, low-performing schools clustered in the low-income “flatlands.” In the late 1990s, the community’s efforts coalesced into a movement to create new small autonomous schools. The community’s hope was that these new, high-quality small schools would not only provide personalized learning environments and better student outcomes, but would also inspire a complete overhaul of the district’s operations into a service organization working to support schools. The small schools’ movement also introduced the concept of “mutual accountability,” through which the community is viewed as a co-owner of schools and parents are partners. In Oakland’s view, everyone has an important role to play in supporting the schools to improve student learning.

These efforts led to the creation of the Community Accountability office and hiring of the district’s first Chief of Community Accountability, Kirsten Vital, in January 2006. Under her leadership, OUSD has actively sought to equip students, families and communities with the knowledge and tools to better understand what a quality education should entail, as well as the supports and structures to help all stakeholders have a real voice in the district.

The following inventory is a list of some of the key resources, tools and structures created in OUSD to drive community accountability and authentic family and community engagement—all in support of accelerating students’ academic and personal growth.

District-level Resources

Community Accountability Office: Following an intense period of community organizing for better schools in Oakland, the Oakland Unified School District created a new Cabinet-level position, Chief of Community Accountability, charged with “Act[ing] as strategic intermediary between the external accountability requirements (federal, state, district) and community-based demand for good schools in order to develop the standards, culture, and practices for direct accountability or student achievement among primary stakeholders (families and students), the central office, and the schools.”


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According to the district’s theory of change, autonomous and accountable school leaders, working in partnership with families and communities, accelerate student performance. Schools are accountable not only to district managers, but firstly to the students, families, and communities that they serve. As such, the district’s Network Executive Officers (called “NExOs”), who each manage 8-15 principals, report to both the Chief Academic Officer and Chief of Community Accountability. In addition to sharing oversight for schools, the Chief of Community Accountability oversees the offices of School Portfolio Management, Family and Community, Charter Schools, Complementary Learning, and the Ombudsperson.

Exhibit 1: Chief of Community Accountability Job Description

Community Plan for Accountability in Schools (ComPAS): The Community Plan for Accountability in Schools (ComPAS) is a five-year strategic plan (2007-2012) that outlines a framework, set of standards, and practices to help guide schools, families, and communities support every student’s success. ComPAS reflects the district’s theory of action that improved student learning is driven in part by:

• Working in concert with the community, as part of it, to improve our schools;

• Supporting and collaborating with families as partners focused on student learning; and

• Establishing with families and the community a culture of trust, transparency, and candor with a focus on mutual accountability, equity, and learning.

ComPAS incorporates research on best practices and was developed in consultation with representatives of all district stakeholders, including students, families, community-based organizations, principals, teachers, district staff, business and civic leaders. ComPAS details implementation strategies in two areas: 1) family engagement and 2) a focus on the whole child. Implementation is shared by district and school staff, families, and the community, all working under the leadership of the Chief of Community Accountability.

Exhibit 2: Community Plan for Accountability in Schools Strategic Plan (2007-2012) – ComPAS Standards

Exhibit 3: Overview of Key Strategies for Family Engagement and Focus on the Whole Child

OUSD Parent Involvement Policy: The OUSD Parent Involvement Policy frames the district’s desire for the district, schools, and families to hold one another accountable for student learning and outcomes. The policy reflects the district’s theory of action that “To achieve academic success for all students, we must tap the power of the family.” Ultimately, the policy and practices reflect the district’s vision that:

“Every parent and caregiver in Oakland has a voice and decision-making power in their child’s education; that families and teachers work together towards their child’s achievement; that families understand what their child is being held accountable for and by when; and that we are holding families accountable for their role as they hold us to ours. Ultimately, we want parents and caregivers to truly have co-ownership of our schools so that together they can help our children become successful and healthy adults.”

The key tenets of the Parent Involvement Policy follow:

• each school will engage parents as learners, leaders, and advocates;

• each school will address family engagement in its Site Plan for Student Achievement through programs that are comprehensive, well-planned, and long-lasting;

According to the

district’s theory of change, autonomous

and accountable school leaders, working in partnership with families and communities,

accelerate student performance. Schools are accountable not only

to district managers, but firstly to the students, families,

and communities that they serve.


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• the concept of mutual accountability: OUSD and the schools will strive to create a relational culture focused on each student’s success in which district and school staff, families, and the community share responsibility for holding one another accountable for achieving that success;

• OUSD will provide relevant professional development and technical assistance to schools to deepen understanding and effectiveness of parent engagement; and

• The Community Plan for Accountability in Schools (ComPAS) standards guide the district and schools in planning, implementing, and assessing family engagement programs and activities.

Exhibit 4: OUSD Parent Involvement Policy

Family Engagement for Student Learning Rubric: The Community Accountability office developed the “Family Engagement for Student Learning Rubric” in 2007-08 to help every principal and Network Executive Officer (NExO) assess the level of community and family engagement in each school along four dimensions: learning, leadership, advocacy, and systems. The rubric outlines four progressive stages of implementation: pre-initiation, initiation, developing, and sustaining. Many principals engage their staff and family representatives in both the self-assessment of the school and discussions about how to deepen the level of family engagement as a support for improved student learning. Based on principal and NExO feedback, the district revised the rubric in 2008-09. An OUSD ethnographer is collecting exemplars of “sustaining” practices from various schools so that best practices (such as home visits and exhibitions of student learning) and lessons learned can be shared across schools.

Exhibit 5: Family Engagement for Student Learning Rubric, 2008-09

Parent Engagement Resources: Under the Community Plan for Accountability in Schools (ComPAS), OUSD has created a number of resources, structures, and tools to help strengthen parents’ ability to be learners, advocates, and leaders for student learning. Prominent examples include:

Parent Leadership Trainings: District family liaisons host a number of trainings for parents. These include an annual parent leadership conference, a 9-week curriculum about how to be an academic advocate for your child, and trainings to strengthen parent representatives’ participation on school- and district-level advisory councils that oversee low-income Title 1 expenditures and English Language Learner supports.

Parent Resource Centers: In 2007-08, the district deployed parent liaisons to five schools, each located in a different region of the district. The liaisons’ mandate is to support family engagement in the host school and other schools in the region. The district refers to this structure as a “hub and spoke” model, with the OUSD Family and Community Office serving as the hub and the five school-based family liaisons representing the spokes. As an example of their work, the family liaison housed at Oakland Technical High School is helping the school coordinate an African-American Achievement Task Force comprised of school staff, students, and parents concerned about the low achievement, graduation, and college-going rates of the school’s majority African American student body.

Family Engagement Learning Community: District officials estimate that over 50% of schools have paid or volunteer family engagement liaisons. In 2007-08, the district convened a focus group of principals and family engagement liaisons to listen to their challenges and successes with engaging families in their respective schools. The focus groups identified the need for a mechanism to share best practices and resources, discuss research, and problem-solve common challenges. In 2008-09, OUSD began convening a monthly Family Engagement Learning Community to enable family liaisons a mechanism to learn and share together.

Use Your Voice Stakeholder Satisfaction Survey: In 2006, Oakland Unified School District created the Use Your Voice Survey to serve as a public, formal vehicle for all school stakeholders to share their experiences and shape the future of their schools. The Use Your Voice Survey is now an annual stakeholder satisfaction survey administered to students, parents, teachers, staff, and community members; surveys are available in several foreign languages.


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The Use Your Voice Survey measures district and school performance on 10 major themes:

• Clean learning environment

• Safety

• Caring and support

• Meaningful youth participation

• High expectations

• Academic rigor

• Data-driven practice

• Parent engagement

• Employee satisfaction

• District strategy

Key Use Your Voice findings are highlighted on school, central office and district score cards and they inform critical planning and budgeting decisions at all levels. These findings are also used by district leadership to update the Board of Education and the entire community on the quality of adult performance, the district’s progress towards overall goals, and the well-being of the student body. Use Your Voice was administered in 2006, 2007, and 2008. The district typically receives more than 30,000 responses from teachers, students, and parents. (Excerpted from OUSD Website: http://webportal.ousd.k12.ca.us/WebItem.aspx?WebItemID=210&TabID=259)

Exhibit 6: Use Your Voice Parent/Guardian Survey

Exhibit 7: Use Your Voice: Key Findings and Recommendations 2006-07

Exhibit 8: Use Your Voice School-level Results: Grass Valley Elementary 2008

Student Engagement Standards and Student Leadership Curriculum: Oakland has a strong history of student- and community-led campaigns to drive school improvement. Working in concert with local organizations such as Association of Community Organizations for Reform Now (ACORN), Oakland Community Organizations (OCO), and Youth Together, students have mobilized to advocate for greater access to college entry requirements (called “A-G courses” in California) in Oakland high schools, cleaner and safer schools, and in support of small schools. OUSD has actively sought to strengthen students’ advocacy and voice by equipping students with knowledge and supports, and setting the expectation that the district and every school will engage students in decision-making.

For example, students, community groups, and district and school staff developed the “Standards for Student Engagement” in 2007. These standards outline the qualities and skills that the district works to cultivate in student leaders, as well as the expected roles that school and district leaders will play in strengthening students’ leadership and involvement in decision-making. District and school staff, community leaders, and students also designed a year-long leadership class entitled “Meaningful Student Engagement” for middle and high school students in 2007. The leadership curriculum enables students to develop leadership and organizing skills, learn cross-cultural competencies, and better understand school- and district-decision making processes and bodies. Every student designs and leads a real-world action campaign. OUSD and schools provided a matching stipend for teachers who volunteered to teach the two day/week class.

“Key Use Your

Voice findings are used by district leadership to

update the Board of Education and the entire community on

the quality of adult performance, the district’s progress towards

overall goals, and the well-being of the student

body.”


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Exhibit 9: Student Engagement Standards

Exhibit 10: Meaningful Student Engagement: High School Leadership Curriculum Table of Contents

Personnel Evaluations: The OUSD personnel evaluations for the Chief of Community Accountability, the NExOs, and the principals each “nest” within the others in terms

of holding all three levels of the organization accountable for family engagement results. According to Chief of Accountability Kirsten Vital, personnel evaluations had previously focused on the process of community and engagement instead of its desired results—improved student learning and outcomes. In their current respective evaluations for example, the Chief of Community Accountability is

responsible for ensuring that every school is “co-owned” by the community. The NExO must provide specific evidence that every school in his/her network is in fact

engaging families and the community. Principals must engage each student’s family, whether through home visits, parent conferences, exhibitions of student learning, or

other practices, and reach out to the community by conducting a “State of the School” meeting on the school’s performance and other practices, such as inviting the community to student exhibitions.

Exhibit 11: Personnel Evaluations for Chief of Community Accountability, NExO, and Principal

“State of the School” Presentation: Every school leader is expected to share annual school scorecard information with staff, families, and the community at a “State of the School” meeting each fall. The school scorecards contain information about the school’s enrollment, demographics, academic performance, and Use Your Voice survey results. The goal of the “State of School” presentation is for every parent and other stakeholders to understand the school’s performance data, how the school is working to improve performance, and what parents and civic leaders can do to support student learning, better outcomes, and school improvement strategies. OUSD prepared a presentation template for the “State of the School” meeting, which it sends to each school populated with its data. School leaders can adapt the presentation based on their school community’s needs.

Exhibit 12: State of the School Powerpoint Template

Exhibit 13: Annual School Scorecard — ACORN Woodland Elementary Community Accountability in Practice

Community Accountability in Practice: School-level Examples

Many schools throughout Oakland have designed practices and tools to engage students, families, and the community in the work of teaching and learning and quest for better student outcomes. According to district leaders, the new small autonomous schools created in the 2000s tend to lead many of these efforts for two reasons: 1) small schools were founded in direct response to family and community advocacy, and 2) small school design teams created structures and systems to encourage family and community engagement from the outset. A sampling of school-based examples of community accountability in practice follows.

Home visits: At many small schools, such as ACORN-Woodland Elementary School, teachers visit each family at the beginning of the school year. Community organizations, such as Oakland Community Organizations (OCO), help provide training to teachers. The goals of the home visits are to: initiate a strong home-school connection and two-way communication; put the family in the position of “expert” and valued partner for student success; and help the teacher learn more about the student, family, and home environment.

“Principals

must engage each student’s family, whether

through home visits, parent conferences, exhibitions

of student learning, or other practices, and reach out to the

community by conducting a ‘State of the School’

meeting on the school’s performance.”


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Exhibit 14: ACORN Woodland Elementary Home Visit Protocol

Student-led parent-teacher conferences: At some schools, such as United for Success Academy and MetWest High School, students lead parent-teacher conferences. Students are trained to share a portfolio of assignments and projects, explain their learning objectives, and the grades they received and why. Parents can ask questions directly of students or teachers. Teachers help students prepare to lead the conferences, and sometimes give parents question prompts to help them better understand what their student is learning and its purpose. In these conferences, the teacher becomes a facilitator of a dialogue between a student and his/her parent.

Exhibit 15: United for Success Academy: Student-Led Conference

Exhibitions of Student Learning: Among other schools, ASCEND, Elmhurst Community School, and United for Success Academy host festive, public exhibitions of student learning during which students share their work and learnings with parents and the community. The exhibition events give parents an opportunity to develop a deeper understanding of their own student’s learning and the work of students throughout the school and give the public an opportunity to learn more about the school. Some schools prepare rubrics to help parents and community members to assess student work at the exhibitions.

Exhibit 16: United for Success Academy Science Expo Press Release

Exhibit 17: United for Success Academy Civilizations EXPO Rubric

Parents as Tutors: Many schools engage parents as paid or volunteer tutors. In 2007-08, parent leaders at Fred T. Korematsu Discovery Academy launched a campaign to enlist 100 parent volunteers to provide 1-on-1 tutoring to the school’s lowest-performing students in kindergarten through third grade. Parent leaders and school staff developed training materials, a reading and math curriculum, and progress monitoring tools in Spanish and English. Each parent that agrees to become a tutor signs a pledge that they will tutor for at least one hour per week. Tutors receive extensive training that includes the following topics: monitoring student progress, keeping the tutoring fun and engaging, and how to lead specific activities. Each kindergarten to third grade class has an independent parent tutor station. Students who participated in the tutoring program showed evidence of academic gains.

Exhibit 18: 100 Parent Strong Campaign Description

ESL classes for parents: Some schools, such as Think College Now and Life Academy for Health and Bioscience, offer English as a Second Language (ESL) for parents. The classes focus on basic language skills and academic vocabulary that enable parents to better understand and support their student’s learning, development, and future decision-making (e.g. college application process.).

School-Community Organization Collaborations: ACORN-Woodland Elementary collaborates with the Oakland Community Organization to sponsor parent education seminars. The purpose of these collaborations is to leverage community resources and help families and school communities organize around mutually important issues, such gang violence, adolescent development, and potential school closures.

Note: The above list is not intended to be exhaustive or an indication of a best practice. An OUSD ethnographer will

be gathering exemplars from schools in 2008-09 for the purpose of sharing innovations and best practices.


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Page 1 of 2

ROLE AND JOB DESCRIPTION

CHIEF OF COMMUNITY ACCOUNTABILITY Job Summary: Act as strategic intermediary between the external accountability requirements (federal, state, district) and community-based

demand for good schools in order to develop the standards, culture and practices for direct accountability or student achievement among primary stakeholders (families and students), the central office, and the schools.

Key Responsibilities Details

1. Design District strategy for school choice and for measuring and acting on the demand for new schools

Develop and maintain ‘portfolio’ of school options that meets the needs of students, families and communities

Develop strategy for engaging the community in an annual review of school options and gathering feedback and ideas for new schools

Develop high level criteria, standards and process for school openings, closing, other interventions based on community demand and/or external accountability requirements

Design school choice lottery/assignment criteria and monitor equity of placement and success

2. Engage public in annual review of school performance at the school and district levels

Request, regularly review, and evaluate school performance data (static and trends) at all levels Prepare, disseminate, collect and evaluate customer satisfaction survey from students and families Determine how parents, students, and community members participate and/or engage with a sort-and long-

term interventions for underperforming schools Communicate results and potential interventions to community and Board Integrate district school performance review and reporting with mandated school planning and reporting

processes

3. Build culture for two way accountability for school performance

Design community engagement strategy regarding school accountability -Educate parents regarding school choice, zoning, assignments -Dialogue with community regarding school performance and interventions—communicate results, listen to community feedback, establish and communicate rights and responsibilities of all stakeholders

Develop trust-based relationships with key community constituents to gain acceptance and eventual ownership of school performance

Engage disenfranchised communities in holding schools accountable

Exhibit 1 Chief of Community Accountability Job Description


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ROLE AND JOB DESCRIPTION

CHIEF OF COMMUNITY ACCOUNTABILITY

Page 2 of 2

4. Develop the blueprint fro student, family and community participation at school district levels

Establish opportunities for student, family and community leadership at all levels to capture the energy and industry of all stakeholders

Standards and practices to train and develop school site councils, English Learner Advisory Committees, the DAC and DELAC

Create a vision and strategic plan for how to create greater shared ownership of schools 5. Establishing mutually

accountable relationships with civic & business partners to leverage resources and share responsibility for student achievement

Encourage and broker partnerships between schools nonprofits and/or businesses Seek opportunities for joint use agreements and shared facilities, especially with regards to city resources Work with Research and Assessment on effective data sharing and coordinated planning with community

organizations

6. Develops and designs systems

to comply with legal requirements, protects the rights of vulnerable populations of students and families, and pursue equity of opportunity and access to high quality programs

Monitor and communicate to key stakeholders the current regulatory environment Monitor and create systems to intervene where inequitable access exits, including advocating for increased

investment in targeted schools/programs to address inequities Ensure the transparency of decision making and budgeting to all stakeholders Identify areas potential compliance and regulatory barriers to reform and work proactively with state and

federal agencies to get needed waivers or changes

Exhibit 1 Chief of Community Accountability Job Description cont’d.


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Exhibit 2 Community Plan for Accountability in Schools Strategic Plan (2207–2012) — ComPAS Standards

Exhibit 2 Community Plan for Accountability in Schools (ComPAS) Standards

1. We will ensure that every student has learning opportunities that promote cultural responsiveness and security

2. We will ensure that every student and family is informed and can choose the educational programs that meet their needs.

3. We will ensure that every student and family has timely access to data about performance and satisfaction and provides input into key school and district priorities and decisions used to make improvements in their school community.

4. We will ensure that students participate actively in multi-generational learning communities and have in their lives adults who pursue individual development and continued learning opportunities.

5. We will ensure that every student has a rigorous, personalized and fulfilling academic experience.

6. We will ensure that every student learns in an environment that builds resiliency, where there are high expectations, caring and supportive conditions, and meaningful opportunities for all to participate.

7. We will ensure that there is clear, direct and timely communication and space for members of the school community to engage in meaningful and productive dialogue.

8. We will ensure that every student has access to nutritious meals, clean learning environments, mental and physical health support, physical education and adults who support healthy, sustainable living.

9. We will ensure that every student is safe at school, and has safe passage to and from school and in the neighborhood surrounding the school.


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Exhibit 3 Overview of Key Strategies for Family Engagement and Focus on the Whole Child

Exhibit 3: Overview of Key Strategies: Family Engagement and Focus on the Whole Child

Family Engagement

Research has shown that when parents are involved in student learning, students have higher grades, test scores, and graduation rates, better school attendance, increased motivation, better self-esteem, lower rates of suspension, decreased use of drugs and alcohol, and fewer instances of violent behaviori. As such, family engagement is a key component to accelerating achievement and student learning and one of the main focus areas for the Office of Community Accountability. For the purposes of this plan, family engagement means that in order for students to succeed in school, “parents must understand the basics of what’s going on inside the classroom, have performance information that they can understand and evaluate and be equipped with the tools to interact with school teachers and leaders to address student performance concerns.”ii Moreover, in order for successful family engagement to take place, strategies must be implemented not in isolation, but aligned with the district goals and integrated throughout schools, district departments and with the community in order to build capacity and maximize resources to achieve student learning and school success.

The Role of Families

This plan focuses on three strands of effective family engagementiii:

Learning – Family empowerment begins with providing families with the specific knowledge and skills to support student learning. In addition to building their own skills to become effective advocates and leaders, families learn about the data and information by which schools hold their children accountable and how to promote and engage in student learning at home.

Leadership – Meaningful family engagement relies on the importance of parents and caregivers as leaders and decision-makers in the school community. These leaders motivate and support others to bring about improvement and raise achievement by working directly with school leadership and staff in school governance and shared decision-making.

Advocacy – Families play a critical role, often in concert with community organizations, to help ensure that their child and all the children at their school receive the appropriate instruction and services offered by schools.

In the next several years, the OCA will be focusing its family engagement work to support the district goals. Much of the parent learning, leadership and advocacy support will center around college readiness and supporting reading and writing by the end of third grade.


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Exhibit 3 continued

Overview of Key Strategies: Family Engagement

1. Empower families through parent learning to support student learning

College Readiness

College Readiness strand in family workshops/curriculum “Bridge to the Future” College Fair “College Club” Partnership with GreatSchools Collaboration with Ed Trust West Reading and Writing

Writing Proficiency Project Alignment of Family Literacy Programs Oakland Reads – A Book for Every 3rd Grader Partnership with Adult Education and Early Childhood

Family-Friendly Resources and Tools

Comprehensive Parent Information Resource Centers – The “Hub” Comprehensive Parent Information Resource Centers – The “Spokes” Ongoing Coaching and Assistance Family-Friendly Standards Parent Guide Student Success Guide Improved OUSD website – parent section Language Access Model

2. Empower families through parent leadership to support student learning

Increase capacity of families to understand and develop parent leadership School Site Council Summits Parent Leadership Conference Develop increased focus on collaboration and student learning with DACs and DELACs Technical Assistant Meaningful Student Engagement

3. Empower families through parent advocacy to support student learning

Parent Community Collaboration Community Organizing Efforts (i.e. WOETF, PI, American Indian, Second Avenue

Listening Campaign) JPA/City Partnerships and Youth Data Archive Use Your Voice Survey School Portfolio Management School Options program Billboard campaign

Exhibit 3 continued

Exhibit 3 Overview of Key Strategies for Family Engagement and Focus on the Whole Child cont’d.


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Exhibit 3 Overview of Key Strategies for Family Engagement and Focus on the Whole Child cont’d.4. Increase the capacity of schools, central office staff, city, county and community

organizations to support families

Family Engagement Best Practice Toolkit (i.e. rubric, case studies, sample practices, online resource library, reader, online library)

Family Engagement Curriculum and PD (i.e. based on SPSA and Family Engagement rubric)

Ongoing Coaching and Technical Assistance (i.e. how to start a parent resource center, Community Asset Mapping, how to run an effective SSC)

East Bay Community Foundation Engagements Parent Liaison Learning Communities School Programs Data Program Partners Database Refine Volunteer Strategy

A Focus on the Whole Child

Provide every child with access to an advocate inside and outside of the school-based environment

Research has shown that students with advocates in their life exhibit more positive attitudes toward school, the future, adults and community participation. They also exhibit less substance use and better school attendanceiv. The OCA will implement a long-term plan over the next five years that will provide each child access to an advocate inside and outside of their school-based environment. By 2012, all OUSD schools will have access to an advocate inside and outside their school environment. These advocates will focus on supporting the student as a whole child to:

1.) Create a caring & supportive environment 2.) Provide support in skill development 3.) Promote & model positive goal setting

Overview of Key Strategies: A Focus on the Whole Child

Provide every child with an advocate inside and outside of the school-based environment

Community Mapping and Analysis Leadership Team Pilot Program Advocate Advisory Council Staff Development Recruitment strategy Develop capacity of Advocates


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Exhibit 3 Overview of Key Strategies for Family Engagement and Focus on the Whole Child cont’d.

Exhibit 3 continued

Collaborate with schools and families around student goal-setting

Parent Support to redefine Counselor role Build capacity of families to understand individual student data/academic

portfolio/learning plans

Develop capacity to support a healthy learning environment (with Complementary Learning)

Full-Service Schools Site-Based Coordinated Student Health School-based Health Clinics Universal Student Health Referrals System Health Insurance for Students

i National Parent Teacher Association, as reprinted in “What Schools Want Parents to Know,” The Center, Sept. 2006 ii Appleseed Report. (2006). It Takes a Parent: Transforming Education in the Wake of the No Child Left Behind Act. Recommendations Regarding the Vital Role of Parents and Guardians in Achieving Student and School Success. iii Adapted and derived from Joyce Epstein’s model of family involvement, the Harvard Family Research Project and the 2006 Appleseed Report, “It Takes A Parent: Transforming Education in the Wake of the No Child Left Behind Act” p. 4 – see report…. iv Foster, Lisa. Effectiveness of Mentor Programs: Review of the Literature from 1995 to 2000. (2001)


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Excerpts from: OAKLAND UNIFIED SCHOOL DISTRICT Board Policy BP 6020 Instruction Parent Involvement Amended 6/27/07 OUSD District Parent Involvement Policy (discretionary section) – from page 6

Oakland Unified School District recognizes that in the context of the rich diversity of our city, families from all racial, ethnic, cultural, economic, and educational backgrounds share common ground in being involved in their children’s learning, and in wanting their children to succeed in school and in life. Families can and do have a positive influence on their children’s learning. Families can and do influence achievement by holding schools and school districts accountable for high performance. To achieve academic success for all students, we must tap the power of the family. 1. Oakland Unified School District and the schools within the district will provide families across the grades levels, from preschool through grade 12, with a broad range of opportunities for involvement, including in advocacy roles, leadership roles, and in learning.

Advocacy: families participate in sharing responsibility to advance learning and solve problems concerning

o An individual child’s education o Academic success for all children in the school

Leadership: parents and caregivers motivate and support other people to work collectively to bring about school improvement and raise achievement, including in school governance, grassroots leadership and shared decision making.

Learning: learning for the whole family that empowers parents and caregivers to boost student achievement

o Action oriented adult learning: Parents and caregivers are actively learning to become effective advocates and leaders

Exhibit 4 OUSD Parent Involvement Policy


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OUSD District Parental Involvement Policy p.2

o Student learning: Parent and caregivers engage with students in activities and practices at home that promote student learning throughout the school-aged years

Participants in the School Community: Families attend broad school events and lend a helping hand

2. Every school will address Family Engagement and name particular strategic practices in its Single Plan for Student Achievement (SPSA), outlining programs that are comprehensive, well-planned, and long-lasting.

Comprehensive

o Have explicit connections to learning plan goals o Contain a variety of engagement activities and practices o Reach out to diverse families; provide translation of materials,

meetings, and other communication into home languages Well-planned

o Identify specific measurable goals that are monitored o Informed and guided by cycles of inquiry o Be grounded in research and relevant school data

Long-lasting o Create permanent structures to support engagement o Align with a long term commitment and vision for family

engagement o Sustain existing parent leadership and build new parent leadership

3. The State Administrator and the Board of Education recognize the importance of administrative leadership in setting expectations and creating a climate conducive to family engagement. Oakland Unified School District and the schools within the district will strive to create, grow, and sustain a relational culture focused on learning with a common vision about academic success for every student, and a commitment among parents and caregivers, school staff, and community members to share responsibility and hold one another accountable for achieving that vision.

We will strive to create trusting collaborative relationships in the school. With respect to parents and caregivers, the school will:

o be inviting and welcoming of them o respect their concerns o honor their contributions

We will recognize, respect and address: o Needs of the families and community o Differences in socioeconomic class, and the social dynamics and

power imbalances these differences create o Differences in race/ethnicity/nationality/culture/language and the

social dynamics and power imbalances these differences create We will share power and responsibility with families

Exhibit 4 OUSD Parent Involvement Policy cont’d.


16

Exhibit 4 OUSD Parent Involvement Policy cont’d.

OUSD District Parental Involvement Policy p.3

4. Oakland Unified School District will provide professional development opportunities for staff and technical assistance to schools to enhance understanding and effectiveness of family engagement practices. 5. Oakland Unified School District and the schools within the district will be guided by the Community Plan for Accountability in Schools (ComPAS) Standards in planning, implementing, and assessing Family Engagement programs and activities. ComPAS Standards

1. We will ensure that every student has learning opportunities that promote cultural responsiveness and security

2. We will ensure that every student and family is informed and can choose the educational programs that meet their needs.

3. We will ensure that every student and family has timely access to data about performance and satisfaction and provides input into key school and district priorities and decisions used to make improvements in their school community.

4. We will ensure that students participate actively in multi-generational learning communities and have in their lives adults who pursue individual development and continued learning opportunities.

5. We will ensure that every student has a rigorous, personalized and fulfilling academic experience.

6. We will ensure that every student learns in an environment that builds resiliency, where there are high expectations, caring and supportive conditions, and meaningful opportunities for all to participate.

7. We will ensure that there is clear, direct and timely communication and space for members of the school community to engage in meaningful and productive dialogue.

8. We will ensure that every student has access to nutritious meals, clean learning environments, mental and physical health support, physical education and adults who support healthy, sustainable living.

9. We will ensure that every student is safe at school, and has safe passage to and from school and in the neighborhood surrounding the school.

In the end, our vision is that every parent and caregiver in Oakland has a voice and decision-making power in their child’s education; that families and teachers work together towards their child’s achievement; that families understand what their child is being held accountable for and by when; and that we are holding families accountable for their role as they hold us to ours. Ultimately, we want parents and caregivers to truly have co-ownership of our schools so that together they can help our children become successful and healthy adults.


17

Exhibit 5 Family Engagement for Student Learning Rubric, 2008–09

OUSD Family Engagement for Student Learning Rubric School: ___________________________________ Date:_________

Oakland Unified School District 1 2008-09

Element Pre-Initiation Stage Initiation Stage Developing Stage Sustaining Stage

Lear

ning

Shared Vision for

Students and School

Do we know

what are trying to create?

Little effort has been made to engage staff or families in describing a vision for their students and school.

A vision statement has been developed for the school, but most staff and families are unaware of, or are unaffected by it. Family engagement is not a part of the vision.

Staff members and families have worked together to describe the school they are trying to create. Some feel a sense of ownership of this shared vision, which may include family engagement. School improvement planning and staff development are sometimes tied to the shared vision. Family engagement may be a part of the vision.

Staff members and families routinely articulate the shared vision, and consistently use it to guide school improvement and staff development. Family engagement is integral to the vision. Staff and families continually work together to seek effective strategies for reducing the gaps between the vision statement and the current reality.

Educational Activities &

Practices

Staff and families have little or no interaction to understand curriculum and grade-level learning standards. No evidence of effort to explain/communicate standards for families.

Teachers and staff have limited opportunities to communicate curriculum and grade-level standards to families. Verbal and written communication is in English only, and is one-way, from school to home or family. .

Teachers and staff create several opportunities to engage families about grade-level standards & student work, and to explain effective instructional used in the classroom. Education jargon is minimized, meetings and materials are translated into the main languages spoken by families. School-home ommunication is moving from one-way to two-way, and may include ways that families can support student learning at home.

Staff acknowledge that families & caregivers are the experts on the student, and solicit key information about the student. Teachers and staff regularly create a variety of opportunities to engage families as partners in understanding grade-level standards and student work, effective instructional strategies used in the classroom, and effective ways that families can support student learning at home. Two-way home-school communication takes place in the multiple languages spoken by families at the school.


18

Exhibit 5 Family Engagement for Student Learning Rubric, 2008–09 cont’d.




Lead

ersh

ip

Leadership Development

Families are not included in the academic side of school, nor in solving problems related to school improvement and student achievement within their child’s classroom(s) or in the school as a whole.

Teachers & Staff express ambivalence about families being involved in the academic side of school. However, individual teachers and staff are initiating social events that include families and are encouraging families to meet with each other as a classroom cohort.

Workshops exist to train parent leaders so that their leadership is linked to school improvement efforts and student achievement. Parent leaders focus mainly on their own child’s classroom(s) or grade level.

Parent leaders and parent organizations develop partnerships with teach other and the school, and maintain an ongoing outreach, engagement, training, and organizing relationship to build families’ social and political connections to school improvement and student achievement.

Decision-Making &

Governance

School enlists a minimal number of families for compliance reasons, obtaining required parent signatures on decisions with little discussion.

Staff recruits small number of parent leaders with the expectation that they attend Parent Leadership Conferences and SPSA Summits for their SSC & ELAC responsibilities.

In addition to elected parent repreentatives, SSC and ELAC meetings often involve larger group of parents that somewhat reflect the demographics of the school. Parents are well informed to help make decisions and set priorities to improve instruction and learning.

In addition to elected parent representatives, SSC and ELAC meetings regularly involve a larger group of parents that reflects the demographics of the school. Other structures exist for parents to raise issues and suggestions to address school improvement and student achievement.

Adv

ocac

y

Advocacy for Children

No structures or climate exists for families to advocate for their children.

Teachers meet infrequently with families to discuss issues about their child, and model traditional twice-a-year conferences. Parents and families are largely passive recipients of information about their child.

Teachers seek information from parents/guardians about their child. Two-way communication begins between families and staff to discuss student progress and create openings for parent concerns. Parents begin to advocate for their own child’s social, emotional, and academic needs.

Families engage with staff in advocating for their own child’s learning, as well as working with other families and community members in fostering mutually supportive relationships focusing on all students’ social, emotional, and academic needs.

Advocacy for School

Improvement

Families are not included in school improvement planning and discussion.

A small number of families represented on school governing bodies are introduced to school improvement plans created by administration and/or staff. Those families are invited to give input and feedback.

Families engage with appropriate groups and/or teams to determine goals and benchmarks for improving student achievement. Families begin authoring significant sections of the SPSA based on data and school vision.

Families, Parent Leaders, and school staff together regularly look at data on student achievement to determine school improvement goals and plans to close achievement gaps. Goals and plans are aligned with school vision. Systems exist to elicit input and engagement on these goals and plans from large numbers of families schoolwide.


19

Exhibit 5 Family Engagement for Student Learning Rubric, 2008–09 cont’d.




Syst

ems

Comprehensive Planning for Maximum

Parent Engagement

Family involvement plans consist mainly of one-way communication from school to families.

Family involvement is limited to a small segment of the (English-speaking) school community. No structures or systems exist to reach out to families and invite their participation in the classrooms and school, or to address barriers to participation such as language, inconvenient meeting times, lack of childcare.

Family engagement is written into site plans. Important family meetings are on the school calendar and announcements are posted to invite families to attend. Efforts are usually made to provide translation, but no system is in place to ensure that language and childcare needs are met at all school functions involving families.

Family engagement is prioritized in the site plan as an integral and high-leverage way to raise student achievement. The family engagement program is designed to maximize family participation. Translators and childcare are readily available,, meeting times and places are convenient for working parents, and the school works with community-based partners to actively reach out to diverse families.

Ongoing Staff Professional

Development

Family engagement is not included in professional development for teachers and other staff.

Professional development activities and support for teachers in the area of community and family engagement includes occasional guest speakers and resources.

Professional development and support for teachers in the area of community and family engagement includes training in developing relatinships with families as partners in the education of their children. Most teachers have come to embrace a view of cooperative parent engagement (i.e., looking beyond parents’ role as limited to chaperoning, fundraising, & attending PTSA meetings).

Professional development and support for teachers in the area of community and family engagement includes training and support (time, compensation, translation, etc.) for conducting home visits, and for developing relationships with families as partners in the education of their children. Teachers also have opportunities to learn alongside families about collaborating to improve both individual and collective student achievement.


20

• USE A PENCIL ONLY. • Fill in bubble completely. • Fill in only 1 answer for each item. • Changed answers should be erased completely.

CORRECT MARK:

Select the ethnicity thatbest fits you: Gender:

II

FemaleMale

Safety

))))))))))

))))))))))

))))))))))

IIIIIIIIII

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0

1

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Select your home language:I am completing this surveyfor a child in the following grade:

To protect anonymity, data will not be reported publically if student, parent, teacher, staff, or principal groups include fewer than 5 individuals.

How much do you agree or disagree with the following statements about your child's school?For each statement, please bubble in your response.

Oakland schools belong to all of us. Please participate in the third annual Use Your Voice district-wide survey toshare your experiences in Oakland schools. By using your voice, you can help shape the future of your school!

DIRECTIONS:

School Code

III

IIIIIII

OtherMixed RaceAsian

Southeast Asian(Cambodian, Laotian,Vietnamese)

Pacific IslanderFilipinoWhiteNative AmericanLatino/HispanicAfrican American

PLEASE COMPLETE OTHER SIDE OF THIS PAGE

PARENT/GUARDIAN SURVEY

(Do Not Bubble Here)

Page 1 of 2

IIIIIII

IIIIIII

1211109876

54321KPre-K

School Name

How many years has your child beenattending an Oakland public school?

How many children do you have currentlyenrolled in Oakland public schools?

IIIIIIMore than 55 years4 years3 years2 years1 year

IIIIIMore than 44321

IIII

III

OtherKhmer (Cambodian)TagalogVietnamese

Chinese (Cantonese,Mandarin, Taiwanese)

SpanishEnglish

I1 INCORRECT MARK: ))) III VX

The buildings and grounds at my child's school are clean most of the time.My child reports being concerned about his/her safety at school.The principal works with the local community to create safe access to school for everyone.My child has been bullied by other students at school.At school, my child gets to learn about different cultures.My child experienced discrimination at school because of his/her cultural background.There is a culture of high expectations for everyone in this school.I collaborate with my child's teachers to help set and review his/her learning goals.My child's school feels like a caring and supportive environment.I clearly understand the standard of school work that teachers expect from my child.

At school, my child learns about how to live a healthy life.I am satisfied with the quality of food that is offered at my child’s school.

I am able to help my child with his/her homework.I feel encouraged to participate in school activities or meetings.Teachers include me in decisions that affect my child.The school provides accommodations (child care, flexible schedules) so that I can participate in school activities or meetings.My child's teachers help me understand what I can do at home to support his/her learning.

USE YOUR VOICE!SPRING 2008

9. 8. 7. 6. 5. 4. 3. 2. 1.

23.22.21.20.19.18.17.16.15.14.13.12.

11.10.

The bathrooms at my child's school are clean most of the time.

I know where I can refer my child if he/she has mental health issues.My child's school has an open and welcoming environment.

(Grades K to 12)

IIIIII 001234

IIIIII 001234

IIIIII 001234

IIIIII 001234

IIIIII 001234IIIIII 001234

IIIIII 001234

IIIIII 001234

IIIIII 001234IIIIII 001234IIIIII 001234

IIIIII 001234IIIIII 001234IIIIII 001234IIIIII 001234IIIIII 001234IIIIII 001234IIIIII 001234IIIIII 001234IIIIII 001234IIIIII 001234IIIIII 001234IIIIII 001234

My child receives challenging and rigorous instruction in his/her classes.Teachers in my child's school set high standards for student work.My child's school offers high quality after school programs to help him/her do better in class.

PLEASE COMPLETE ONE SURVEY PER CHILD.

Not A

pplic

able

I Don

'tKn

ow

Stro

ngly

Disa

gree

Disa

gree

Agre

e

Stro

ngly

Agre

e

Online survey available at WWW.OUSD.K12.CA.US

Exhibit 6 Use Your Voice Parent/Guardian Survey


21

PARENT/GUARDIAN SURVEY

THANK YOU!Please have your child return this completed survey to the school's main office.

What do you like most about your child's school?

What are the most important things we can do to improve your child's school?

My child's school does a good job of teaching skills and knowledge my child needs for college.My child does volunteer work outside of school.My child learns about job and career options at school.The principal makes student academic achievement his/her top priority.The principal deals with student conflicts in a fair manner.The principal at my child's school responds to my concerns/complaints in a fair and timely manner.

I understand my child's standardized test scores.

I understand my child’s transcripts and report cards.This district makes student learning a priority.The Office of the Ombudsperson responds to my concerns/complaints in a fair and timely manner.The Office of the Network Executive Officer responds to my concerns/complaints in a fair and timely manner.

District leadership promotes shared values of achievement, equity, and accountability.I have opportunities to provide feedback about district strategies to improve student achievement.

I understand the financial condition of the school district.The Oakland Unified School District is headed in the right direction.Overall, I am satisfied with DISTRICT LEADERSHIP.Overall, I am satisfied with my child's TEACHERS.Overall, I am satisfied with my child’s PRINCIPAL.Overall, I am satisfied with my child's SCHOOL.

Would you recommend this school to other families?Do you plan to enroll your child in this school again?If not, why will your child NOT be attending this school next year?

My child is moving to the next level of schooling (from elementary to middle or high school).I am not satisfied with the school because of other reasons (non-academic).I am not satisfied with the school because of academic reasons.My child does not want to return.My child/family is moving away from the area.

USE YOUR VOICE!SPRING 2008

Page 2 of 2

IIIIII 001234

IIIIII 001234

IIIIII 001234

IIIIII 001234


IIIIII 001234

IIIIII 001234

IIIIII 001234


IIIIII 001234

IIIIII 001234


IIIIII 001234

IIIIII 001234

IIIIII 001234


49.48.47.46.45.44.43.42.41.40.39.38.

37.36.35.34.33.32.31.30.29.28.27.26.25.24.My child's school does a good job of teaching my child study skills.

I have opportunities to participate in the decision making process at my child's school.

My child's school helps me understand whether he/she is meeting grade-level standards.

Communications about district strategies for improving student achievement are clear.District policies that pertain to improving student achievement are communicated to me in a timely manner.

The OUSD website provides me with useful information.The OUSD website is easy to use.

52.51.

(Grades K to 12)

How much do you agree or disagree with the following statements about your child's school?For each statement, please bubble in your response.

Not A

pplic

able

I Don

'tKn

ow

Stro

ngly

Disa

gree

Disa

gree

Agre

e

Stro

ngly

Agre

e

IIIIII 001234IIIIII 001234

IIIII

50. III UndecidedNoYesIII UndecidedNoYes

Select all that apply.

My child is moving to a different school in Oakland Unified. I I Other

Exhibit 6 Use Your Voice Parent/Guardian Survey cont’d.


22

Exhibit 7 Use Your Voice: Key Findings and Recommendations 2006-07

Key Findings from 2006-07 &

Recommended Next StepsOctober 2007

Key Findings from 2006-07 &

Recommended Next StepsOctober 2007


23

Exhibit 7 Use Your Voice: Key Findings and Recommendations 2006-07 cont’d.

2

2 2006-07 Summary Results

Presentation Agenda! About the Use Your Voice surveys (background info)

! OUSD goals and survey themes

! 2007 survey participants

! Key findings for District’s 5-Year goals:

1. All students graduate prepared to succeed in college and the

workplace.

2. All students read and write at or above grade level by the end of

third grade.

3. All students succeed in Algebra by the end of 9th grade.

4. All students and adults respect one another and work together

across cultures.

5. All employees are higher performers.

6. All schools are clean, healthy, and safe.

! Employee Satisfaction Data

! Data-driven recommendations for next steps


24


3


The Surveys…• Serve as a public, formal vehicle for all stakeholders to speak their voices about

what is working and what needs to change to improve our schools and our district

• Provide important stakeholder perceptions information for developing the school site plan, service organization annual plans, and the district’s strategic plan (in combination with other data)

The Surveys measure…• District, school, and service area performance on major themes that map to the

district goals and to research-based elements of reform

• Longitudinal comparisons for the last two years. Many items were modified to clarify stakeholders’ responses and new items were added to measure perceptions of the newly adopted District goals.

Survey participants include…• All students (grades 3-12) • Parents and guardians • All OUSD employees

About the Use Your Voice Surveys


25


4


The Survey Themes Align to and Inform the five District Goals

One Interdependent System – All Themes and Goals Impact Each Other

How do stakeholders’ views vary? What do we see and prioritize?

GOAL 1 GOAL 2 GOAL 3 GOAL 4 GOAL 5 GOAL 6 All students

graduate prepared to succeed in college and

the workplace.

All students read and write at or above grade level by the end of third

grade.

All students succeed in

Algebra by the end of 9th grade.

All students and adults respect one another and work together across

cultures. All employees are higher performers.

All schools are clean, healthy,

and safe. College Readiness Cultural

Responsiveness District Strategy Clean Learning

Environment Academic Rigor Caring and Support Data-Driven

Practices Safety

High Expectations Parent Engagement Instructional Leadership

Health and Wellness

Meaningful Youth Participation Employee Satisfaction

Service Organization

District OverallRatings


26


5


Percent of UYV Participation Respective to Group Sizes in 0506 and 0607

53%

28% 27%

57% 56%

29%

0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

Students Teachers Parents

Perc

ent o

f Sta

keho

lder

Gro

up

20062007

Percent of UYV Participation Respective to Group Sizes in 0506 and 0607

53%

28% 27%

57% 56%

29%

0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

Students Teachers Parents

Perc

ent o

f Sta

keho

lder

Gro

up

20062007

How did 2007 participation compare to 2006?

Survey Participation

Total participation from teachers, students, and parents was 29,864 in 2005-06 and 30,024 in 2006-07.

N=17,136 N=16,877 N=884 N=1,221 N=11,844 N=11,926


27


6


All students graduate prepared to succeed in college and the workplace.

OUSD students generally show strong interest in college.

76% of high school and 72% of middle school students said they think they can go to college. Elementary school students reported that they are very optimistic about their college aspirations with 92% and 88% feeling that their schools are preparing them to be successful in college.

Actual performance in 2005-06 shows that 60.8% of OUSD students graduated and 37.1% qualified for UC/CSU entrance.

GOAL 1

88%

92%

61%

72%

65%

76%

0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%

My education at myschool is preparing me tobe successful in college

(2007 baseline)

I think I can go to college.(2007 baseline)

Percent of students w ho Strongly Agree/Agree

Elementary Middle High

88%

92%

61%

72%

65%

76%

0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%

My education at myschool is preparing me tobe successful in college

(2007 baseline)

I think I can go to college.(2007 baseline)

Percent of students w ho Strongly Agree/Agree

Elementary Middle High


28


7


The percent of students who agree that there is a culture of high expectation at their schools grew from 67% in 2006 to 92% in 2007 while the percent of parents and teachers who agree declined by 11%.

All students graduate prepared to succeed in college and the workplace.

GOAL 1

There is a culture of high expectations at this school.

69%

92%

72%

83%

67%

83%

0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%

Parents

Students

Teachers

Percent Strongly Agree/Agree

20062007

There is a culture of high expectations at this school.

69%

92%

72%

83%

67%

83%

0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%

Parents

Students

Teachers


20062007


29


8


All students read and write at or above grade level by the end of third grade.

Elementary school students feel they are benefiting from ELA instruction but their CST proficiency rates have not changed in the last two years. In spring 2006 and 2007, 28% of OUSD 3rd grade students scored Proficient or Advanced on the English Language Arts CST.

GOAL 2

Third grade reading and writing.*Baseline results from 2007

28%

90%

84%

96%

91%

0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%

2007 CST ELA ProficiencyRate

Teachers make it cleareveryday what students are

supposed to learn

The ELA (Open Court)lessons help me do better at

reading and writing.

Teachers and parents expectme to do my best in school.

I think I can go to college.

3rd

grad

eAl

lEl

emen

tary

*Al

lEl

emen

tary

*3r

d gr

ade*

3rd

grad

e*


Third grade reading and writing.*Baseline results from 2007

28%

90%

84%

96%

91%

0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%

2007 CST ELA ProficiencyRate

Teachers make it cleareveryday what students are

supposed to learn

The ELA (Open Court)lessons help me do better at

reading and writing.

Teachers and parents expectme to do my best in school.

I think I can go to college.

3rd

grad

eAl

lEl

emen

tary

*Al

lEl

emen

tary

*3r

d gr

ade*

3rd

grad

e*



30


9


All students succeed in Algebra by the end of 9th grade.

Most students in elementary (90%), middle (68%), and high schools (71%) agreed that their math lessons helped them do better at solving math problems. In the subject of Algebra, the rate of proficiency on the CST grew by 2% between 2005-06 and 2006-07.

GOAL 3

Math lessons help me do me do better at solving math problems.(This item was new to the 2006-07 survey.)

13%

11%

90%

68%

71%

0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%

CST Algebra Proficiency Rate(2006-07)

CST Algebra Proficiency Rate (2005-06)

Elementary

Middle

High


Math lessons help me do me do better at solving math problems.(This item was new to the 2006-07 survey.)

13%

11%

90%

68%

71%

0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%

CST Algebra Proficiency Rate(2006-07)

CST Algebra Proficiency Rate (2005-06)

Elementary

Middle

High



31


10


All students and adults respect one another and work together across cultures.

Adults indicate high levels of respect for students’ cultural backgrounds across all grade levels.

GOAL 4

Adults respect students' cultural background.*Baseline results for 2007

90%

86%

91%

84%

85%

100%

86%

85%

91%

0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%

Students (2007*)

Teachers (2007*)

Principals (2007*)


HighMiddleElementary

Adults respect students' cultural background.*Baseline results for 2007

90%

86%

91%

84%

85%

100%

86%

85%

91%

0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%

Students (2007*)

Teachers (2007*)

Principals (2007*)




32


11


All students and adults respect one another and work together across cultures.

GOAL 4

Most students indicate respect for each other’s cultural backgrounds.32% of middle school and 31% high school students said they have experienced discrimination at schools because of their cultural background.

Students respect eacher other's cultural background.*Baseline results for 2007

70%

32%

68%

31%

74%

0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%

Discriminated due to culturalbackground (2007*)

Students respect each other'scutlure (2007*)



Students respect eacher other's cultural background.*Baseline results for 2007

70%

32%

68%

31%

74%

0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%

Discriminated due to culturalbackground (2007*)

Students respect each other'scutlure (2007*)




33


12


All employees are high performers.GOAL 5

% Agree or Strongly Agree

#N/A #N/A

63%71%

100%

66%

77%

94% 90%

100%

84%

100%

83% 85%

0%

25%

50%

75%

100%

Assi

stan

tPr

inci

pals

(N=1

5)

CD

CAd

min

istra

tors

(N=9

)

Net

wor

k EX

Os

(N=8

)

Prin

cipa

ls(N

=53)

Serv

ice

Area

EXO

s (N

=8)

Serv

ice

Area

Staf

f (N

=226

)

All

Res

pond

ents

(N=3

19)

2006 2007

Overall, I feel adequately trained to do my job successfully.

How does district leadership create conditions for high performance?


34


13


The district provides adequate training and professional development for me to do my job successfully.


63% 60%

91%81%

65%

53%60%

0%

25%

50%

75%

100%

Assi

stan

tPr

inci

pals

(N=1

0)

CD

CAd

min

istra

tors

(N=6

)

CD

C S

taff

(N=1

06)

Prin

cipa

ls(N

=51)

Scho

ol S

taff

(N=2

77)

Teac

hers

(N=6

14)

All

Res

pond

ents

(N=1

064)

2007



35


14


I receive relevant and timely feedback on my work.

58%

45%

75%

48% 48% 48%

94%

80%

90%

47%

89%

76%

88%82%

62%70%

100%

0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

Assi

stan

tPr

incp

als

(N=1

3)

CD

CAd

min

stra

tors

(N=6

)

CD

C S

taff

(N=9

7)

Com

mun

ityO

rgan

izat

ions

(N=9

)

Net

wor

k EX

Os

(N=6

)

Prin

cipa

ls (N

=55)

Scho

ol S

taff

(N=2

80)

Serv

ice

Area

EXO

s (N

=7)

Serv

ice

Area

Sta

ff(N

=189

)

Teac

hers

(N=7

40)

All R

espo

nden

ts(N

=139

3)

Perc

ent S

trong

ly A

gree

/Agr

ee

2005-06 2006-07



36


15



The formal (contractual) evaluation process is a useful tool for improving my work.


56% 60%

82%

38%

63%59%

50%61%

53% 57%

0%

25%

50%

75%

100%

Assi

stan

tPr

inci

pals

(N=9

)

CD

CAd

min

istra

tors

(N=6

)

CD

C S

taff

(N=9

3)

Net

wor

k EX

Os

(N=3

)

Prin

cipa

ls(N

=40)

Scho

ol S

taff

(N=2

48)

Serv

ice

Area

EXO

s (N

=4)

Serv

ice

Area

Staf

f (N

=165

)

Teac

hers

(N=6

22)

All

Res

pond

ents

(N=1

190)

2007


37


16



I have a good understanding of this district's 5-year goals for student achievement.


63%

80%

55%

26%

100%92%

48%

88%

66%

28%

42%

0%

25%

50%

75%

100%

Assi

stan

tPr

inci

pals

(N=1

0)

CD

CAd

min

istra

tors

(N=8

)

CD

C S

taff

(N=7

8)

Com

mun

ityO

rgan

izat

ions

(N=5

)

Net

wor

k EX

Os

(N=8

)

Prin

cipa

ls(N

=59)

Scho

ol S

taff

(N=1

96)

Serv

ice

Area

EXO

s (N

=7)

Serv

ice

Area

Staf

f (N

=177

)

Teac

hers

(N=3

31)

All

Res

pond

ents

(N=8

79)

2007


38


17



People are promoted and rewarded fairly based on the quality of their work.


#N/A

25%

38%

20%15%

20%

50% 50%

40% 40%

0%

25%

50%

75%

100%

CD

CAd

min

istra

tors

(N=2

)

Net

wor

k EX

Os

(N=4

)

Serv

ice

Area

EXO

s (N

=4)

Serv

ice

Area

Staf

f (N

=108

)

All

Res

pond

ents

(N=1

18)

2006 2007


39


18


Principals indicate that they have more access to data in 2007 than 2006, an increase from 32% to 74%.

In 2006-07, more teachers at every grade level reported having more access to data to guide their teaching.

All employees are higher performers.GOAL 5

I have access to useful, timely data on student performance to help guide myteaching.

80%

74%

61%

32%

0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%

Teachers

Principals


20062007

I have access to useful, timely data on student performance to help guide myteaching.

80%

74%

61%

32%

0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%

Teachers

Principals


20062007


40


19


All schools are clean, healthy, and safe.

There is much work to do to ensure that all OUSD schools are clean, healthy, and safe.

GOAL 6

The buildings and grounds at my school are clean most of the time.

64%

63%

66%

44%

53%

27%

41%

43%

18%

0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%

Students

Teachers

Principals



The buildings and grounds at my school are clean most of the time.

64%

63%

66%

44%

53%

27%

41%

43%

18%

0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%

Students

Teachers

Principals




41


20


All schools are clean, healthy, and safe.GOAL 6

In 2005-06, between 19% and 32% of students stated that the bathrooms at their schools were clean.

Results from 2006-07 do not show much change, except for a modest improvement at the high school level. Students’ emphasized that this is one of their highest priorities.

Bathrooms at schools are clean.

30%

23%

30%

32%

22%

19%

0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%

Elementary

Middle

High


20062007

Bathrooms at schools are clean.

30%

23%

30%

32%

22%

19%

0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%

Elementary

Middle

High


20062007


42


21


I feel safe at school.

81%

66%

63%

64%

42%

32%

0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%

Elementary

Middle

High


20062007

I feel safe at school.

81%

66%

63%

64%

42%

32%

0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%

Elementary

Middle

High


20062007

More students felt safe in school in 2006-07 compared to 2005-06.

81% of elementary student feel safe at their schools.

The percent of students feeling safe declines as the grade levels increase.

GOAL 6 All schools are clean, healthy, and safe.


43


22


33%

86%

27%

37%

26%

40%

56%

41%

15%

40%

47%

35%

0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%

I have been bullied byother students at school.

I learn about how to live ahealthy life.

(Secondary) I havepersonal problems thatmake it hard to focus in

class. (Elementary) I feelsad most of the time.

I like the food served atour school.



33%

86%

27%

37%

26%

40%

56%

41%

15%

40%

47%

35%

0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%

I have been bullied byother students at school.

I learn about how to live ahealthy life.

(Secondary) I havepersonal problems thatmake it hard to focus in

class. (Elementary) I feelsad most of the time.

I like the food served atour school.



GOAL 6

2006-07

All schools are clean, healthy, and safe.


44


23


EMPLOYEE SATISFACTION DATA


45


24


OVERALL SATISFACTION

Among administrators, district strategy, and employee satisfaction ratings are fairly high; but among teachers ratings are very low, suggesting barriers to operating as high-performing organization.

The overall satisfaction rating by teachers in 05-06 (at 48%) was about the same as 06-07 (ranging from 45%-49% across elementary, middle, and high school levels).

Overall satisfaction with working at OUSD.% Agree or Strongly Agree

#N/A #N/A #N/A

63% 64%

48%

100%

58%

36%

45%

81%

70%

92%100%

90%

72%

88%82%

53%

65%

0%

25%

50%

75%

100%

Assi

stan

tPr

inci

pals

(N=1

3)

CD

CAd

min

istra

tors

(N=7

)

CD

C S

taff

(N=1

10)

Net

wor

k EX

Os

(N=8

)

Prin

cipa

ls(N

=57)

Scho

ol S

taff

(N=3

11)

Serv

ice

Area

EXO

s (N

=7)

Serv

ice

Area

Staf

f (N

=221

)

Teac

hers

(N=6

12)

All

Res

pond

ents

(N=1

346)

2006 2007


46


25



88%

67%

91% 88%

73% 69%75%

65%71% 71%

0%

25%

50%

75%

100%

Assi

stan

tPr

inci

pals

(N=1

4)

CD

CAd

min

istra

tors

(N=6

)

CD

C S

taff

(N=9

9)

Net

wor

k EX

Os

(N=7

)

Prin

cipa

ls(N

=46)

Scho

ol S

taff

(N=3

01)

Serv

ice

Area

EXO

s (N

=6)

Serv

ice

Area

Staf

f (N

=176

)

Teac

hers

(N=8

34)

All

Res

pond

ents

(N=1

489)

2007

I feel respected in the district for the work I do.

EMPLOYEE SATISFACTION


47


26


Overall, I am satisfied with district leadership.

DISTRICT STRATEGY


#N/A #N/A #N/A #N/A

38%

50%

22%

50%

38%

11%

21%

65%70%

44%37%

88%

77%

39%

71%

51%

19%

32%

0%

25%

50%

75%

100%

Assi

stan

tPr

inci

pals

(N=1

1)

CD

CAd

min

istra

tors

(N=7

)

CD

C S

taff

(N=6

3)

Com

mun

ityO

rgan

izat

ions

(N=7

)

Net

wor

k EX

Os

(N=7

)

Prin

cipa

ls(N

=49)

Scho

ol S

taff

(N=1

62)

Serv

ice

Area

EXO

s (N

=5)

Serv

ice

Area

Staf

f (N

=138

)

Teac

hers

(N=2

18)

All

Res

pond

ents

(N=6

67)

2006 2007


48


27


I have a good understanding of the overall district strategy for increasing student achievement.


#N/A #N/A #N/A

38%

70%

45%

25%

43% 41% 44%

69%

100%

57%

88% 89%

47%

100%

68%

31%

44%

0%

25%

50%

75%

100%

Assi

stan

tPr

inci

pals

(N=1

1)

CD

CAd

min

istra

tors

(N=1

0)

CD

C S

taff

(N=8

1)

Net

wor

k EX

Os

(N=7

)

Prin

cipa

ls(N

=57)

Scho

ol S

taff

(N=1

92)

Serv

ice

Area

EXO

s (N

=7)

Serv

ice

Area

Staf

f (N

=183

)

Teac

hers

(N=3

64)

All

Res

pond

ents

(N=9

12)

2006 2007

DISTRICT STRATEGY


49


28


I believe our district's 5-year goals for student achievement are attainable.


#N/A #N/A #N/A

75% 75%

42%

88%

59%

39%46%

63%

90%

54%

100%

86%

42%

100%

59%

23%

37%

0%

25%

50%

75%

100%

Assi

stan

tPr

inci

pals

(N=1

0)

CD

CAd

min

istra

tors

(N=9

)

CD

C S

taff

(N=7

5)

Net

wor

k EX

Os

(N=8

)

Prin

cipa

ls(N

=55)

Scho

ol S

taff

(N=1

68)

Serv

ice

Area

EXO

s (N

=7)

Serv

ice

Area

Staf

f (N

=160

)

Teac

hers

(N=2

69)

All

Res

pond

ents

(N=7

61)

2006 2007

DISTRICT STRATEGY


50


29


I have opportunities to provide district leadership with feedback.


#N/A #N/A #N/A

63%58%

22%

63%

37%

15%24%

44%

70%

33%

75% 73%

36%

86%

54%

27%35%

0%

25%

50%

75%

100%

Assi

stan

tPr

inci

pals

(N=7

)

CD

CAd

min

istra

tors

(N=7

)

CD

C S

taff

(N=4

7)

Net

wor

k EX

Os

(N=6

)

Prin

cipa

ls(N

=47)

Scho

ol S

taff

(N=1

48)

Serv

ice

Area

EXO

s (N

=6)

Serv

ice

Area

Staf

f (N

=145

)

Teac

hers

(N=3

09)

All

Res

pond

ents

(N=7

22)

2006 2007

DISTRICT STRATEGY


51


30


SERVICE AREA DATAOUSD is committed to achieving service excellence that supports accelerated student academic achievement with a strategy driven by three principles of customer service based on the RATER model:

(1) Think like a customer: Know what your customers want and anticipate their needs;

(2) Follow a reliable process: Provide every customer with consistent high-quality service and positive experience; and

(3) Look beyond the transaction: Build and strengthen customer relationships.

RATER = Reliability, Assurance, Tangible, Empathy, and Responsiveness

This survey is an opportunity for customers and service areas to engage in an exchange that creates opportunities to provide feedback that will be used to improve our overall services and products such that everyone in the District can support our student achievement goals.


52


31


eliability

THE RATER MODEL

RR

AA

TTEERR

ssurance

angible

mpathy

esponsiveness

Performing dependable and accurately.

Conveying trust and confidence through knowledge of products and services.

Providing user friendly system tools.

Helping customers willingly, promptly and timely.

Supporting student achievement goals of the District.

Communicating caring and individualized attention.

StudentAchievement

The RATER model includes key factors that provide OUSD service areas with technical, physical, and emotional needs of the our stakeholders. In addition to stakeholder satisfaction, each service area was rated for their support of the District’s student achievement goals.


53


32


Facilities: Buildings & GroundsService Area 2007 RATER

Survey data are from Principals, Assistant Principals, Network Executive Officers, and CDC Administrators.

Facilities - Buildings & Grounds

40%

49%

37%43%

38%

0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

Reliability Assurance Tangibles Empathy Responsiveness StudentAchievement

Perc

enta

ge S

tron

gly

Agr

ee/A

gree


54


33


Facilities: Construction Projects-ModernizationService Area 2007 RATER


Facilities - Construction Projects-Modernization

25% 24%19%

25% 25%

0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%


Perc

enta

ge S

tron

gly

Agr

ee/A

gree


55


34


Facilities: Custodial ServicesService Area 2007 RATER


Facilities - Custodial Services

30% 32%27%

37% 34% 30%

0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%


Perc

enta

ge S

tron

gly

Agr

ee/A

gree


56


35


Financial Services: Accounting

Service Area 2007 RATER


Financial Services: Accounting

36% 39% 36% 35%

54%

43%

0%10%20%30%40%50%60%70%80%90%

100%


Perc

ent S

tron

gly

Agr

ee/A

gree

Statement Financial Services - Accounting 2006-07


57


36


Financial Services - Benefits

49%

27%

43%

24%32% 34%

0%10%20%30%40%50%60%70%80%90%

100%


Perc

enta

ge S

tron

gly

Agr

ee/A

gree

Financial Services - Benefits 2006-07

Financial Services: Benefits




58


37


Financial Services: BudgetingFinancial Services - Budgeting

50%59%

66%59%

65%62%

0%10%20%30%40%50%60%70%80%90%

100%


Perc

enta

ge S

tron

gly

Agr

ee/A

gree

Financial Services - Budgeting 2006-07




59


38


Financial Services: Grants Management

39% 37%29%

39%34%35%

0%10%20%30%40%50%60%70%80%90%

100%


Perc

enta

ge S

tron

gly

Agr

ee/A

gree

Financial Services - Grants Management 2006-07

Financial Services: Grants ManagementService Area 2007 RATER



60


39


Financial Services: PayrollFinancial Services - Payroll

26% 23%24%25%32%

41%

0%10%20%30%40%50%60%70%80%90%

100%


Perc

enta

ge S

tron

gly

Agr

ee/A

gree

Financial Services - Payroll 2006-07




61


40


Financial Services: Risk ManagementFinancial Services - Risk Management

30% 28% 25%24%

33%34%

0%10%20%30%40%50%60%70%80%90%

100%


Perc

enta

ge S

tron

gl A

gree

/Agr

ee

Financial Services - Risk Management 2006-07




62


41


Financial Services - Workers Comp

29% 26%18% 20%

24% 23%

0%10%20%30%40%50%60%70%80%90%

100%


Perc

enta

ge S

tron

gly

Agr

ee/A

gree

Financial Services - Workers Comp 2006-07

Financial Services: Workers Comp




63


42


Human Resource

16%

39% 39% 32%

44%

24%21%

44%44%52%

41%

0%

10%

20%

30%

40%

50%60%

70%

80%

90%

100%


Perc

enta

ge S

tron

gly

Agr

ee/A

gree

Human Resource 2005-06 Human Resource 2006-07

Human Resources




64


43


Instructional Service

40%

59%65%

42%

30%

41%41%

60%55%60%64%

0%10%20%30%40%50%60%70%80%90%

100%


Perc

enta

ge S

tron

gly

Agr

ee/A

gree

Instructional Services 2005-06 Instructional Services 2006-07

Instructional Services




65


44


Nutrition Services



Nutrition Services

59% 56%

45%52% 53% 52%

0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%


Perc

enta

ge S

tron

gly

Agr

ee/A

gree


66


45


Operations Support



Caution when interpreting the two year results. Operations Support is an optional service and therefore respondents who indicated “I don’t know” or had no response on the 0607 UYV survey were not included in their results. The 0506 results included respondents who indicated “Neutral” or no response.

Operations Support

56%66%

43%

56%

94% 96% 94% 94% 96% 96%

0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

Reliability Assurance Tangibles Empathy Responsiveness Student Achievement

2005-06 2006-07


67


46


Procurement & DistributionService Area 2007 RATER


Procurement & Distribution

61% 61% 57% 57% 59% 56%

0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%


Perc

enta

ge S

trong

ly A

gree

/Agr

ee


68


47


Research, Assessment & Accountability

47%57%

50% 45%

34%35%

55%64%

61%61%55%

0%10%20%30%40%50%60%70%80%90%

100%


Perc

enta

ge S

tron

gly

Agr

ee/A

gree

Research, Assessment & Accountability 2005-06 Research, Assessment & Accountability 2006-07

Research, Assessment & AccountabilityService Area 2007 RATER



69


48


Special EducationService Area 2007 RATER


Special Education

35%42%

25%

44%40% 42%

0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%


Perc

enta

ge S

trong

ly A

gree

/Agr

ee


70


49


Student Assignment OfficeService Area 2007 RATER


Student Assignment Office

38% 39% 37%42%

46% 49%

0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%


Perc

enta

ge S

tron

gly

Agr

ee/A

gree


71


50





72


51




Student, Family & Community Services

51% 51%

39%47% 45% 48%

0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%


Perc

enta

ge S

tron

gly

Agr

ee/A

gree


73


52


Technology Services



Technology Services

58% 59%60% 61% 54% 60%

0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%


Perc

enta

ge S

tron

gly

Agr

ee/A

gree


74


53


District Leadership Reactions & Strategies


75


54



Personalized and Challenging Learning• Support teachers to use research-based, high quality instructional practices • Foster and sustain results-oriented, personalized learning communities where all students

are known well by adults

Professional Learning Communities• Support teachers to collaboratively use data to inform instructional practice• Use networks to share best practices across schools

Family Engagement• Facilitate family learning about how to promote and engage student learning at home• Enable family leadership, with an emphasis on parents and caregivers as leaders and

decision-makers in the school community• Support family advocacy to ensure that all the children at every school receive the

appropriate instruction and services• Expand the options process to give families the ability to select from a diverse range of

educational options throughout Oakland.

Academic Achievement GoalsGoal 1: All students graduate prepared to succeed in college and career.Goal 2: All students read and write at or above grade level by the end of third grade. Goal 3: All students succeed in Algebra by the end of 9th grade.


76


55



Goal 4: All students and adults respect one another and work together across cultures.

Students and adults in Oakland will maintain a culture that:

• Values differences of opinion by proactively soliciting diverse opinions within our decision making processes

• Include people in decisions that affect them

• Provides open and honest communication in all written and interpersonal interaction

• Focuses on common achievements

• Maintains an open, responsive, and welcoming environment


77


56



Among administrators, district strategy and employee satisfaction ratings are fairly high; but among teachers these ratings are very low. Low ratings in these areas suggest serious barriers to operating as a high-performance organization.

Investment in People• Recruit and support strong, learning-focused principals at each school• Improve working conditions to promote retention of effective teachers• Enhance recruitment initiatives to ensure diverse, highly-qualified teachers in every

classroom• Expanded professional development—for example, (1) over 750 employees have

participated in Achieving Service Excellence training, and (2) we launched the On-Track

training system

Performance Management• Ensure that all employees are evaluated and given feedback• Publish service area scorecards and standards • Implemented service improvement plans based on Use Your Voice results • Implemented tiered accountability and support to schools to provide families quality school

options in every neighborhood

Goal 5: All employees are high performers


78


57


Goal 6 – All schools are clean, healthy, and safe.


*May decrease based on 08-09 funding allocations

Investment in pilot of new service model for Custodial Services• Increased custodial staff from 216 to 242 custodians in 07-08*• Increased substitute coverage• Streamlined hiring and on-boarding custodians to shorten time placed• Increased investment in supervision of custodians• Strong focus on performance evaluation of custodians, resulting in improved

service at individual school sites• Head, Lead, and Day custodians will go through customer service training• Increased investment in more custodial equipment


79

Exhibit 8 Use Your Voice School-level Results: Grass Valley Elementary 2008

Grass Valley

2008 Use Your Voice - School Summary*Research & AssessmentSurveys Combined - By Question & Stakeholder Group

TotalAgree/

SADisagree/

SDDon't

Know/ NAStakholder Group2007

Agree/SA2007

Disag/SD

Academic RigorEveryday my teacher gives me work that challenges me. 84 77% 23%Elementary Student 85% 15%Most of my class lessons are interesting and make me want to learn more. 83 84% 16%Elementary Student 87% 12%My child receives challenging and rigorous instruction in his/her classes 37 76% 24%Parents 78% 10%My child's school offers high quality after school programs to help him/her do better in class 37 70% 19% 11%Parents 35% 19%My school offers high quality after school programs to help me do better in class. 85 74% 26%Elementary StudentMy teacher often encourage me to share my opinions and ideas in class. 85 72% 28%Elementary Student 83% 17%My teacher uses different ways to help me learn. 85 95% 5%Elementary Student 98% 1%Teachers in my child's school set high standards for student work 37 89% 11%ParentsTeachers in this school encourage students to share their opinions and ideas in class. 12 92% 8%Teacher/Counselor 100% 0%Teachers in this school set high standards for student work. 12 92% 8%Teacher/CounselorThe after school programs my students attend compliment their school day instruction. 13 54% 15% 31%Teacher/CounselorThe English Language Arts lessons (Open Court) have improved my reading and writing skills. 85 92% 8%Elementary Student 93% 6%The Math lessons have improved my mathematical problem solving skills. 83 94% 6%Elementary Student 95% 5%

Caring and SupportAt this school, students are given the opportunity to help make decisions in class. 13 92% 8%Teacher/Counselor 100% 0%I clearly understand the standard of school work that teachers expect from my child 38 84% 16%Parents 90% 5%I get to work with other students to solve problems in class. 83 77% 23%Elementary StudentMy child's school feels like a caring and supportive environment 38 89% 11%Parents 91% 5%My school feels like a caring and supportive environment. 85 80% 20%Elementary StudentMy teacher believes that I can learn. 84 98% 2%Elementary Student 99% 0%My teacher lets students help make decisions in class. 84 81% 19%Elementary Student 67% 33%My teacher makes clear what I am supposed to learn everyday. 85 91% 9%Elementary Student 97% 3%My teacher takes the time to help me when I don't understand something. 83 87% 13%Elementary Student 97% 3%Teachers and staff help students solve student conflicts. 85 89% 11%Elementary Student 88% 10%Teachers and staff help students solve student conflicts. 13 100%Teacher/Counselor 100% 0%There is at least one adult at my school I can go to for good advice and support. 83 86% 14%Elementary Student 80% 19%This school feels like a caring and supportive environment. 13 77% 23%Teacher/Counselor 100% 0%

Clean Learning EnvironmentThe bathrooms at my child's school are clean most of the time. 38 55% 34% 11%ParentsThe bathrooms at my school are clean most of the time. 86 22% 78%Elementary Student 30% 70%The buildings and grounds at my child's school are clean most of the time. 38 97% 3%Parents 94% 3%The buildings and grounds at my school are clean most of the time. 85 73% 27%Elementary Student 85% 13%The buildings and grounds at my school are clean most of the time. 13 85% 15%Teacher/Counselor 100% 0%The faculty bathrooms at my school are clean most of the time. 13 77% 23%Teacher/Counselor 91% 9%

KCS-RA*Items with less than 5 total responses are excluded 7/30/2008 Shaded numbers highlight desirable response percent


80

Exhibit 8 Use Your Voice School-level Results: Grass Valley Elementary 2008 cont’d.

Grass Valley


TotalAgree/

SADisagree/

SDDon't


Agree/SA2007

Disag/SD

College ReadinessI am learning good study skills at my school. 85 95% 5%Elementary Student 94% 5%I learn about job and career options in my class. 83 80% 20%Elementary Student 74% 26%I think I can go to college. 85 99% 1%Elementary Student 95% 5%My child learns about job and career options at school. 35 37% 34% 29%ParentsMy child's school does a good job of teaching my child study skills 37 81% 16% 3%Parents 77% 11%My child's school does a good job of teaching skills and knowledge my child needs for college 37 59% 24% 16%Parents 65% 9%My education at this school is preparing me to be successful in college. 85 95% 5%Elementary Student 94% 2%My parents/guardians often talk to me about college. 85 80% 20%Elementary Student 76% 24%My teacher often talks to me about college. 85 74% 26%Elementary Student 62% 37%Students at this school participate in career education activities. 13 77% 8% 15%Teacher/CounselorTeachers at this school often talk to students about college. 13 100%Teacher/Counselor 73% 9%This school does a good job of teaching students the skills and knowledge they need for college. 13 92% 8%Teacher/Counselor 73% 9%This school is providing education that is preparing students for good jobs in the future. 13 85% 8% 8%Teacher/Counselor 82% 0%

Community ResponsibilityMy child does volunteer work outside of school 36 36% 39% 25%Parents 57% 18%When students do something wrong, they take responsibility for it. 84 39% 61%Elementary StudentWhen students do something wrong, they take responsibility for it. 13 54% 46%Teacher/Counselor

Cultural ReponsivenessAdults in this school are respectful of students' cultural backgrounds. 13 92% 8%Teacher/Counselor 100% 0%At school, I get to learn about different cultures. 86 98% 2%Elementary Student 93% 5%At school, my child gets to learn about different cultures. 38 84% 8% 8%Parents 77% 11%My child experienced discrimination at school because of his/her cultural background. 37 8% 84% 8%Parents 7% 82%My teacher is respectful of my cultural background. 86 97% 3%Elementary Student 99% 0%Students at my school are respectful of my cultural background. 84 70% 30%Elementary Student 72% 27%Teachers in this school treat each other with respect. 13 77% 23%Teacher/Counselor 91% 9%

Data-Driven PracticeI have a good understanding of how to use Edusoft. 13 54% 46%Teacher/Counselor 91% 9%I have a good understanding of the state standards for the grade/course(s) I teach. 13 100%Teacher/Counselor 100% 0%I have access to useful, timely data on student performance to help guide teaching. 13 100%Teacher/Counselor 100% 0%I regularly use data on student performance to guide my teaching. 13 85% 15%Teacher/Counselor 100% 0%I understand my child’s transcripts and report cards. 37 97% 3%ParentsI understand my child's standardized test scores. 37 84% 8% 8%Parents 74% 15%My child's school helps me understand whether he/she is meeting grade-level standards 37 84% 16%ParentsMy school's goals for student achievement are clearly defined. 13 100%Teacher/Counselor 100% 0%



81


Grass Valley


TotalAgree/

SADisagree/

SDDon't


Agree/SA2007

Disag/SD

Data-Driven PracticeThe majority of faculty discussions at my school focus on student learning. 13 85% 15%Teacher/Counselor

District StrategyCommunications about district strategy for improving student achievement are clear. 37 49% 27% 24%ParentsCommunications about district strategy for improving student achievement are clear. 13 38% 62%Teacher/Counselor 64% 27%District leadership promotes shared values of achievement, equity, and accountability. 36 50% 17% 33%ParentsDistrict leadership promotes shared values of achievement, equity, and accountability. 12 25% 50% 25%Teacher/CounselorDistrict policies that pertain to improving student achievement are communicated to me in a timely manner. 36 44% 28% 28%ParentsDistrict policies that pertain to improving student achievement are communicated to me in a timely manner. 13 31% 62% 8%Teacher/CounselorI believe the district goals for student achievement are attainable. 13 54% 38% 8%Teacher/Counselor 45% 9%I have opportunities to provide feedback about district strategies for improving student achievement. 36 44% 28% 28%ParentsI have opportunities to provide feedback about district strategies for improving student achievement. 13 23% 69% 8%Teacher/Counselor 36% 45%I understand the district goals for student achievement. 13 69% 31%Teacher/Counselor 64% 18%I understand the district strategy for improving student achievement. 13 23% 46% 31%Teacher/Counselor 64% 9%I understand the financial condition of the district. 37 65% 32% 3%ParentsI understand the financial condition of the district. 13 31% 69%Teacher/CounselorThe district makes student learning a priority. 37 54% 27% 19%ParentsThe district makes student learning a priority. 13 85% 15%Teacher/Counselor 73% 18%The Oakland Unified School District is headed in the right direction. 37 43% 32% 24%ParentsThe Oakland Unified School District is headed in the right direction. 13 31% 38% 31%Teacher/CounselorThe Office of the Network Executive Officer responds to my concerns/complaints in a fair and timely manner 36 19% 6% 75%ParentsThe Office of the Ombudsperson responds to my concerns/complaints in a fair and timely manner 36 25% 3% 72%Parents

Employee SatisfactionDistrict leadership respects the work of teachers at this school. 13 54% 31% 15%Teacher/Counselor 73% 27%I am proud to tell people that I work for Oakland Unified School District. 13 85% 8% 8%Teacher/Counselor 55% 27%I feel respected for the work I do at this school. 13 77% 23%Teacher/CounselorI receive relevant and timely feedback about my work from my principal. 13 46% 54%Teacher/Counselor 73% 9%The district provides adequate training and professional development for me to do my job successfully. 12 58% 33% 8%Teacher/Counselor 64% 18%The formal (contractual) evaluation process is a useful tool for improving my work. 13 38% 54% 8%Teacher/Counselor 82% 18%The working conditions at my school have a positive impact on my ability to do my job. 13 62% 31% 8%Teacher/Counselor

Health & WellnessAt school, I learn about how to live a healthy life. 84 85% 15%Elementary Student 76% 24%At school, my child learns about how to live a healthy life 37 84% 8% 8%Parents 64% 16%During P.E., I exercise until I sweat. 85 69% 31%Elementary Student 51% 49%I am satisfied with the quality of food that is offered at my child’s school. 36 39% 36% 25%Parents 38% 41%



82


Grass Valley


TotalAgree/

SADisagree/

SDDon't


Agree/SA2007

Disag/SD

Health & WellnessI feel sad a lot of the time. 85 40% 60%Elementary Student 28% 70%I know how to incorporate ideas on healthy lifestyles into my curriculum. 13 85% 15%Teacher/Counselor 82% 18%I know where I can refer my child if he/she has mental health issues. 37 32% 32% 35%ParentsI know where I can refer students with mental health issues. 13 38% 46% 15%Teacher/Counselor 27% 73%I like the food that is served at our school. 85 22% 78%Elementary Student 33% 67%My parents/guardians take me to see a doctor at least once a year. 85 81% 19%Elementary Student

High ExpectationsI collaborate with my child's teachers to help set and review his/her learning goals 38 87% 13%Parents 88% 8%I collaborate with parents to help students set and review goals for their learning. 13 92% 8%Teacher/Counselor 100% 0%I work with my teachers and parents/guardians to set and review goals for my own learning in school. 85 91% 9%Elementary Student 94% 6%My parents/guardians expect me to do my best in school. 84 96% 4%Elementary Student 100% 0%My parents/guardians make school and homework high priorities for me. 84 99% 1%Elementary Student 94% 5%My teacher expects me to do my best in school. 84 96% 4%Elementary Student 100% 0%The majority of teachers at my school believe that every student can achieve at high levels. 13 92% 8%Teacher/CounselorThere is a culture of high expectations for everyone in this school. 38 89% 3% 8%Parents 80% 8%This school provides support to help students catch up if they fall behind in class 13 92% 8%Teacher/Counselor

OverallOverall, I am satisfied with DISTRICT LEADERSHIP 37 41% 30% 30%ParentsOverall, I am satisfied with DISTRICT LEADERSHIP. 13 23% 54% 23%Teacher/Counselor 36% 45%Overall, I am satisfied with my child’s PRINCIPAL 37 89% 8% 3%Parents 88% 6%Overall, I am satisfied with my child's SCHOOL. 37 92% 5% 3%Parents 94% 4%Overall, I am satisfied with my child's TEACHERS 37 84% 11% 5%Parents 93% 5%Overall, I am satisfied with my PRINCIPAL 13 69% 23% 8%Teacher/Counselor 91% 9%Overall, I am satisfied with my PRINCIPAL. 85 76% 24%Elementary Student 83% 17%Overall, I am satisfied with my SCHOOL. 85 74% 26%Elementary Student 78% 22%Overall, I am satisfied with my SCHOOL. 13 77% 23%Teacher/Counselor 91% 0%Overall, I am satisfied with my TEACHER. 85 92% 8%Elementary Student 93% 7%Overall, I am satisfied working for Oakland Unified School District. 12 58% 42%Teacher/Counselor 55% 27%

Parent EngagementI am able to help my child with his/her homework 37 95% 5%Parents 96% 2%I feel encouraged to participate in school activities or meetings. 37 95% 5%Parents 82% 11%I feel encouraged to participate in school activities or meetings. 12 83% 17%Teacher/Counselor 100% 0%Most of my students' parents have come to see me at least once this year. 12 83% 8% 8%Teacher/Counselor 91% 0%My child's school has an open and welcoming environment 35 94% 6%Parents



83


Grass Valley


TotalAgree/

SADisagree/

SDDon't


Agree/SA2007

Disag/SD

Parent EngagementMy child's teachers help me understand what I can do at home to support his/her learning. 37 84% 16%Parents 87% 10%My parents/guardians help me with my homework. 84 88% 12%Elementary Student 98% 2%My parents/guardians went to parent-teacher night or other school meetings at least once this year. 84 92% 8%Elementary Student 86% 14%Parents are supportive of our school's strategies for improving student achievement. 12 100%Teacher/Counselor 100% 0%Teachers include me in decisions that affect my child 36 81% 17% 3%Parents 78% 13%The school provides accommodations (child care, flexible schedules) so that I can participate in school activities or meetings.

37 81% 14% 5%Parents 63% 18%

Principal QualityI am able to dialogue openly with the principal/site administrator. 13 62% 38%Teacher/CounselorI have opportunities to participate in the decision making process at my child's school 37 81% 14% 5%ParentsI have opportunities to participate in the decision making process at my school. 12 67% 25% 8%Teacher/CounselorThe principal actively encourages and supports my professional development. 13 92% 8%Teacher/CounselorThe principal at my child's school responds to my concerns/complaints in a fair and timely manner 34 82% 9% 9%ParentsThe principal at my school cares about students. 13 100%Teacher/CounselorThe principal deals with student conflicts in a fair manner. 37 65% 16% 19%ParentsThe principal deals with student conflicts in a fair manner. 13 62% 31% 8%Teacher/CounselorThe principal is regarded as a valuable resource for academic standards, curriculum, and assessments. 13 54% 38% 8%Teacher/CounselorThe principal makes student academic achievement his/her top priority. 36 75% 6% 19%ParentsThe principal makes student academic achievement his/her top priority. 13 100%Teacher/CounselorThe principal makes sure I have the necessary training and resources to do my job. 13 85% 15%Teacher/CounselorThe principal recognizes and rewards good work by staff. 12 67% 33%Teacher/CounselorThe principal recognizes and rewards good work by students. 13 100%Teacher/Counselor

Professional Learning CommunitiesI have observed my colleague(s) teach at least once this year. 12 100%Teacher/Counselor 55% 45%I understand the elements of an effective Professional Learning Community (PLC). 13 62% 31% 8%Teacher/CounselorMy collaboration with colleagues has a significant impact on my teaching practice. 12 83% 17%Teacher/CounselorMy teaching practices have improved as a result of collaborating with other teachers. 13 100%Teacher/CounselorTeachers collaborate regularly with colleagues to plan instruction and review assessment results. 13 77% 23%Teacher/CounselorTeachers work in teams regularly to plan instruction and review assessment results. 13 77% 23%Teacher/Counselor

SafetyI feel safe at school. 86 84% 16%Elementary Student 81% 19%I feel safe traveling to and from school. 86 88% 12%Elementary Student 84% 12%I have been bullied by other students at my school. 84 43% 57%Elementary Student 36% 64%It is easy for me to make new friends at my school. 83 65% 35%Elementary Student



84


Grass Valley


TotalAgree/

SADisagree/

SDDon't


Agree/SA2007

Disag/SD

SafetyMy child has been bullied by other students at school. 38 34% 61% 5%Parents 29% 63%My child reports being concerned about his/her safety at school. 38 26% 68% 5%Parents 22% 71%Students report being concerned about safety at school. 13 23% 69% 8%Teacher/Counselor 45% 45%The principal works with the local community to create safe access to school for everyone 37 73% 5% 22%ParentsThis school is a safe place to teach. 13 100%Teacher/Counselor 100% 0%

Service OrganizationAppropriately qualified substitutes are provided for my classroom when requested. 11 73% 18% 9%Teacher/Counselor 18% 64%I am provided with useful information about credentialing requirements. 13 31% 46% 23%Teacher/Counselor 36% 36%I have access to professional development on standards-based curriculum. 12 67% 17% 17%Teacher/Counselor 55% 36%I have access to professional development targeting differentiation of teaching strategies for diverse learners. 11 55% 27% 18%Teacher/Counselor 55% 27%I have access to technology that supports the work I do. 13 85% 15%Teacher/CounselorI receive accurate and timely information about benefit plans. 13 38% 46% 15%Teacher/Counselor 36% 36%I receive clear directions about how to administer the district benchmark assessments. 13 77% 23%Teacher/Counselor 82% 18%My paycheck is accurate and on time. 13 69% 31%Teacher/Counselor 82% 18%Payroll staff provide good service when I need to resolve paycheck issues. 13 23% 46% 31%Teacher/Counselor 27% 36%Reclassified English learners receive appropriate interventions to reach higher levels of academic achievement. 13 8% 8% 85%Teacher/Counselor 18% 36%The district provides me with useful data on my students' academic performance (grades, benchmarks,CST,CELDT,etc.)

13 77% 15% 8%Teacher/Counselor 73% 18%

The OUSD website is easy to use. 37 76% 3% 22%ParentsThe OUSD website is easy to use. 13 85% 8% 8%Teacher/Counselor 55% 27%The OUSD website provides me with useful information. 37 68% 8% 24%ParentsThe OUSD website provides me with useful information. 13 85% 8% 8%Teacher/Counselor 91% 0%This year's pacing guides clearly state the standards and skills that I need to teach. 13 23% 77%Teacher/Counselor 82% 0%When I have a problem or issue with technology, the IT Help Desk works with me to resolve it. 13 46% 38% 15%Teacher/Counselor 27% 27%When I have an employment problem or issue, Human Resources staff work with me to resolve it. 13 23% 46% 31%Teacher/Counselor



85

Student Engagement Standards April 2007 – DRAFT v3

PRINCIPLES

Diversity in student leadership (ethnicity, gender, grades, class, sexuality, youth culture, etc) helps to access the influence of many different cliques and groups at schools

Collaboration between school institutions and community based groups builds student power and voice

Student leadership will not take the same form at every school site sites meet standards through activities that fit with their specific educational philosophy and situation

STANDARDS Students in leadership class or bodies will demonstrate… Knowledge of self

Understanding internalized, interpersonal, and institutional oppression and ways to resist

Knowledge of ethnic studies Ability to balance schedule, manage Understanding of individual leadership style and situational

leadership Having personal vision

Ability to action plan and lead school improvement projects or campaigns

Having a vision for educational equity and quality schools Knowing how the school runs Ability to facilitate meeting Understanding models for creating change (service projects,

advocacy, organizing, projects and campaigns) Ability to work in a team Ability to outreach to peers; recruiting, presentations

Attitude of ownership of school and education

Feeling of empowerment and investment in improving school Ability to determine one’s own future by having an individual and

collective vision and plan to reach those visions Qualities of persistence Ability to access resources and supports when faced with opposition

Understanding of and ability to represent constituents Understanding of what it means to be a democratically elected

representative

Exhibit 9 Student Engagement Standards


86

Ability to get feedback from constituents through different assessments: surveys, interviews, forums

Commitment to speaking for a group rather than individual (self) Ability to create a platform or set of issues from constituents

Ability to participate in youthadult decision making

Understanding how to participate in youthadult partnership Ability to speak in public Ability to write proposals

School Sites will… Have mechanisms to support student engagement in key school planning decisions

Student council or other kind of student governing body Budget for leadership Training for student leaders to participate in action planning,

youthadult partnerships, and governance (via advisory, class, etc.)

Site based adult support for student leaders Students on School Site Council Students on Positive Climate Committee Student input on other site policies

Participate in district wide student engagement efforts Elections for ACC positions School board rep elections Adult staff participate in ACC activities and professional

development Students participate in ACC activities

Facilitate student leader access to and relationship with decision makers

Regular meetings with principal and/or other administrators to dialogue about student concerns

Training for adult staff on youthadult partnerships

Facilitate strong student leader relationship to constituents, student body

Regular elections or other method of broad based selection of student leaders/representatives

Encouragement and selection of diverse and nontraditional leaders to participate in leadership

Exhibit 9 Student Engagement Standards cont’d.


87

Mechanisms for ongoing dialogue and feedback around issues: student senate, surveys, forums, assemblies, etc.

Provide opportunities for every child to participate in leadership in some way

The District will… Support district wide student engagement body

Convene student leaders, formal and informal, selected from a broad based process to discuss student issues as well as plan projects or campaigns for school improvement

Provide for ACC budget Support youthadult decision making at district level Create office of student engagement Provide adult support (staffing) of district wide work Facilitate regular meetings between ACC students and district level

decision makers including school board members, superintendent Adopt Student Bill of Rights

Involve students in district level policy making

Include youth voice in district wide data and assessment tools, provide feedback to students as well as adults

Draw from district wide student leadership body to sit on various policy making committees as appropriate

Involve a broad and diverse group of students in district wide engagement body

Ensure marginalized student voices are included and heard in district wide student engagement body (ie: LGTBQ youth, immigrant and ESL students, refugee students, foster youth, etc…)

Create mechanisms to involve every student in leadership in some way

Support Adults to lead processes and participate in youthadult decision making

Provide training for adults on sharing decision making with youth to adults working at the District

Provide training for adults on sharing decision making with youth for adults at the school

Support Student School Board Representatives

Provide training for Student School Board Representatives Broad based selection process for Student School Board

Representatives Facilitate mechanism for ongoing feedback between Student School

Board Representatives and constituents Support site based student engagement efforts



88

Encourage sites to meet student engagement standards Provide professional development for site staff to support student

engagement Provide adult support at the district level (staffing) to

coordinate work across sites, support site level staff Provide age appropriate activities and curriculum for sites to use Plan training for students on site based decision making bodies

(such as School Site Council)



89

Meaningful Student Engagement High School Leadership Curriculum

Table of Contents

Action Planning & Campaign Development Day 1: Action Plan Steps p. 38

Day 1 Handout: Action Plan Taboo p. 910 Day 2: Representing the Masses p. 1114 Day 3: Assessment Tools p. 1521 Day 4: Practice p. 2227 Day 5: Sample Action Plan p. 2831 Day 6: Action Plan Feedback p. 3237 Day 7: Youth Making Change and Organizing

Vocabulary p. 3857 Day 8: Escalation p. 5863 Day 9 & 10: Issue Identification p. 6471 Day 11 & 12: Power Analysis p. 72 77

Appreciation End of Year Appreciation p. 7879 Communication Day 1: Conflict Resolution p. 8088 Day 2: Practice p. 8992 Day 1 & 2: Skit Prompts, IMessages p. 9398 Connecting to Self & Community Day 1: Time Management p. 99102 Day 1 Handout 1:

Tools for Being Organized p. 103 Day 1 Handout 2:

Student Leader Schedule p. 104 Day 1 Handout 3:

Student Leader Workplan p. 105 Day 2 & 3: SelfReflection p. 107110 Day 2 & 3 Handout:

Ramirez Issues & Choices p. 111 Day 4: Movie p. 113114 Current Issues & Guest Speakers Day 1: Current Issues or

Time for Projects p. 115117 Handout 1: Guest Speaker

Resource List p. 118119 Handout 2: Youth Organizations

2007 Directory p. 120141 Handout 3: Advocacy Groups Directory p. 142151 Ethnic Studies 101 Day 1: Divide & Conquer p. 152155 Day 1 Handout 1: Willie Lynch Letter p. 156 Day 1 Handout 2: Tools of the Trade p. 158159 Day 1 Handout 3: Gallery Walk Photos p. 160179 Day 2: Jeopardy p. 180189 Ethnic Studies: Asian Pacific Islander Leaders & Movements p. 190195 Handout 1: Find Your Partner Timeline p. 196 Facilitator Guide: API Jeopardy p. 198 Handout 2: Prominent API Figures p. 199 Ethnic Studies: Black Leaders & Movements p. 200203 Handout 1: Articles p. 204209 Handout 2: Prominent Figures p. 210

Ethnic Studies: Northern Native Leaders & Movements

Day 1: Northern Native Leaders & Movements p. 212215

Handout 1: Find Your Partner Timeline p. 216219 Facilitator Guide: Northern Jeopardy p. 220222 Day 2: Movie p. 224225 Ethnic Studies: Raza Leaders & Movements Day 1: Raza History and Culture p. 226229

Handout 1: Find Your Partner Timeline p. 230233 Facilitator Guide: Raza Jeopardy p. 234235

Day 2: Movie p. 236237 Ethnic Studies: South West North African Leaders & Movements Day 1: Movie Showing & Discussion p. 238239 Evaluation & Feedback Day 1: Personal Assessment p. 240241 Day 1 Handout: Ramirez Issues & Choices p. 242 Day 2: Leadership Class Assessment p. 244249 Day 3: Peer Feedback p. 250253 Day 3 Handout: Peer Feedback Forms p.254257 Identifying Social Inequalities Day 1: The 3 I’s p. 258263 Day 1 Handout 1: Systems of Oppression p. 264265 Day 1 Handout 2: The 3 I’s (insert after p. 265) Day 2 & 3: Internalized Oppression p. 266270 Day 2 & 3 Bingo Handout:

Manifestations of Oppression p. 271272 Day 4: Stereotypes & Labels p. 273276 Day 4 Handout: Labels p. 277289 Day 5: Racism p. 291294 Day 6: Sexism p. 295298 Day 6 Handout: Diagramming Sexism p. 299 Day 7: Movie p.301302 Day 8: Heterosexism p. 303305 Day 9: Classism p. 306309 Day 10: Movie p. 310311 Models for Change Day 1: Service Model p. 312313 Day 1 Handout: SMART Goals p. 314315 Day 2: Root Causes p. 316317

Day 2 Handout: Raining Rocks p. 318319

Orientation to Leadership Day 1: The Leader in Me p. 320323 Day 1 Handout: The Leader in Me p. 324 Day 2: Sing a Song p. 326327 Day 3 & 4: Leadership Vehicle p. 328329 Day 5 & 6: Mission Activity p. 330333 Day 5 & 6 Handout: What is a Mission Statement? p. 334335 Outreach & Recruitment Day 1 & 2: Outreach 101 p. 336343

Exhibit 10 Meaningful Student Engagement: High School Leadership Curriculum Table of Contents


90

Day 1 & 2 Handout:

Phone banking Tool p. 344345 Proposal Writing Day 1: Basics of Grant Writing p. 347350 Day 1 Handout:

Basic Parts of a Grant Proposal p. 351354 Day 2: Presenting Your Grant Proposal p. 355358 School Decision Making Day 1: Power Pyramid p. 359362 Day 1 Handout 1:

School Decision Making 101 p. 363364 Day 1 Handout 2:

Power Pyramid p. 365 Day 2: School Site Council p. 367368 Day 2 Handout 1:

Purpose of SSC and Roles on SSC p. 369372 Day 2 Handout 2:

SSC Resources p. 373282 Setting Up Space & Community Day 12: Eggs Can Fly p. 383388 Day 2 Handout: Team Work Evaluation p. 389 Day 3: Life Maps p. 391392 Speaking Up Day 1: Peer Education 101 p. 395398 Day 2: Creating a Workshop p. 401402

Day 1 & 2 Handouts: Process for Creating a Workshop p. 399 Ideas for Interactive Workshops p. 400 Day 3: Workshop Completion p. 403404 Day 4: Public Speaking p. 405407 Day 5: Practice p. 414417 Day 4 & 5 Handouts: Public Speaking Do’s & Don’ts p. 408 Peer Feedback p. 410412

Spirit Week Planning Guide Tool: p. 418421

Spirit/Justice Week Event Planning Guide Student Power

Day 1: Student Power Movement In Oakland “ACC and MSE Orientation” p. 422426

Day 1 Handout 1: What is Student Power? p.427

Day 1 Handout 2: Timeline Scenarios p. 429431

Day 1 Handout 3: OUSD Commitment to MSE p. 432433

Day 2: Movie p. 435436 Day 3 & 4: Taking Back our Schools p. 437440 Day 3 & 4 Handout: Power Pyramid p. 441 Vision for Quality Education Day 1 & 2: Student Rights p. 443446 Day 3 & 4: Student Bill of Rights p. 447451 Day 3 & 4: Skit Scenarios Handout p. 452 YouthAdult Partnerships Day 1: Youth Leadership Ladder p. 454457 Day 1 Handout: Ladder of Engagement p. 458459 Day 2: Skits p. 460462

Exhibit 10 Meaningful Student Engagement: High School Leadership Curriculum Table of Contents cont’d


91

Exhibit 11 Personnel Evaluations for Chief of Community Accountability, NExO, and Principal

CHIEF OF COMMUNITY ACCOUNTABILITY PERFORMANCE EVALUATIONYear _________ Review: Mid-year " End-of-year "

Chief of Community Accountability __________________________

Reviewer______________________________________________Instructions: Please circle/shade the performance rating for each area of responsibility. Descriptions of unsatisfactory, good, and exemplary performance are provided as a guide. Please use additional pages for evidence and comments as necessary. An overall description of the ratings and competency areas is provided for reference.

Exemplary: Drives community engagement and accountability through leadership and inspiration

Strong: Mastery of role with inspirational leadership for others

Needs improvement:Must address clear developmentneeds to become a strong leader

Good:Handles issues and responsibilities within role and delivers on standard expectations

Unsatisfactory:Continuously fails to achieve basic requirements of role with no signs of improvement

1 2 3 4 5

• Ensures community input into strategic decision making– Communicates school performance results and interventions with community– Solicits community feedback– Ensures that district leadership listen and respond to community feedback– Ensures transparency of community input into strategic decision making

Community Accountability

• Develops blueprint for student, family, and community participation – Designs and executes appropriate District strategies (i.e. school choice,

stakeholder surveys, etc.)– Engages disenfranchised communities in holding schools accountable

• Achieves community engagement objectives– Drives participation in stakeholder surveys, parent groups, and school events– Drives increased student enrollment and/or market share– Ensures private fundraising to support district decision making

Community Engagement

• Participates in strategy group decision making– Sets and sustains overall district vision, goals, and strategies to drive highest

student achievement– Ensures alignment of community engagement plan and strategy with district

goals• Builds performance management systems, processes, and culture

– Sets and monitors standards for community engagement

Strategic Planning and Leadership

• Communicates community engagement and accountability vision and performance– Develops internal and external communication message and strategy regarding

community engagement vision, activities, and performance – Listens to and incorporates stakeholder feedback into decision making

Communication

ActivitiesCompetency Area

Chief of Community Accountability p.1


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Exhibit 11 Personnel Evaluations for Chief of Community Accountability, NExO, and Principal cont’d.

Strategic Planning and Leadership• Participates in strategy group decision making

1 2 3 4 5Evidence:

Exemplary performanceUnsatisfactory performance

– Works individually or with little or no collaboration

– Fails to achieve community engagement goals due to lack of alignment with strategy group members

– Lacks vision or the ability to execute on a vision

– Community engagement strategy is not well-aligned with district goals

– Doesn’t monitor impact of district initiatives on community engagement

– Makes decisions that are inconsistent with district goals

– Acts as a change agent and strong district leader

– Leads strategy group in setting financial goals and plans

– Engages senior management in community engagement implications of strategic initiatives and prioritization

– Continuously monitors scope, prioritization, and progress of District initiatives and their impact on the community

– Makes firm, rational decisions that are consistent with district goals

– Works collaboratively with other strategy group members to set and achieve district goals

– Ensures strategy group prioritization of community engagement goals and plans

– Catalyzes senior management discussion on community engagement implications of strategic initiatives

– Monitors scope, prioritization, and progress of District initiatives and their impact on the community

– Makes solid decisions consistent with district goals

Good performance

• Builds performance management systems, processes, and culture

1 2 3 4 5Evidence:

Exemplary performanceUnsatisfactory performance– Fails to identify or monitor

community engagement metrics– Does not personally set goals

and hold self accountable– Doesn’t hold others

accountable

– Achieves community engagement goals through target setting and monitoring

– Personally models goal setting, development, and accountability

– Dynamic leader who inspires others to meet and exceed goals

– Sets standards for community engagement and ensures compliance

– Sets personal goals and holds self accountable

– Coaches and supports others to reach goals

Good performance

CHIEF OF COMMUNITY ACCOUNTABILITY PERFORMANCE EVALUATION (CONTINUED)



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Community Engagement• Develops blueprint for student, family, and community participation

1 2 3 4 5Evidence:

Exemplary performanceUnsatisfactory performance– Lacks clear plan for how to

engage community members and organizations

– Develops innovative plan to constructively engage community members and organizations to improve district activities and student achievement

– Builds systems to support this effort

– Develops plan to constructively engage community members and organizations in district activities and decision making

Good performance

• Achieves community engagement objectives

1 2 3 4 5Evidence:

Exemplary performanceUnsatisfactory performance– Fails to show improvement in

stakeholder satisfaction– Student enrollment and market

share shows decline – Fails to raise private funds to

support district initiatives– Decreases community

confidence in and support for district

– Exceeds stakeholder satisfaction targets

– Increases student enrollment and/or market share

– Exceeds private fundraising targets to support district initiatives

– Dramatically improves community confident in and support for district

– Shows improvement in stakeholder satisfaction

– Maintains student enrollment and/or market share

– Raises sufficient private funds to support district initiatives

– Increases community confidence in and support for district

Good performance




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Community Accountability• Engages key external stakeholders to improve district performance

1 2 3 4 5Evidence:

Exemplary performanceUnsatisfactory performance– Develops superficial

relationships with community members or organizations

– Does not adequately communicate school performance results and interventions with community

– Rarely solicit community feedback

– Fails to provide community feedback to district leaders

– Creates shared ownership of schools

– Develops new and lasting relationships with community members and organizations

– Makes district improvement a priority for the entire community

– Ensures community input into strategic decision making

– Develops meaningful relationships with community member and organizations

– Communicates school performance results and interventions with community

– Solicits community feedback– Provides community feedback to

district leaders

Good performance

• Communicates community engagement and accountability vision and performance

1 2 3 4 5Evidence:

Exemplary performanceUnsatisfactory performance– Lacks clear message around

community engagement and accountability vision, activities, and progress against goals

– Does not listen to or ignores stakeholder feedback

– Develops targeted messages to different stakeholders around community engagement and accountability vision, activities, and progress against goals

– Incorporates stakeholder feedback into decision making

– Develops clear message around community engagement and accountability vision, activities, and progress against goals

– Listens and responds to stakeholder feedback

Good performance


Communication



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Overall performance summary

Key strengths Development needs

CCA signature __________________(Signature indicates receipt of PERFORMANCE EVALUATION, not agreement or disagreement)Reviewer signature __________________

Date ________

Date ________

1 2 3 4 5

ExemplaryStrongNeeds improvement GoodUnsatisfactory



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CHIEF OF COMMUNITY ACCOUNTABILITY DEVELOPMENT PLANPriorities for community engagement and accountability improvement

Areas of focus Specific action steps

Priorities for personal professional development

Development goals Specific action steps

Please indicate community engagement goals and improvement areas with specific actions to meet targets. Choose 1-3 goals.

Please indicate key goals and corresponding actions. Choose 1-3 goals.

Strategic Planning and Leadership••Community Engagement ••Community Accountability••Communication••Other••

(Identify how you will measure success)

Chief of Community Accountability Planning Form


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OAKLAND UNIFIED SCHOOL DISTRICT - NETWORK EXECUTIVE OFFICER PERFORMANCE EVALUATION

Network Officer: ______ Evaluation period: Self-Assessment Date: _________________ Evaluator: ____ End of year Date: _________________

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OVERVIEW: Performance evaluations are designed to improve performance, improve communication, give recognition for work well done, and promote an accountability model for district goals. Employees will be evaluated in terms of the overall performance based upon prescribed areas of responsibility (job requirements), competencies required for the job, and attainment towards individual goals. In this document, the individual being evaluated is referred to as the “employee” or the “evaluatee.” The individual conducting the evaluation is referred to as the “supervisor” or the “evaluator.” Network Executive Officers will be formally evaluated once every other year. CONFERENCES: At least two Cabinet members will be present for all evaluationrelated conferences.

HOW TO USE THE PERFORMANCE RUBRIC:

1. Conduct a rubric selfassessment prior to your first conference. Check the rating for each element that you feel most accurately describes your current behavior and performance level. This is intended to be a formative and reflective document.

2. Your professional growth goal should be linked to your rubric selfassessment, and use the language of the rubric.

3. During the year, you are responsible for compiling mandatory evidence for your NILP conferences.

4. We encourage to provide additional evidence to address any areas of growth or weakness on the rubric, and to bring that evidence to the NILP conferences..

5. Complete the NEXO rubric selfassessment in preparation for the End of Year Results Progress conference. Be prepared to share your reflections on the changes between the initial and end of year rubric selfassessment ratings.


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Exhibit 11 Personnel Evaluations for Chief of Community Accountability, NExO, and Principal cont’d



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PERFORMANCE RATING SCALES & PROCESS: Exceeds expectations: Performance is consistently of the highest quality and exceeds requirements in the job description or in the competency area noted. Performance is highly effective and efficient, and results exceed targets. Meets expectations: Performance consistently meets all requirements in the job description and the competency area. Results meet targets. Approaching expectations: Performance inconsistently meets all requirements in the job description or in the competency area. An employee rated “approaching expectations” may be new to the position and is still forming the knowledge and skills to be fully functional in the position. Results may not meet all targets. Unsatisfactory, below expectations: Performance is unacceptable and does not meet requirements in job description or in competency areas noted. Performance is of poor quality or is ineffective. Results do not meet targets. An Improvement Plan is to be generated for any area rated unsatisfactory. The ratings for each competency area on the rubric reflect:

The quality, quantity and preponderance of evidence submitted for each rubric competency area The evaluator’s observations and assessments of NEXO performance during the year NEXO selfassessment

The summary rating is calculated by:

an approximate average of the overall rating for each competency area on the rubric the extent to which student achievement targets and adult practice objectives were met and/or “on track” to be met evaluators’ observations and assessments of NEXO performance during the year

Note: There is no formal appeal of the final ratings and overall rating. However, the NEXO will have the opportunity to discuss and receive clarification regarding ratings during the End of Year Performance Review conference. MidYear Performance Review Summaries may be written by the evaluator for the progress conferences during the year. The evaluator may elect to complete a MidYear Performance Review. The evaluator may call additional progress checkin meetings as s/he deems necessary. These conference summaries, and a copy of the progress assessment forms, may also be submitted to Human Resources with the Summary Evaluation. By last business day in June The EndofYear Performance Evaluation Rubric and Rating Form are signed by both the evaluator and NEXO, and are returned to the Human Resources department by for placement in the NEXO’s personnel file. The completed Performance Evaluation Process and Timeline signoff form should also be turned in as well. The NEXO and evaluator should also keep copies of all of these documents.


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PERFORMANCE EVALUATION RUBRIC WORKSHEET ORGANIZATIONAL VISION AND PLANNING FOR INCREASED STUDENT ACHIEVEMENT Leads the development of a shared vision of academic excellence and sustains focus on student outcomes in network. Ensures that network principals do that same at schools. Exceeds Expectations Meets Expectations Approaching Expectations Unsatisfactory: Below Expectations Inspires a shared vision that motivates

network principals to achieve academic priorities. Develops shared expectations, ownership, and responsibility for meeting district and network goals and targets.

Holds a shared vision with principals about academic priorities. Develops shared expectations, ownership, and responsibility for meeting district and network goals and targets.

Vision may be general. Attempts to motivate and encourage principals and sometimes communicates beliefs.

Allows an isolated, individualistic network environment. Does not communicate beliefs or may send mixed messages about beliefs and priorities.

Models and holds network principals accountable for consistently demonstrating commitment to high expectations and equity in students’ opportunities to learn an academically rigorous curriculum by ensuring that high priority, grade level appropriate standards are taught to mastery in every classroom. Behaviors and programs align to high expectations and equity.

Consistently demonstrates commitment to high expectations and equity in students’ opportunities to learn an academically rigorous curriculum by regularly observing instruction in network schools and ensuring that principals also observe instruction and provide teachers with clear and consistent feedback.

Can articulate a commitment to high expectations and equity in students’ opportunities to learn an academically rigorous curriculum, but doesn’t always demonstrate that commitment or consistency in holding principals accountable for same.

Doesn’t clearly articulate core beliefs and values, or demonstrates a belief that some students can’t learn at high levels. Most principals do not either.

Successfully develops all network principals’ capacity to lead and regularly engage their communities in databased cycles of inquiry that lead to decisions, and if needed, modifications to the goals and priorities in their site plans to increase student achievement.

Successfully develops network principals’ capacity to lead and regularly engage their communities in databased cycles of inquiry and if needed, modify the goals and priorities in their site plans to increase student achievement.

Successfully develops most network principals’ capacity to engage in regular cycles of inquiry. Some principals don’t yet use data strategically to prioritize decisions, or modify priorities in their site plan.

Most principals use data only sporadically; principals do not effectively communicate key data to staff, students or community. Site Plan goals and objectives are not based upon achievement gap data analysis.

Recognizes and probes with principals for causes of achievement gaps at schools. Principals lead implementation of targeted, diverse and effective strategies to address gaps and increase student achievement.

Recognizes and probes with principals for causes of achievement gaps. Helps principals to develop and implement targeted and effective strategies that increase student achievement.

Recognizes achievement gaps at network schools, but may have principals focus on one gap and ignore another

May recognize achievement gaps at network schools, but does not effectively engage principals in implementing strategies to close the gaps.

Among peers, supervisors and subordinates, is regarded as an expert in culturally appropriate teaching & leadership strategies. Many innovative instructional programs that address the needs and strengths of diverse learning modalities exist at network schools that result in increased student achievement for all groups. Data is used to fine tune these programs annually.

Promotes and supports the use of culturally appropriate teaching strategies in network schools; ensures principals develop an instructional program that addresses the needs and strengths of diverse learning modalities that result in increased student achievement for all groups.

Believes the use of culturally appropriate teaching strategies and strategies that address diverse learning modalities are important but has not had principals develop a comprehensive program to address.

Does not discuss or work with principals to prioritize cultural diversity and diverse learning modalities as factors in student performance.

Ensures that systems, structures, rituals and routines at network schools consistently support teaching and learning, site/district core values and goals, including walkthroughs and feedback. Ensures broad communication and buyin to these systems, structures by school communities.

Network principals implement and sustain systems, structures, rituals and routines that consistently support teaching and learning, site/district core values and goals. These include daily walkthroughs and clear and consistent feedback to teachers.

Most network principals implement and sustain systems, structures, rituals and routines that usually support teaching and learning, site/district core values and goals.

Some principals implement few systems, rituals or routines, or they may not support teaching and learning, site/district core values and goals.

Overall Score for Organizational Vision and Planning: EXCEEDS EXPECTATIONS MEETS EXPECTATIONS APPROACHING EXPECTATIONS UNSATISFACTORY: BELOW

EXPECTATIONS

Provide evidence for your rating. Consider the work / achievements of the employee over the period for which the employee is being evaluated. Also, use this


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PERFORMANCE EVALUATION RUBRIC WORKSHEET INSTRUCTIONAL PROGRAM MANAGEMENT AND GETTING RESULTS Ensures that network principals manage their instructional programs to get student achievement results Exceeds Expectations Meets Expectations Approaching Expectations Unsatisfactory: Below Expectations All network principals consistently

improve curriculum by implementing innovative, researchbased instructional programs, in collaboration with CAO and Instructional Services. NEXO monitors effectiveness and ensures regular databased program evaluation and revision.

NEXO and network principals demonstrate strong commitment to curricular improvement. Regular and effective collaboration with network and service providers. Regular monitoring of the use of practices in network schools.

Some network principals articulate, but may not consistently demonstrate commitment to the improvement of curricula and instructional programs. Collaboration with network and service providers is uneven or not always effective.

Several network principals demonstrate little to no enhancement or improvement in curricula and instructional programs at site; minimal collaboration with network and service providers.

NEXOs and principals understand and are able to articulate complexities with standards, curriculum,assessment, and grade level mastery. Regarded as an expert by other NEXOs and nonnetwork principals alike.

NEXO and principals demonstrate fluency with standards, curriculum, assessments, grade level mastery for all subjects and in network schools.

NEXO and/or some principals demonstrate basic familiarity with standards, curriculum, assessments, and student criteria for grade level work in most subjects in the school.

NEXO and/or several network principals are unaware of, ignores, or disregards standards, curriculum, assessments and student performance requirements.

Emphasizes and ensures benchmark and progress assessments are consistently used through PLCs at all network schools to focus instruction on priority learning needs, clear outcomes, and strategies to meet needs.

Network schools regularly conduct benchmark and progress assessments and all but a few teachers use results to identify priority learning needs, identify outcomes and strategies to address needs.

Network schools conduct most benchmark and progress assessments. Some inquiry is conducted to inform teaching but outcome is inconsistent. Monitoring and feedback to teachers by some principals is inconsistent.

Several network schools do not conduct benchmark or progress assessments in some subjects. Inquiry is not regularly conducted to inform instruction.

Emphasizes and ensures that academic content standards are the basis of curriculum and instruction at every network school. Advocates and fosters the examination/sharing of student work, ongoing collaboration, creation of formative assessments, rubrics and exemplars. Increase in percentage of proficient students in network on track to exceed targets.

Ensures that academic content standards are the basis of curriculum and instruction at every network school. Principals and teachers use standards often to guide formative assessment development, and in examining/sharing of student work. Increase in percentage of proficient students in network on track to meet targets.

Network principals help make standards visible by discussing standards with students and staff. At least half of network schools use standards when examining/sharing student work.

Few or no network schools conduct standardsbased examination and sharing of student work.

Supports systematic use of intervention strategies/supports to close gaps and meet needs of all students at every network school. Fosters sharing of best practices to improve quality across network. Interventions have resulted in significant reduction of FBB/BB students and increase in proficient students across network.

Supports systematic use of multiple intervention strategies/supports at all network schools to close gaps and meet needs of all students. Assesses effectiveness of strategies. Interventions have resulted in some narrowing of achievement gap and increase in proficient students across network.

Use of strategies to close gaps and meet needs of some students at many network schools, but may not be systematic in approach or regularly assess for effectiveness. Little evidence of increase in student achievement.

Network schools or principals overlook many struggling students, rarely assess effectiveness of intervention strategies.

Has a high level of current knowledge of compliance requirements, and effectively monitors and supports network principals to meet all major and minor instructional requirements.

Network schools meet all major and minor instructional compliance requirements.

Network schools meet most of the major and minor instructional compliance requirements. A few out of compliance items.

Several network schools do not address many of the major instructional compliance requirements, and are thus out of compliance.

Overall Score for Instructional Program Management: EXCEEDS EXPECTATIONS MEETS EXPECTATIONS APPROACHING EXPECTATIONS UNSATISFACTORY: BELOW

EXPECTATIONS

Provide evidence for your rating. Consider the work / achievements of the employee over the period for which the employee is being evaluated. Also, use this space for additional comments.


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PERFORMANCE EVALUATION RUBRIC WORKSHEET HUMAN RESOURCES MANAGEMENT AND PROFESSIONAL LEARNING COMMUNITY DEVELOPMENT Ensures optimal management of network staff and staff in schools, including appropriate resourcing. Uses supervision and evaluation to promote high performance in principals. Creates a powerful professional learning community to promote student achievement in network, and supports principals to build powerful PLCs at their schools. Demonstrates effective selfmanagement and resilience, and builds that capacity in network principals. Exceeds Expectations Meets Expectations Approaching Expectations Unsatisfactory: Below Expectations NEXO consistently works to build capacity of

principals and asst. principals to ensure that they are all of consistently of high quality, including individual plans and leveraged growth opportunities beyond the network.

NEXO makes every effort to secure consistently high quality principals and assistant principals. Works with principals to continuously improve their practice.

Ensures staffing reflects network needs but quality is not consistently high.

Does not adequately address network staffing gaps.

Routinely identifies, recruits, and develops emerging and experienced leaders from within and outside the district for site administrator positions.

Helps network principals to identify emerging leaders and to recruit for leadership roles.

Some network principals overreliant on a few individuals to share expectations, ownership, and responsibility for the school. Little discussion of leadership development.

Relies solely on self to maintain expectations and take responsibility for the school. Does not actively seek or develop emerging leaders.

Ensures that network principals communicate to their staff clear and consistent expectations for teacher performance consistent with contracts, best practices and current research. Ensures that principals hold staff to their expectations, and provide them with clear and consistent feedback.

Ensures that network principals communicate clear and consistent expectations for teacher performance consistent w/OEA contract and best practices identified in network. Ensures that principals hold staff to their expectations and provide clear and consistent feedback.

Network principals have largely clear and consistent expectations for teacher performance, aligned w/OEA contract, but do not hold all teachers accountable for performance.

Several network principals have unclear or inconsistent expectations for teacher performance.

Supervision/evaluation system uses variety of data and oral and written feedback including differentiated, frequent formal and informal observations; actively coaches principals for improvement. Uses observation information to identify patterns for improvement needs and patterns across the network. Evidence for improvements in practice of each principal.

Uses variety of data, including oral and written feedback from regular formal and informal observations of principals; coaches principals for improvement in practice. Has evidence of specific improvement in practice of each principal due to supervision and coaching.

Considers data but not frequently or consistently. Conducts observations and uses information based on observations but is limited in using this to coach principals to improve practice. Limited evidence of improved principal practice in relation to supervision and coaching.

Makes decisions by intuition, tradition, emotion or pressure, and rarely assess them afterwards. Limited positive impact on principal practice.

Regularly documents principal and other reporting staff performance in contractcompliant, evidencebased writing, including all required evaluations. Meets all evaluation timelines and technical requirements. Identifies strengths and provides prescriptions for improvement accompanied by appropriate support.

Regularly documents principal and other reporting staff performance in contractcompliant, evidencebased writing, including all required evaluations. Meets all evaluation timelines and technical requirements.

Usually documents principal /staff performance w/evidencebased writing; identifies strengths and areas for development.

Only uses formal observations to provide feedback to principals. Tells principals/staff what to do instead of coaching for improvement. May not complete evaluation process in some instances, or documents principal/staff performance in vague writing without specific evidence, and/or may make technical mistakes.

Challenges high performing principals and supports lower performing principals. Builds peer learning opportunities and ensures that all principals continuously improve their practice.

Completes the evaluation process for both high and lower performing principals with actionable next steps. Frequently provides support in ensuring action steps are actually taken. (Only one principal will be formally evaluated, but all principals will go through a

Completes the evaluation process for both high and lower performing principals with actionable next steps but provides support that may not be aligned. Seeks ways to support both high performing and low performing principals but outcome is inconsistent.

Tends to focus only on low performing principals and fails to properly identify areas of improvement and action steps.


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informal process.) Makes difficult decisions and deals effectively

with challenging circumstances when principals/staff are consistently not meeting expectations. Communicates effectively and proactively when making these decisions. Follows contractual process accurately and effectively, including all timelines and technical requirements.

Makes difficult decisions and deals with challenging circumstances when principals/staff are consistently not meeting expectations. Follows contractual process effectively, including all timelines and technical requirements.

Sometimes makes difficult decisions and deals with challenging circumstances when principals/staff are not consistently meeting expectations. Follows contractual process.

Avoids making difficult decisions and dealing with challenging circumstances related to principal/staff performance. Does not follow contractual procedure effectively.

Encourages multiple opinions, including those that disagree with the leader.

Sometimes encourages multiple opinions and is generally successful at reaching “winwin” solutions.

Willing to listen to and engage with opposing viewpoints but does not actively promote differing opinions.

Discourages dissent. May create a climate of fear or intimidation.

Creates encouraging environment in the network where principals are risktakers in their learning. Develops reflective, mutually supportive environment where practice is made public with focus on improvement as a learning network and as individuals. Reflection results in changes in practicel.

Creates opportunities in network for principals to share best practices; network environment is supportive. Principals reflect individually and collectively on a regular basis. Reflection results in changes in practice.

Creates opportunities for principals to share best practices and regularly collaborate, but participation and depth is uneven. Network principals may reflect individually but rarely collectively. The reflection does not usually result in changes in practice.

Sustains an unreflective network community in which principals operate largely in isolation from one another.

Models and ensures that network principals create an environment where ethnic, cultural and other forms of diversity are valued; creates avenues for open, honest discussion despite diverse differences; works with network to integrate multiple points of view in decisionmaking.

Creates an environment where ethnic, cultural and other forms of diversity are valued; solicits and integrates multiple points of view.

Works towards valuing and achieving diversity within the network and at network schools; encourages multiple points of view.

Does not identify diversity as an asset or priority. Suppresses other points of view and discourages disagreement or divergent thinking.

Analyzes principal and own needs, strengths, and weaknesses in PD and considers these needs in working with principals to create a comprehensive network and personal PD plan, and in structuring support for network schools. Models learning and facilitates effective PD. Principals have a significant leadership role in network learning.

Aligns network and own PD plans to needs and network objectives; builds on network principal/school strengths. Uses principals to plan and facilitate effective PD. Collaborates with PD providers.

Network principals participate in PD, but NEXO may not align PD plans to network objectives. Sometimes collaborates with PD providers to discuss opportunities. Plans and implements PD but not always effective. Principals have little or no role in planning or facilitating network PD.

Organizes “one size fits all” PD; seldom discusses or reviews individual principal PD plans. Struggles to implement quality PD.

Overall Score for Human Resources Management and Professional Learning Community Development: EXCEEDS EXPECTATIONS MEETS EXPECTATIONS APPROACHING EXPECTATIONS UNSATISFACTORY, BELOW

EXPECTATIONS



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PERFORMANCE EVALUATION RUBRIC WORKSHEET FINANCIAL AND RESOURCE MANAGEMENT Ensures optimization and alignment of each network school’s resources and finances according to their Site Plan goals and objectives. Ensures that each school utilizes material resources to ensure an optimal learning environment. Exceeds Expectations Meets Expectations Approaching Expectations Unsatisfactory: Below Expectations Has exceptional knowledge and

understanding of the District’s budget process including knowledge of available and allowable uses of resources.

Has good knowledge and understanding of the District’s budget process. Knows most available and allowable uses of resources.

Has incomplete but increasing knowledge of the District’s budget process. Knows some major resources, and allowable uses.

Has little knowledge of District’s budget process. Depends on fiscal office or Ops coaches to provide information to principals.

Provides effective management and review of all network schools’ site plans to ensure resources are aligned with district and site goals, and plan meets federal and state compliance requirements with no revisions.

Provides effective management and review of all network schools’ site plans. Plans show high alignment with district and site goals. Plans meet federal and state compliance requirements.

Most network schools’ plans show alignment of resources to district and site goals. Most plans meet federal and state compliance requirements, with a few issues needing correction.

Only a few network schools’ site plans show alignment of resources to district and site goals. Significant compliance problems not caught by NEXO; intervention by compliance dept.

Ensures that all network schools identify, secure, align and utilize district and external resources to meet their student achievement objectives and core school functions. Serves as district model for Academic Return on Investment (AROI).

Ensure network schools align budgetary resources to meet student achievement objectives and core school functions as outlined in their Site Plans.

Network schools are generally successful in aligning budgetary resources but may fall short occasionally.

Many network schools do not focus budgetary resources towards student achievement objectives.

Has substantial knowledge and understanding of federal and state compliance requirements including District policies and procedures. Advises and supervises network principals so that they meet all compliance requirements, including compliant and strategic use of contracts.

Ensures that all network schools meet all major and minor compliance requirements, including District policies and procedures. All contracts follow policy timelines and guidelines and are used strategically to meet student learning goals.

Network schools meet most major and minor resource compliance requirements, including District policies and procedures.

Significant compliance problems in several network schools.

All network schools use innovative methods to maximize resources, including building alliances with community based organizations and partners to identify external resources. . Most schools have increased revenue as a result. Attendance at network schools exceeds targets and is increasing.

Most network schools engaged in identifying external resources; some success although still limited. Attendance at all network schools meets targets or is increasing.

Beginning to engage network schools in identifying external resources; misses opportunities to increase available funding. Attendance data is generally positive though mixed.

Some network school funds misallocated or used inappropriately per compliance requirements. Attendance data shows overall decline.

Ensures that principals evaluate their resource needs in advance and are able to anticipate and effectively address gaps. Supports ResultsBased Budgeting sessions by ensuring that principals balance budgets. Ensures principals expend their resources effectively and meet expenditure deadlines.

Ensures that principals evaluate resource needs and manage to address most gaps. Supports RBB sessions by making sure that principals balance budgets. Ensures principals expend their resources effectively and meet expenditure deadlines.

Network principals evaluate resource needs but don’t address gaps consistently. NEXO has general familiarity with RBB. Some schools have minor budget shortfalls. Some schools may not meet expenditure deadlines.

Does not support network principals to gather necessary resources or services to support their schools. Gaps unidentified or unaddressed.

Ensures that all network schools allocate resources to ensure a wellmaintained, clean, and safe learning environment that promotes higher academic achievement.

Ensures that all principals prioritize having a consistently wellmaintained, clean, safe learning environment that promotes higher academic achievement.

Network facilities are generally wellmaintained, clean, and safe for students, but could be improved to promote higher student achievement.

Several schools in network do not adequately address cleanliness and/or safety concerns; environments do not support student learning.


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Ensures that principals effectively use resources to maximize services that increase time used for instructional activities. Monitors and ensures that quality services are delivered in alignment with school objectives.

Focuses on maximizing services and is generally successful. A few principals may not have increased time spent on instructional activities through resource reallocation.

Can spend a disproportionate amount of time on ensuring a particular service is delivered. Inadequate focus of principals on instructional activities.

Spends excessive time managing operations in an inefficient manner. Allows service needs and gaps to remain unnoticed and/or unresolved.

Systematically establishes priorities and objectives and sustains focus in face of constant competing demands. Juggles clearly between strategic and tactical priorities without reducing effectiveness. Shares productivity strategies in network with colleagues.

Clearly establishes daily priorities and aligned objectives. Distinguishes among interruptions that are urgent, important, or distractions. Removes/delegates nonessential tasks.

Establishes daily priorities and aligned objectives. Occasionally attends to distractions before urgent/important situations.

Involved with constant interruptions; actions overall are reactive, not proactive.

Focuses relentlessly on problemsolving and strategic objectives in challenging and complex situations. Ensures that principals immediately address identified fiscal concerns.

Problemsolves strategically and regularly. Could be more proactive, but is still considered effective.

Usually focuses on problem solving, solutions. May shift focus without strategic consideration.

Rarely focuses on problemsolving, solutions, objectives.

Financial and Resource Management: EXCEEDS EXPECTATIONS MEETS EXPECTATIONS APPROACHING EXPECTATIONS UNSATISFACTORY, BELOW

EXPECTATIONS



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PERFORMANCE EVALUATION WORKSHEET COMMUNITY ENGAGEMENT AND COMMUNICATIONS Works effectively with parents and community members to promote shared ownership of the schools in the network. Builds a respectful culture that emphasizes high expectations for all principals, staff, students, parents and community members in network schools. Exceeds Expectations Meets Expectations Approaching Expectations Unsatisfactory: Below Expectations Works with principals to proactively and

effectively identify and address issues that are important to parents and community across the network and at individual schools, in collaboration with those school communities.

Works with principals to proactively and effectively address and communicate about issues that are important to parents and community. Anticipates and strategizes in advance how to address issues.

Generally tries to respond to community questions and concerns. Response may sometimes be inadequate or not very visible.

Does not reach out to community or address their concerns.

Well received by parents and community and has developed high sustaining relationships with constituents. Ensures that every network school has multiple opportunities to connect families and the community to student learning, and for parents/caregivers to deepen their understanding of achievement data, curriculum, and instruction. Ensures schools’ engagement strategies build parent leadership capacity from diverse groups and address community needs.

Generally well received by parents and community and has developed relationships with constituents. Ensures that every network school has a few opportunities to connect families and the community to student learning, and for parents/caregivers to deepen their understanding of achievement data, curriculum, and instruction. Ensures schools’ engagement strategies build parent leadership capacity from diverse groups and address community needs.

Builds strong relationships with some constituents. Provides a few opportunities for parents/caregivers to learn about student achievement, curriculum, and instruction. Engagement strategy may not intentionally build parent leadership capacity.

Does not build productive, strong community relationships focused on student achievement. Does not provide substantive opportunities for parents/ caregivers to learn about student achievement, curriculum or instruction.

Network principals anticipate varying needs and assets in school communities. Helps principals use complementary learning resources to build on these assets and address needs effectively to support student learning. As a result, student suspension rates at network schools are in proportion to the student population, and overall rates are decreasing.

Ensures that principals continuously assess the needs and assets of network school communities. Helps principals use complementary learning resources to build on assets and address needs in support of student learning. Student suspension rates at network schools are in proportion to the student population and overall rates are decreasing.

Attempts to address community needs. Occasionally assesses needs and assets of school communities but doesn’t address or build upon them consistently. Student suspensions are higher than should be for one or more subgroups at some network schools, and overall rates may be mixed.

Views students, families, and the community as bringing more needs than assets. Cannot clearly articulate needs and assets of network school communities.

Ensures network schools meet all compliance requirements around parent and community participation and input. Understands and uses the possible benefits of compliance to support learning.

Meets all compliance requirements around parent and community participation and input, including SSC and ELAC formation and operation. Responds to all parent and community complaints within 48 hours.

Meets majority of compliance requirements around parent and community participation and input, including SSC and ELAC formation and operation.

Demonstrates poor compliance around district, state, and federal requirements around parent, community participation and input. Does not respond to parent and community complaints in a timely manner.

Knows network schools’ staffs and student communities well; ensures that network principals engage parents and communities in ongoing dialogue and ideasharing for improvement, and that students and parents experience strong connections to school. This results in fewer parent and community complaints.

Knows network schools’ staffs well and engages them; engages parents and communities in ongoing dialogue and ideasharing for improvement. This results in fewer parent and community complaints.

Knows staffs at most network schools well. Listens and responds, but does not actively solicit ideas.

Does not seek or welcome ideas from network school principals, staffs or school communities.

Ensures that network principals provide information to their communities in an appropriate, clear, and timely way. Ensures communication of school and Network performance data to stakeholders. Cofacilitates regular community accountability meetings where principals present school performance data.

Provides information to principals in an appropriate, clear and timely way, and ensures similar behavior by principals, including communication of school performance data to stakeholders and community accountability meetings where principals present school performance data.

Provides information to network principals, but sometimes does not match the media to the message and sometimes gives late or short notice. Principal communication is uneven as well.

Withholds information or delivers it in a confusing way. Principal communication within network is very uneven or poor.


107




DRAFT 08/01/08 // Page 11 of 14

Communicates clear boundaries for principal behavior and has consistent systems to address infractions. Ensures that principals have the consistent boundaries and systems for their school staffs and students. This results in fewer student expulsions, suspensions, and staff disciplinary issues.

Models and ensures principals have clear boundaries for student and staff behaviors and consistent systems to reinforce boundaries and deal with infractions. This results in fewer student expulsions, suspensions, and staff disciplinary issues.

Establishes boundaries for principal behavior, but may inconsistently apply systems to reinforce desired behaviors. Similarly inconsistent in schools.

Has not established boundaries for behavior. Principals, staffs do not agree when asked to articulate boundaries. Similarly uneven in some schools.

Overall Score for Community Engagement and Communications

EXCEEDS EXPECTATIONS MEETS EXPECTATIONS APPROACHING EXPECTATIONS

UNSATISFACTORY, BELOW EXPECTATIONS



108




DRAFT 08/01/08 // Page 12 of 14

MIDYEAR SUMMARY EVALUATION RATING SelfAssessment Rating Evaluator Rating

Organizational Vision and Planning for Increased Student Achievement

Exceeds Expectations Meets Expectations Approaching Expectations Unsatisfactory: Below Expectations

Instructional Program Management and Getting Results


Human Resources and Professional Learning Community Development


Financial and Resource Management


Community Engagement and Communications


Summary Rubric Rating Exceeds Expectations Meets Expectations Approaching Expectations Unsatisfactory: Below Expectations

Provide evidence for your rating. Consider the work / achievements of the employee over the period for which the employee is being evaluated. If employee is rated unsatisfactory: below expectations or approaching expectations, outline a plan of action and next steps.

Additional comments: Employee signature: Date: Signature indicates receipt of performance review, not agreement or disagreement. Manager signature: Date:


109




DRAFT 08/01/08 // Page 13 of 14

END OF YEAR SUMMARY EVALUATION RATING Organizational Vision and Planning for Student Achievement


Instructional Program Management and Getting Results


Human Resources and Professional Learning Community Development


Financial and Resource Management


Community Engagement and Communications


TARGET RESULTS Exceeds Expectations Meets Expectations Approaching Expectations Unsatisfactory: Below Expectations

End of Year Overall Rating Exceeds Expectations Meets Expectations Approaching Expectations Unsatisfactory: Below Expectations

Recommendation for next steps: Remain in present position Reassignment Demotion Release from employment Provide evidence for your rating. Consider the work / achievements of the employee over the period for which the employee is being evaluated. If employee is rated unsatisfactory: below expectations or approaching expectations, outline a plan of action and next steps. Additional comments: Employee signature: Date: Signature indicates receipt of performance review, not agreement or disagreement.


110




DRAFT 08/01/08 // Page 14 of 14

Evaluator signature(s): Date:


111



112



113



114



115



116



117



118



119



120



121



122



123



124

Exhibit 12 State of the School Powerpoint Template

DRAFT, 7/25/2008- 0 -

OUSD Board Community Conversations

[school]

[ date ]


125

Exhibit 12 State of the School Powerpoint Template cont’d.

DRAFT, 7/25/2008- 1 -

• Board of Education Community Conversations• Overview• Timeline

• Review of School Progress• Overall Performance/Summary Data• Student Achievement: All students graduate prepared to succeed in college and

workplace• Culture and Climate• Staff information• School Strategies

• Discussion / Q&A• Next Steps

Topics for Discussion


126


DRAFT, 7/25/2008- 2 -

Board of Education – District Staff Partnership

• Keep the Board and District Staff focused on district goals (The District Results Policies)

• Hold the staff accountable for achieving those goals (The

District Operational Expectations)

To better work together, the Board and District Staff have developed a

set of policies to:

Our OUSD ultimate goal is for all students to graduate prepared to succeed in college and the workplace.


127


DRAFT, 7/25/2008- 3 -

Outcome Objectives of BOE Community Conversations

• Establish better connection with school communities and identify issues that are shared by schools across the city or within a region that affect schools’ capacity to improve student achievement

• Make policy decisions informed by what is learned, in order to enable schools to improve student achievement

• Establish supportive and accountable relationships between the Board of Education, Superintendent and school leaders

• Use data to cocreate meaning with the school community and district staff

The Board will be focusing its engagement particularly on high schools

and Red schools*

*Based on Results Policies 1 and 2 and Operational Expectation 14


128


DRAFT, 7/25/2008- 4 -

Coherent Governance Board Engagement Timeline

Dates TopicSeptember/October • Board Member school visits and community meetings to high schools

and red schools – Listen to community and gather feedback

December/January • Board Members review feedback from schools and determine policy and budget changes/implications

April/May • Board Member school visits and community meetings – Report on any relevant policy/budget decisions – Continue to gather feedback


129


DRAFT, 7/25/2008- 5 -

American Indian 1Asian 21Pacific Islander 0Filipino 2Latino 167Afircan American 47White 3

Mult.No Repsonse 25Filipino

Board District

Skyline

Enrollment 2036 6

Enrollment

Grades 9-12

English Learners 20.0%

Multi./No Response

American Indian

40%

23%

21%

1%

1%

11%

African American

Pacific Islander

White

Attendance Area

Enrollment by Ethnicity

Free/Reduced Lunch

Latino

Asian

2%

1%

70.0% Special Ed. 19.9%

School XYZ

X

Sample Data


130


DRAFT, 7/25/2008- 6 -

Overall Performance: Academic Performance Index

2007-08 API Scores

0

100

200

300

400

500

600

700

800

900

1000

Overall African American Asian Hispanic White English Learners Special Education

The Academic Performance Index (API) is a measure of the academic performance and growth of public schools in the state of California.

OUSD High Sch. Avg.

801718 801

670

Trends

2006 2007 2008

Score

Academic Performance Index (API)7810

781 801718

Sample Data


131


DRAFT, 7/25/2008- 7 -

Overall Performance: Adequate Yearly Progress

Under No Child Left Behind (NCLB) criteria, schools are required to meet or exceed criteria annually in the following four areas in order to make Adequate Yearly Progress (AYP):Requirement 1: Participation Rate Requirement 2: Percent ProficiencyRequirement 3: API as an Additional Indicator Requirement 4: Graduation Rate

Schools that do not make AYP for two consecutive years enter Program Improvement (PI) status. There are required services and/or interventions that schools must implement each year they are in PI. A school will exit PI when it makes AYP for each of two consecutive years.

2006 2007 2008

NoYes No

Program Improvement (PI) Status PI Yr 5

Met Adequate Year Progress (AYP) No

Sample Data

No

Program Improvement (PI) Status PI Yr 3

Met Adequate Year Progress (AYP) No NoYes


132

Before and Afterschool Programs

Student-Level Growth Achievement Gap

English Learner API 760

Mathematics Proficiency

Yes Yes No Yes

23%

* Denotes data from Use Your Voice Survey (NR = No Response)All other data comes from the California Department of Education, and individual schools

100%

2008

23%

21%

Multi./No Response

American Indian

Special Education

96%

5.3%

3%

0%

46%

English Learners Growth 39%

Met Adequate Year Progress (AYP)Latino

2%GreenGreen

Yellow PI Yr 4Program Improvement (PI) StatusSchool Tier

0%White

Filipino

Pacific Islander

0%

2006

Asian

7

African AmericanEconomically Disadvantaged API 769

19%

75%

2%

674774

OVERALL PERFORMANCE

Academic Performance Index (API)

Grades K - 5

Board District

Overview

246

Enrollment by Ethnicity

70.0%English Learners

Free/Reduced Lunch 90.7%

Enrollment 2007 2008

774690656

2008

English/Language Arts Proficiency 44% 39% 20% 22% 44%

STUDENT ACHIEVEMENT District

23%

16% 74%

24%

39%58%

95% 96%

38%

97% 95%

2006 2007 2008

88%

65% 64%

94%

At AWE, we see our young scholars as acorns planted in their families and communities. We emphasize character values through our nine core values. Through dedication, high expectations and excellent teaching we strive to put every student on the path to realizing a college education.AWE offers a standards-based approach to language arts and math instruction that emphasizes student thinking and application. We offer a full science lab and hands-on science instruction to every student. In K – 3rd grade we offer a Spanish Bilingual program and language learning opportunities to all students.

2006

Parents feel encouraged to participate in school activities or meetings*

CLIMATE AND CULTURE School

Average Daily Student Attendance

Average Years of Experience

2007

Percent of Highly-Qualified Teachers 100%

TEACHERS PROFILE School District

86%

74%

88%

Students feel they are safe at school* 83%

95%

3rd Grade English Proficiency

52%

Parents believe there's a culture of high expectations at the school* 64% 68%

Overall, students are satisfied with their school* 77%

District

29%

4th Grade Writing Proficiency

1025 81st Avenue Fax:

DistrictSchool

Email: [email protected] Kean

Scorecard

Principal:

Enrollment

Oakland, CA 94621

65%

Trends

47%65% 51% 25%

2006School

2007

2007-2008 Annual School Scorecard

Phone: (510) 879-0190 Web: http://awe.ousd.k12.ca.us(510) 879-0199

ACORN Academy

ACORN WoodlandAt ACORN Woodland, we see our young scholars as seeds who are planted in their families/communities.We expect every student will grow to meet his/her full potential, just as an acorn grows into a mighty oak tree. Through the focus on rigorous academics, character values, and leadership skills, we provide the roots for our young scholars, who leave prepared to branch out to achieve higher education.

Address:

84%

Students believe their school is preparing them for college success* 96% 87%

Students feel others are respectful of their cultural background*

96%

71%

Buildings and grounds are clean most of the time* 89%

71%

86%

75% 92%

94% 83%

96%

85% 89%

92% 84%

76%

84%

61%

92%Students work with teachers and parents to set goals for learning* 92% 79%

Our AWEsome Extended Learning Program has been recognized as an OUSD model. Over 65% of AWE students participate in academics, recreation and visual and performing arts until 6:00pm daily. Our class offerings include Leadership, Spanish, Soccer, Drawing, Hip Hop Dance, Baile Folklorico, Gardening, and TechGyrls.

For more info, please visit www.ousd.k12.ca.us, and click on the Parents tab.

Families are key partners in realizing our vision through active participation in the leadership, governance, and day-to-day operation of the school.Leadership opportunities include: School Site Council, English Learners Advisory, African American Parents’ Union and the Families Together Board.

Our multilayered school culture plan includes school-wide Buddy Reading, College Going Culture, Second Step, Conflict Resolution and a focus on student leadership. AWE also partners with the East Bay Agency for Children to provide individual and group therapy to students.

Family Engagement

Health and Wellness

89%

12.5

Students feel classes are interesting and make them want to learn more 89% 78%

6.9100%

22% 44%20%

47% 65%25%

24% 23%21%

16% 74%23%

38%58% 39%

690 774656

86% 89%

97% 95%96%

94% 88%

65% 64%

71% 84%

96% 96%

85% 89%

94% 83%

75% 92%

86% 92%

100%

100%

Exhibit 13 Annual School Scorecard — ACORN Woodland Elementary Community Accountability in Practice


133

Exhibit 14 ACORN Woodland Elementary Home Visit Protocol

Exhibit 14 ACORN Woodland Elementary Home Visit Protocol

Goals: * Create the foundation for a positive teacher- family relationship * Build families as partners in student learning and success * Build common understanding of schoolwide behavior expectations and consequences * Share classroom routines and expectations Logistics: * 1 hour paid for each visit * All visits should be completed by the end of September (new teachers should complete 5-10 home visits)

Suggested Topics for Home Visits: Academics California Standards Test scores Reading fluency Reading test (DRA, SRI, San Diego) Math facts Setting goals to grade level standards School Expectations Behavior- Blue card system, class systems Attendance Uniforms


134

Exhibit 14 ACORN Woodland Elementary Home Visit Protocol cont’d.

Exhibit 14 continued Homework requirements Home- School Folder Parent Input Child's strengths (personal and/ or academic) Child's challenges Child's needs Child's interests Child's dislikes Child's former education experience Parent goals for child Parents' needs from teacher Participation in English Language Program? Other interventions? Routines at home Parent schedule (work? Drop off/ pick up) Parent contact information What is the most important thing you would want me to know about your child? Student Name: ______________________ Parent Name(s): ____________________ Address: __________________________ Phone Number(s): ___________________


135

Exhibit 15 United for Success Academy Student-Led Conference

United for Success Academy

Welcome! Thanks for being here at our Fall Student-Led Conference.

Today you will be looking at:– Planner– Math Work– Humanities Work– Reading Work– 8 Habits Survey


136

Exhibit 15 United for Success Academy Student-Led Conference cont’d.

Student-Led Conferences

Purpose– To measure understanding of standards– For students to share their own work with

their family– For families to hear from student how they

are doing at school– To continue building trust between families

and students and school


137


Planner

Purpose How it works Notes between home and school

Students: How does the planner help you be organized? How do you make sure your family signs it every night?


138


Standards

What are they?Standards are . . .

How are they important?Standards are important because . . .


139


Math Work

What was the standard you were trying to learn?

Explain the instructions and what you did.

What were you good at with this work, and what was difficult about it?

What things did you do when you found the work challenging? What did you learn?

If you could do this over again, what would be different, what would stay the same?


140


Humanities Work







141


Reading Work







142


8 Habits Survey

On the survey, what are some of your strengths?

What habits do you need to improve?

What has changed for you since the beginning of the year?


143


8 Habits Survey continued

What is your goal for the end of the year? Why did you pick that goal?

Families, do you have another goal for your student?

Advisors, please add a goal.


144


Family Debrief

What was it like to talk about standards?

What was it like to have your student share about his/her learning?

What was the best part of today’s conference?


145


Parent and Student Survey

Please take a minute to fill out the evaluation form

Thank you for all of your support, our school just does not work without you.

The following is a list of concerns that still keep us from all of our goals each day:


146


A Review of the Basic Expectations

Full uniform everyday, all day long, tucked in

School starts at 8:15, there are still many tardies

No graffiti and no gang affiliations (hand signs)


147


Things to look forward to

11/12 No School Holiday

11/13 SSC Meeting 6:00 pm

11/19 – 23 No School Thanksgiving Break

January 24 Student EXPO!


148

Exhibit 16 United for Success Academy Science Expo Press Release

2101 35th Avenue Oakland, CA 94601

www.unitedforsuccess.org

For immediate release – March 7, 2007

UNITED FOR SUCCESS SCIENCE EXPO MARCH 15

Please join us for our Science Expo on Thursday, March 15, 2007, 6-7:30 p.m. Our 6th

and 7th graders are studying earthquakes, historic catastrophes and how we can plan

and prepare for “the Big One” here in Oakland.

United For Success Academy is a new small school designed by families and teachers

who want a safe, caring and high-achieving middle school in the heart of Oakland's

Fruitvale district. A vibrant immigrant and minority district, Fruitvale boasts bustling

commerce, family neighborhoods and a large school-age population. We opened in

2006 with 200 6th and 7th graders, adding an 8th grade in 2007.

Our Science Expo will entail a short introduction for families and guest judges. We will

then proceed through the classrooms where students will describe their question or

problem, explain their research, defend their solutions and reflect on how they worked

with their teammates.

We'd like to formally invite the public to our showcase of earthquake expertise. We

know that inviting our community into school is a key lever in helping our students to

have an authentic and rigorous experience while defending their solutions.

What: United For Success Science Expo Night When: 6 p.m. March 15 Where: United For Success Academy, 2101 35th Avenue in Oakland Contact: Principal Phil Cotty, (510) 879-1494

Thank you for your continued support!

Phil Cotty

Principal, United For Success Academy


149

Exhibit 17 United for Success Academy Civilizations EXPO Rubric

Final EXPO: Creation of a civilization game that teaches about the civilization the group researched complemented by presentations of their research with connections to Oakland today. Name__________________________________________________ Period___________ Classroom #_____________________________ Civilization Name _________________ Written objectives Points Essays offers clear explanation of a topic with supporting evidence. 0 1 2 3 4 “Connections” section explains how the civilization influenced our society today.

0 1 2 3 4

Each paragraph addresses one main idea and includes supporting details.

0 1 2 3 4

Essays include bibliography with proper formatting showing at least 2 references.

0 1 2 3 4

Game Rules are written clearly and answer most questions the player would ask.

0 1 2 3 4

TOTAL points out of 20: Oral presentation objectives Points Each person has a clear role in presenting (Each person says something!)

0 1 2 3 4

Each student is able to answer questions about their game and research as well as their connections.

0 1 2 3 4

Presentation includes explanation of historical background, explanation of connections to our society, and explanation of game rules and objectives.

0 1 2 3 4

Students are welcoming and friendly to all visitors. 0 1 2 3 4 Students invite visitors to hear their presentation. 0 1 2 3 4 Every student is there for the entire time 0 1 2 3 4 TOTAL points out of 20: Aesthetics (Appearance) Points A neat, colorful and complete gameboard is on display. 0 1 2 3 4 The gameboard includes pieces, cards, some mechanism for movement around the board and clearly displayed instructions.

0 1 2 3 4

The essay is clearly displayed, neatly written, and easily understood with illustrations.

0 1 2 3 4

All students are in professional dress: Full uniform and tucked in. 0 1 2 3 4 Each person is standing and facing the audience. 0 1 2 3 4 TOTAL points out of 20: United for Success Academy Oakland, California June 9, 2007 GRAND TOTAL out of 60 points ____________


150

11/3/2008

100 Parent Strong Campaign Korematsu Discovery Academy(KDA) Description of 100 parent campaign:

In response to concerns about the academic achievement of the school in the first trimester, the parent classroom representatives decided to take action to bolster student academic achievement. They chose to focus their efforts on recruiting and organizing 100 parent volunteer tutors for the K-3rd grade classrooms. The program launch coincided with the 100th day of school. As of April 15, 2008, eighty parents had pledged to tutor students for a combined total of 108 hours per week. The students that are receiving tutoring are those students that the teacher has identified as needing the most help. Since the tutoring began, teachers have observed significant academic gains in the students that are being tutored by parents. The teachers have noted greater gains amongst this group of students than those that are not receiving the tutoring.

The purpose of the 100 Parent Tutor Campaign is to increase academic achievement by:

a. Strengthening the relationship and mutual accountability between teachers and parents. b. Providing extra academic support for students that are below grade level standards. c. Increasing the continuity of learning between home and school. d. Increasing student engagement by making learning fun and creating a culture that values

education. e. Increasing empowerment of parents by developing their tutoring and organizing skills.

Program Design The program is designed to allow Spanish speaking parents to tutor in both bilingual classes and

in English only (SEI) classes. This is done by including instructions in both languages and by including activities where knowing English is not required for the child to learn the lesson. For example, parents can still teach math concepts, help students memorize math facts, and teach penmanship.

The group chose to focus on K-3rd grades because many of the Spanish speaking parents wanted to work with a bilingual teacher. In addition, many of the parents are more prepared to support the academics of these younger grades. While fourth and fifth grades are not being excluded from the campaign, currently, they are not the focus.

Each parent that agrees to become a tutor signs a pledge that they will tutor for at least one hour per week. No previous tutoring experience is required for parents to become a tutor. Tutors receive extensive training that includes the following topics: monitoring student progress; keeping the tutoring fun and engaging and; how to lead specific activities. Each K-3rd grade class has an independent parent tutor station. It includes the materials for tutoring, the student monitoring booklets, and the parent tutor sign in sheets. The tutor stations are organized so that the parents can work completely independent of the teacher. The tutoring activities are kept simple and fairly self explanatory to ensure that tutors do not require the assistance of the teacher. The teachers assign each parent tutor to one or more students to work with on an ongoing basis. This approach allows parents and students to build a strong relationship over time. Student progress will be monitored in a grade level tracking booklet, by the parent tutor. This monitoring serves a number of purposes: to allow the teacher to know what kind of progress each student has made; to provide the basis for an evaluation of what has been accomplished through this program and; to give the student and tutor the opportunity to witness the student’s progress. Parents that complete their pledge in this project will be acknowledged publicly at the end of the year and will receive a letter of recommendation.

Written materials developed to support this program:

Exhibit 18 100 Parent Strong Campaign Description


151

Exhibit 18 100 Parent Strong Campaign Description cont’d.

11/3/2008

o Student tutor booklets that are completed by the tutor to help monitor the student’s progress. Currently we have 8 different booklets. They are distinct for each grade level, and for bi lingual and English only classes(written in English and Spanish).

o Parent Pledge forms-English and Spanish o Contents of parent tutor stations o A data base of all parent tutors, their contact information, assigned hours and class. o A 100 parent tutor campaign poster-English and Spanish

About KDA: The Fred T. Korematsu Discovery Academy (KDA) opened its doors in September of 2006. Prior to the opening, a year long process that engaged parents, community, and staff in developing the school's vision and designing the school took place. Korematsu Discovery Academy's Vision: Our student explorers will be empowered to reach for the stars in academics, high-order thinking, and personal and social responsibility. Using cutting edge technology, academic literacy and scientific processes, our students will be launched on a journey into the future as life-long learners and innovators KDA is located in a very low income community in deep East Oakland. There is a high level of gang activity and violence. Ninety-six percent of the families qualify for Title I funded "free and reduced lunch program". The school is comprised of approximately 34% African Americans, 56% Latinos, about 2% Asian Pacific Islander, and 8% other students of color. Stonehurst Elementary was one of the lowest performing schools in the OUSD. It was marked as a school improvement site, prior to the reconstitution into two small schools (Esperanza Elementary and KDA).

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