lausd performance management and accountabilitylaschoolboard.org/sites/default/files/performance...

LAUSD Performance Management andAccountabilityCommittee of the Whole Briefing

September 25, 2008

1251388-00-LAUSD - Performance Management Accountability Overview_ COW_September 2008_FINAL PUBLIC.ppt

Objectives for today

Provide the Board with information about the district-wide roll out of school report cardsand launch of MyData (dashboard) pilot

Answer questions from the Board about the report cards and MyData

Highlight areas where Board members can assist with the roll out


Focus of districtPM&A projectDefining excellence

Making informed decisions

Trackingprogress and

creatingtransparency

Establishingrecognition

andconsequences

• Vision that cascades down the organization• Rubrics for principals, APs and teachers• Contract/ compacts with principals, APs,

teachers, parents and students

• Annual report cards at all levels toreport outcomes to public

• Dashboards used as managementtool to periodically track progress onleading indicators

• Evaluations to review principal, AP,teacher and classified staffperformance

• Periodic discussions with principals, APs and teachers abouttheir performance to determine support needed

• Customized PD to address individual principal and teacherneeds

• Data-driven conversations at all levels to make informeddecisions

• Training to facilitate use of data• Quality review to objectively monitor use of data

• Career path for principals, APsand teachers

• Recognition of excellence at alllevels, including students

• Interventions to giveaccountability system impact

Performance Management and Accountability system


Report cards and dashboards have different purposes

• Public facing -- with parents as primary audience

• Updated annually

• Establishes metrics to hold schools accountable

Performance

Key Metrics Status

KPI 67%

KPI 98%

Metric 85%

Metric 93%

Featured data: attendance by classroom

Classroom Status This wk Last wk Year ago Teacher

Dashboard Tab Title 2 Tab Title 3 Tab Title 4

Alerts/Flags

Alerts from last 2 days

Alert #1

Alert #2

Alert #3

Alert #4

Performance Chart

1

2

3

4

5

6

7

8

9

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11

12

Avg.

Avg.

Above

Below

Above

Above

Below

Below

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Below

Above

Principal DashboardWelcome Mary Today is Tuesday, December 04, 2007

Print | Help | Log Out

Page 1 | Page 2 | Page 3

more...

Budget

Item 1 $ xx,xxx

Item 2 $ xx,xxx

Item 4 $ xx,xxx

Item 5 $ xx,xxx

Item 3 $ xx,xxx

Special circumstances

xxxxxx

Performance Chart

Performance Chart

92%

93%

95%

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95%

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100%

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98%

92%

95%

90%

92%

90%

93%

100%

81%

97%

Bill S.

Joey D.

Frank

Susie

Jill

Bob C.

Charles

Jennifer

Benny

Linda

Gigi

Rose

• Internal tool for administrators and teachers to make data-driven decisions

• Provides frequent information and ability to drill down

• Used to inform everyday instruction and operations

• Not used for accountability

Report card Dashboard (MyData)

Dashboardmetrics are

leadingindicators ofreport card

metrics ILLUSTRATIVE

ACADEMIC PROGRESS

STUDENT OUTCOMES

STUDENT AND PARENT CONNECTION

INSTRUCTION, SCHOOL LEADERSHIP, AND SCHOOL CULTURE

2007-2008

Students graduating – in 4 years / in 5 years X% / Y%

Beyond test scores – review of teaching, leadership, and culture

Campus safety - -students feeling safe / faculty and staff feeling safe

S t u d e n tsatisfaction -- students feeling satisfied with their school & learning

XX High School: 2007-08 School YearAPI: XX out of 1,000M e tAYP in 2008 (Yes/No)?: XX

Parent satisfaction– parents feeling satisfied with their child’s school and learning

College / career going – students entering 2-year college / 4-year university / other X% / Y% /coming soon

Passing state tests – students scoring Proficient or Advanced in English / Math X% / Y%Progress on state tests – students improving in English / Math X% / Y%

Seniors on track – 12th graders taking SAT test / scoring at least 1400 out of 2400 X% / Y%Juniors on track - 11th graderspassing EAP college-readinesstest in English / Math X% / Y%Sophomores on track - 10th graders on track to graduate ready for college and career

Sophomores passing exit exam --10th graders passing both parts ofCAHSEE X%

Freshmen and graduation -9th graders on track to graduate X%

X%Professional attendance - -faculty and staff attendance rate

Student attendance - -students with 95% attendance rate (miss fewer than 9 days) X%

College / career readiness -- students completing A-G requirements in 4 years / 5 years X% / Y%

English learners progress – EL students improving on CELDTtest X%

3-YEAR CHANGE FROM 2004-2005 TO 2007-2008

coming December 2009













CHANGE FROM 2006-2007 TO 2007-2008

_A% /_B%

coming soon

coming soon

coming soon

coming soon

_A% /_B% / coming soon

_A% /_B%_A% /_B%

_A% /_B%_A% /_B%

_A%

_A%

_A%

_A%

_A% /_B%

_A%

School score

coming soon Program Improvement status: X

SCHOOL OVERVIEW

• % African American • % American Indian• % Asian• % Filipino• % Latino• % Pacific Islander• % White (not Latino)

# of students: X

• % English Learners (EL)• % Special Education• % Gifted and Talented• % Economically disadvantaged• % Students moving in and out of this

school during the year

English Proficient or Advanced

* Scores are not shown when number of students is 10 or less toprotect student privacy and ensure statistical accuracy

STATE TEST SCORES BY GROUP (CST)

Math Proficient or Advanced

X% _A%

ACADEMIC PROGRESS

STUDENT OUTCOMES



2007-2008






























CHANGE FROM 2006-2007 TO 2007-2008

_A% /_B%

coming soon

coming soon

coming soon

coming soon


_A% /_B%_A% /_B%

_A% /_B%_A% /_B%

_A%

_A%

_A%

_A%

_A% /_B%

_A%

School score


SCHOOL OVERVIEW


# of students: X







X% _A%

ILLUSTRATIVE


Unified report card solutionModifications may be made to existing metrics

Existing scorecards / report cards

• Summary• Detail

Unified solution

SARC

KPII

A-G/ CTE

Highpriority

Public-facing, single pagereport card used for

accountability

Detailed SARC to meetstate regulations and

provide additional detail

Performance

Key Metrics Status

KPI 67%

KPI 98%

Metric 85%

Metric 93%

Featured data: attendance by classroom

Classroom Status This wk Last wk Year ago Teacher

Dashboard Tab Title 2 Tab Title 3 Tab Title 4

Alerts/Flags

Alerts from last 2 days

Alert #1

Alert #2

Alert #3

Alert #4

Performance Chart

1

2

3

4

5

6

7

8

9

10

11

12

Avg.

Avg.

Above

Below

Above

Above

Below

Below

Avg.

Avg.

Below

Above

Principal DashboardWelcome Mary Today is Tuesday, December 04, 2007

Print | Help | Log Out

Page 1 | Page 2 | Page 3

more...

Budget

Item 1 $ xx,xxx

Item 2 $ xx,xxx

Item 4 $ xx,xxx

Item 5 $ xx,xxx

Item 3 $ xx,xxx

Special circumstances

xxxxxx

Performance Chart

Performance Chart

92%

93%

95%

85%

94%

96%

86%

86%

91%

90%

88%

96%

88%

91%

98%

83%

90%

95%

90%

88%

90%

95%

83%

100%

90%

91%

98%

92%

95%

90%

92%

90%

93%

100%

81%

97%

Bill S.

Joey D.

Frank

Susie

Jill

Bob C.

Charles

Jennifer

Benny

Linda

Gigi

RoseILLUSTRATIVE Internal dashboard tomanage towards report

card metrics

• Overall achievement metrics• Subgroup achievement

metrics• Surveys• School review

• Overall achievement metrics• Subgroup achievement metrics• Targets

• Graduation rate• 12th/10th grade A-G completion• Other detailed metrics

ACADEMIC PROGRESS

STUDENT OUTCOMES



2007-2008






























CHANGE FROM 2006-2007 TO 2007-2008

_A% /_B%

coming soon

coming soon

coming soon

coming soon


_A% /_B%_A% /_B%

_A% /_B%_A% /_B%

_A%

_A%

_A%

_A%

_A% /_B%

_A%

School score


SCHOOL OVERVIEW


# of students: X







X% _A%

ACADEMIC PROGRESS

STUDENT OUTCOMES



2007-2008






























CHANGE FROM 2006-2007 TO 2007-2008

_A% /_B%

coming soon

coming soon

coming soon

coming soon


_A% /_B%_A% /_B%

_A% /_B%_A% /_B%

_A%

_A%

_A%

_A%

_A% /_B%

_A%

School score


SCHOOL OVERVIEW


# of students: X







X% _A%


LAUSD/BCG internal project team

• Inform recommendationsthrough collaborativediscussion

• Synthesize keymessages and findingsfrom the work

Role

Project Management

• Michael Lovelady

LAUSD BCG

• Set overall scope and project direction• Review and make key decisions• Allocate resources appropriately• Resolve key roadblocks/ issues• Monitor project status

• Facilitate discussions• Lead project teams and synthesize

findings• Communicate across teams• Identify and manage project issues

PD

• MariaWale

• Ray Cortines• Judy Elliott

• Reggie Gilyard• Vivian Browning

Project Leadership

HighPriority

• Jan Davis

iDesign

• DaliaHochman

Data &Testing

• CynthiaLim

LocalDistricts

• MichelleKing

• MartinGalindo

Charters

• JoseCole-Gutierrez

IT

• ShahryarKhazei

Project Team Members

BCG

• JoanneWilson

• JasminePachnanda

Research/Planning

• GlennDaley

• RosaValdes


Gathered feedback from key stakeholdersDetails

• All Local District Superintendents and majority of Directors– LD 1, 2, 3, 4, 5, 6, 7, 8

• ~50 principals across all local districts

• ~100 teachers across all local districts

• ~200 parents– All local districts– Board of District Advisory Committee; District English Learner Advisory

Committee; Parent Collaborative

• ~100 students– LD 3, 6, 8

• AALA• UTLA• iDesign Network Partners and transition teams• Chamber of Commerce• A-G community groups, Communities for Educational Equity• United Way, prominent education researchers• Foundations (i.e. Gates Foundation, Dell Foundation)• CCSA and GreenDot

LDSuperintendents

and Directors

Principals

Teachers

Parents

Students

Others


Rollout of report cards to continue through Dec 2010

Year 1: Jan 2009

Type

• High schools• Middle schools• Elem. schools• Span schools1

• Self-containedmagnets

• Independentcharters2

Total

Year 2: Dec 2009 Year 3: Dec 2010

Source: LAUSD Fingertip Facts, 2007-2008; includes magnet centers that are not self contained1. Includes self-contained magnet SPANs 2. Only charters for which LAUSD has data 3. Includes Newcomer center, Opportunity high schools/Alternative work centers, Regional occupationalcenters /program, Regional occupation program, Skills Centers

#

64754361815

13

621

Type

• Early ed andpreschools

• Primary centers• Special education• Continuation• Remaining

independentcharters (?)

Total

#

159

271945103

974

Type

• Community Day• Community Adult• Other3

Total

#

92443

1050

+ +

• Quantitative metrics• Actual performance and

one-year change

• Survey metrics• 3 yr change for all

metrics, excl surveys+ • School review

• School score• Entering workforce metric• 1 yr change for survey

metrics

+Metrics included Metrics included Metrics included


Communications guiding principles and key messages

Guiding principles

Cascading messaging starting from LAUSDleadership

• No one finds out before their boss

Hitting key stakeholders multiple times (e.g.,LD Superintendents)

Leveraging existing events and meetingse.g., Superintendent Leadership meetings,LD retreats

Building communications support from awide base of stakeholders, particularly toreach parents and students (e.g., UTLA,United Way, PLAS, CCE)

Key messages

Transparency of school performance data,both quantitative and qualitative

Information for parents to mobilize anddemand change

Baseline year in Jan 2009, but report cardswill be used to hold schools accountable fortheir performance and progress in futureyears

Represents a major milestone in advancingLAUSD’s vision: that L.A.’s children receivea state-of-the-art education that ensuresstudents are college prepared and careerready


High level communications plan

Sept 2008

Press releaseannouncing reportcard (TBC)

• Articles inmajor localpublications

Supt Brewer show

Oct 2008

Back to schoolnights

Key parentorganizations

Outreach fromcommunity basedorganizations toparents andstudents

Nov 2008 Dec 2008 Jan 2009

Press releaseannouncing baselinemailing

A Su Lado segment(TBC)

Media events

Assemblies,townhalls withparents, students

Internal communications with LDs, principals, teachers

Several outside groups are collaborating on ourcommunications plan, such as PLAS and United Way




MyData tool vision

MyData tool Proposed vision

• Seamless user interface with single sign-onthat integrates all source systems

– e.g., TPR, SOAR, ISIS, DSS, etc

• Customized reporting for all categories ofusers

– School Board, central, LDs, school siteadmin, teachers

– set of reports for public (e.g., unions,parents)

• Focus on most frequent and actionable data(e.g., periodic assessments, grades,attendance)

• Decreased data latency (i.e., near real-timedata)

• Increased speed of report generation andaccess

• Explicit link between Report Card and MyData

• Potential transactional functionality to allowknowledge management in addition toreporting (e.g., sharing best practices,comments about individual students)


Duration andtiming

Schoolsinvolved

Pilotstakeholders

• 8-9 months (remaining 2008-2009 academic year)• October 2008 through May/June 2009

• 33 schools in total– 12 Elementary Schools / 13 Middle Schools / 8 High Schools from

across all Local Districts (includes 10 PLAS schools, 2 LMU, 1 MLAand 1 GCEP1)

• School site implementation: administrators, teachers, coaches• Off-site support: central office, MyData project team, local district staff

MyData pilot overviewA subset of schools will participate

MyData is a web-based tool that provides teachers andadministrators with frequent student-level data

1. To be confirmed


LMU Schools• Orville Wright

Middle• Kentwood

Elementary

MLA Schools• Manual Arts

HighGCEP• Crenshaw

High1

Local District 1

• George K. PorterMiddle

• Plummer Elementary• Holmes Middle

Local District 2

• Arminta Elementary• Robert A. Millikan

Middle

Local District 3

• Daniel Webster Middle• Shenandoah Street

Elementary

Local District 5

• Second StreetElementary

• Belvedere Middle

Local District 6

• South Gate Senior High• Nueva Vista

Elementary

Local District 7

• Foshay LearningCenter

• Edison Middle School

Local District 4

• Eagle Rock High• John H. Liechty Middle• Hancock Park

Elementary

Local District 8

• Carson Senior High• Dodson Middle• Park Western Place

Elementary

iDesign Schools

PLAS Schools• Roosevelt Senior High• Santee Educational

Complex• Hollenbeck Middle

• Robert Lewis StevensonMiddle

• Edwin Markham Middle• Samuel Gompers Middle• Sunrise Elementary

• Figueroa StreetElementary

• Ninety-Ninth StreetElementary

• Ritter Elementary

Schools participating in MyData pilot33 in total

1. To be confirmed


Academic Progress School Climate & School Leadership

Operations Finance Timely & Accurate Data

Periodicassessments

Grades

EL indicators

CSTs

CAHSEE

Special ed.

Creditaccumulation

Academicinterventions

Graduation

Classifiedattendance

Classifiedevaluations

Classifiedturnover

Safety

Staff satisfaction

Instruction Quality

Teacherattendance

Teacherevaluations

Teacherturnover

Teacherroster

Student Connection

Attendance

Studentsatisfaction

Discipline

Parent & Community Involvement

Parentconnection

Communityengagement

Food services KPIs

Supplies &procurement

Transportation

HR

IT Facilities

Actuals vs. budget

Cash flow

Efficiency Record-keeping Data & testing

First release of MyData focuses on academic progressMetrics and functionality will be added in second release and over time

= version 1 metrics


Specific metrics in MyData v1

Periodicassessments

CAHSEE

Course marksCSTs

EL indicators

Special ed.

Attendance

• Performance level• Total % correct• % correct by strand, by standard set, by

standard• Has Had Most Success With, Struggled

Most With (i.e. highest and lowest % correctcluster)

• Course marks• Performance level• Year-over-year change in performance level• Scale scores• Subscores

• Scale score (Math, ELA)• Pass v No Pass• Number of attempts

• YTD absences• CELDT overall performance level• CELDT subscores• ELA marks• ELD/ESL level• Yrs at current ELD/ESL level• Master plan program• Home language• Date identified• Ready to reclassify? (yes/no)

• Primary eligibility

MyData enables viewing metrics at granular student level as well as aggregated at the classroom and schoollevels


MyData seven critical success factors for adoption

Relevantcontent

Time / newroutines

Periodicassessments

Schooltechnology

Ease of use

Load times

Providing intuitive userinterface and navigation

Providing fast loadtimes

Leadership

Providing timely andrelevant data that userswant

1

2

3

4

Ado

ptio

n

• Tiger teams to assess andupgrade computers at schools

Many schools lack technology to makeMyData accessible to all teachers

Ensuring schools aretechnology ready

MyData requires culture shift toovercome skepticism from past LAUSDtechnology rollouts

Most teachers do not log-in to checkdata and standards based instruction isnot universally accepted

Teachers and administrators havelimited time for new activities

Challenge to overcome

• Only highly-committed schools inpilot

• Heavy PD and on-site coaching

Gaining support from alllevels of leadership

• Train and build awareness offlexibility

• Turn on customized assessments

Using results to driveinstruction

• Well-defined roles and processes• Repurpose faculty, department

meetings

Embedding MyData intoschools' regular routines

Potential solutionsDescription

Syst

em/T

ool

General acknowledgement that currentDSS system is complex and difficult touse

Constrained by Individual schoolnetwork bandwidth, user numbers, andquantity of data

Users are time-constrained so relevant,actionable data must be easilyaccessible

• Integration of pilot user feedbackthroughout development process

• Use of user interface experts

• Test load times of tool at variouslocations – address network issues

• Ensure tool architecture isconducive to fast load times

• Continuously integrate pilot userfeedback about content into thedevelopment process

5

6

7


Beyond roll out, additional work required to successfullylaunch new accountability system

• Project management of report card roll out– baseline data syndication– communications/media plan

• Surveys and school review, development and stakeholder engagement• Report card development for non-traditional schools• School score development and roll-out• Incorporate charters

• Pilot evaluation• Professional development around MyData• Longer-term MyData technical solution and functionality• District-wide roll out plan and requirements

• Supports, recognition and consequences– school accountabilities– principal evaluations– teacher evaluations

Report card

MyData

Accountabilities

Key activities beyond September 2008


Agenda

Report cards

ACADEMIC PROGRESS

STUDENT OUTCOMES



2007-2008

Students graduating -- in 4 years / in 5 years X% / Y%

Student satisfaction -- students feeling satisfied and connected with their school and learning

XX High School2007-08 School Year API: XX out of 1,000

Met AYP in 2008 (Yes/No)?: XX

Parent satisfaction -- parents feeling satisfied and connected with their child’s school and learning

College / career going -- students entering 2-year college / 4-year university / other X% / Y% /coming soon

Passing state tests -- students scoring Proficient or Advanced in English / math X% / Y%Progress on state tests -- students improving in English / math X% / Y%

Seniors on track -- 12th graders taking SAT test / scoring at least 1400 out of 2400 X% / Y%Juniors on track -- 11th graders passing EAP college-readiness test in English / math X% / Y%Sophomores on track -- 10th graders on track to graduate ready for college and career

Sophomores passing exit exam -- 10th graders passing both parts of CAHSEE X%Freshmen and graduation -- 9th graders on track to graduate X%

X%Professional attendance -- faculty and staff attendance rate

Student attendance -- students with 95% attendance rate (miss fewer than 8 or 9 days) X%


English Learners progress -- EL students improving on CELDT test X%

3-YEAR CHANGE FROM2004-2005 TO 2007-2008















↑A% /↓B%

coming soon

coming soon

↑A% /↓B% / coming soon

↑A% /↓B%↑A% /↓B%

↑A% /↓B%↑A% /↓B%

↑A%↑A%

↑A%

↑A%

↑A% /↓B%

↑A%

Schoolscore


SCHOOL OVERVIEW

• % African American• % American Indian• % Asian• % Filipino• % Latino• % Pacific Islander• % White (not Latino)

# of students: X



Pacific Islander100White (not Latino)100EL100Special Ed

100African American100American Indian100Asian100Filipino100Latino100

100Gifted and Talented100Economically disadv.

EnglishProficient orAdvanced

* Scores are not shown when number of students is 10 or less to protect student privacy and ensure statistical accuracy

100100100100100100100100100100100


MathProficient orAdvanced

X% ↑A%

Quality of teaching – quantitative metric to be developed coming December 2009

Beyond test scores -- review of teaching, leadership, and culture coming soon

Campus safety -- students feeling safe / faculty and staff feeling safe coming soon

How to read this report cardEach December, LAUSD publishes these school report cards for students, parents, community members, and school staff to understand whether students arebeing prepared to succeed in college and careers. Parents should work with the administration and teachers at their child's school to understand how theirchild is performing on these measures, and what can be done to improve performance. For more information regarding the measures you see on the reportcard, please visit www.lausd.net/reportcard

ate

How to read this report card

This report card is about a school, not an individual student. LAUSD will provide these report cards every December to make clear howeach school is doing, where it is succeeding, and where it needs to improve. Our goal is to make it easier for parents, students, communitymembers, and educators to know how schools are doing. We hope the report cards will generate a conversation about learning, that youwill talk to principals and teachers about the results, and that you will ask questions. More information is available atwww.lausd.net/reportcard.

1 School score: In future publications of this report card, each school will receivean overall score, based on a mix of actual performance and improvement. Thescore will be used by the district for school rewards, interventions, and supports.

Academic Performance Indicator (API): Score given to each school by thestate of California based on performance on standardized tests. Highest scorepossible is 1000, with the state target score of at least 800 for every school.This number represents the "2008 Growth API".

Meets Adequate Yearly Progress (AYP)?: To meet AYP, a school must meetfederally mandated targets under No Child Left Behind (NCLB) on standardizedtests, graduation rate, and participation rates for each group, e.g., economicallydisadvantaged.

2

3

4

5

Program Improvement (PI) Status: If a school does not meet the minimum AYPproficiency rates for 2 consecutive years, it enters Program Improvement status.Once a school is in PI, it can be subject to corrective actions by LAUSD.

Actual: 2007-2008 school performance.

One-year change from 2006-2007 to 2007-2008: Increase or decrease in schoolperformance compared to the 2006-07 school year.

3-year change from 2004-2005 to 2007-2008 : In future publications of this reportcard, this column will indicate the increase or decrease in school performancecompared to 3 years ago.

6

7

Preliminary Draft

ACADEMIC PROGRESS

STUDENT OUTCOMES


INSTRUCTION, SCHOOL LEADERSHIP AND SCHOOL CULTURE

2007-2008


Beyond test scores – review of teaching, leadership and culture

Campus safety --students feeling safe / faculty and staff feeling safe

Studentsatisfaction -- students feeling satisfied with their school & learning

XX High School: 2007-08 School YearAPI: XX out of 1,000MetAYP in 2008(Yes/No)?: XX


College/ career going – students entering 2-year college / 4-year university/apprenticeship X% / Y% /coming soon


Seniors on track – 12th graders taking SAT test / scoring at least 1400 out of 2400 X% / Y%Juniors on track -11thgraderspassing EAP college-readinesstest in English / Math X% / Y%Sophomores on track (1) -10thgraders on track to graduate ready for collegeSophomores on track (2) --10thgraders passing both parts ofCAHSEE X%Freshmen on track -9thgraders on track to graduate X%

X%Professional attendance --faculty and staff attendance rate

Student attendance --students with 95 % attendance rate (miss fewer than 9 days) X%


English learners progress –EL students improving on CELDTtest X%















CHANGE FROM 2006-2007 TO 2007-2008

?A% /?B%

coming soon

coming soon

coming soon

coming soon

?A% /?B% / coming soon

?A% /?B%?A% /?B%

?A% /?B%?A% /?B%

?A% ?A%

?A%

?A%

?A% /?B%

?A%

School score


SCHOOL OVERVIEW


# of students: X



100Latino100Pacific Islander100White (not Latino)100EL100Special Ed

100African American100American Indian100Asian100Filipino




100100100100100100100100100100100



X% ?A%

12 3 4

5 6 7Student outcomesIndicates whether 12th

graders are college andcareer ready.

School overview andstate test scores (CST)

Tells the studentcharacteristics of the

school and how particulargroups of students scoredon California Standards

Test (CST) in English andmath.

Instruction, schoolleadership, andschool culture

Measures importantschool characteristics thatare not captured by tests.

Student and parentconnection

Shows student and parentattitudes towards the

school.

Academic progressIndicates if students areon track for college and

skilled careers.

We want to ensure all teachers are improving the performance of their students.Specific calculation being developedQuality of teaching

A critical measure of a successful school is parents who are satisfied and engagedin their children’s learning.

We will use annual surveys to understand how parents feel about the schoolstheir children attend and how satisfied they are with the results.

Parent satisfaction

Schools should be for students and their success. We must ensure students learnand are also satisfied with their learning.

We will use annual surveys to understand how students feel about theirschools and how satisfied they are with their learning.

Student satisfaction

If students do not attend school, they are unlikely to learn and more likely to dropout.

The percentage of students who are in school at least 95% of the time(students who are absent fewer than 8 or 9 days a year).

Student attendance

Students and staff must feel safe for high quality learning to take place.We will develop annual surveys that measure how students and staff feelabout their safety and the campus environment.

Campus safety

Successful schools have very low absence rates of teachers and other staff whowork there.

The annual attendance rate of teachers, administrators, and staff at the school.Professional attendance

Test scores are very important but do not tell the whole story of how a school isdoing. We want to make sure we see a school’s strengths and how the school canbe improved.

We will develop a new, fair way of reviewing schools about teaching,leadership, and school culture.

Beyond test scores

We want to ensure 9th graders succeed and do not repeat 9th grade, which leads tomany of them dropping out of high school.

The percentage of 9th graders who have earned at least 55 credits by the endof their freshman year.

Freshmen andgraduation

If students do not pass the state graduation test, they cannot get a diploma. We wantthem to pass this exam as early as possible.

The percentage of 10th graders who have passed both the English and mathportions of the California High School Exit Exam (CAHSEE).

Sophomores passingexit exam

We want to make sure that high schools are keeping students on track to graduatewith the credits and courses needed to go to college or be prepared for a careerafter high school.

The percentage of 10th graders who have earned at least 115 credits and areon track to complete the “A-G” requirements with a "C" or better by graduation.

Sophomores on track

The Early Assessment Program is an optional part of the annual state test (CST) for11th graders. It tells them if they are ready for college, or what they must do as 12th

graders to get ready.

The percentage of 11th graders who are ready for college in English and mathas determined by California’s Early Assessment Program (EAP).

Juniors on track

Taking the SAT and getting a good score is another way we get high school studentsready for learning after high school.

The percentage of 12th graders who have taken the SAT test, which manyuniversities require, and the percentage who have scored at least 1400 out of2400.

Seniors on track

We want to make sure that English Learners are making progress toward becomingfluent in English.

The percentage of English Learners who improve their scores on the CaliforniaEnglish Language Development Test (CELDT).

English Learnersprogress

We want to make sure that students are making progress every year and that theyare on their way to scoring "Proficient" or "Advanced".

The percentage of students who improved their scores from the previous yearon the annual California Standards Test (CST) in English and math.

Progress on state tests

These are tests that tell how a student is doing on California's academic standards inEnglish and math. Every student should score "Proficient" or "Advanced" to succeedin high school and beyond.

The percentage of students scoring "Proficient" or "Advanced" on the annualCalifornia Standards Test (CST) in English and math.

Passing state tests

We want to be sure that students enroll in higher education or career training afterhigh school.

The percentages of graduates who actually enroll in a 2-year communitycollege, 4-year university, or other post-secondary training such as anapprenticeship or career training program.

College / career going

Students are much more likely to succeed in life if they attend college or trainingafter high school. They should finish high school ready to learn and succeed incollege or a skilled job.

The percentage of graduates who complete the “A-G” coursework with at leasta “C”. These are the classes a student must have completed to be eligible toapply to state universities.

College / careerreadiness

At a minimum, all students should graduate from high school; they should not dropout.

The graduation rate is the percentage of those students who started 4 or 5years ago and graduate. It is calculated by tracking each student usingstudent identifier numbers.

Students graduating

Why it is importantHow we measure itWhat is important

ACADEMIC PROGRESS

STUDENT OUTCOMES


INSTRUCTION, SCHOOL LEADERSHIP AND SCHOOL CULTURE

2007-20083-YEAR CHANGE FROM2004-2005 TO 2007-2008

SCHOOL OVERVIEW


# of students: X




College / career preparation -- 8th graders enrolled in Algebra I / passing with at least a "C" X% / Y% coming December 2009↑A% /↓B%

Student satisfaction -- students feeling satisfied and connected with their school and learning coming soon

Parent satisfaction -- parents feeling satisfied and connected with their child’s school and learning coming soon

High School readiness (2) – 8th graders scoring Proficient or Advanced on state test in history /science X% / Y% coming December 2009↑A% /↓B%

Progress on state tests -- students improving in English / math X% / Y% coming December 2009↑A% /↓B%

English Learners progress -- EL students improving on CELDT test X% coming December 2009↑A%

X%Professional attendance -- faculty and staff attendance rate coming December 2009↑A%

Student attendance -- students with 95% attendance rate (missed fewer than 8 or 9 days) X% coming December 2009↑A%

High School readiness (1) – 8th graders scoring Proficient or Advanced on state test in English /math X% / Y% coming December 2009↑A% /↓B%

Passing state tests -- students scoring Proficient or Advanced in English / math X% / Y% coming December 2009↑A% /↓B%

Schoolscore

coming soon

English Learners reclassification -- percentage of EL students reclassified as fluent in English X% coming December 2009↑A%

100African American100American Indian100Asian100Filipino100Latino100Pacific Islander100White (not Latino)100EL100Special Ed100Gifted and Talented100Economically disadv.



100100100100100100100100100100100



XX Middle School2007-08 School Year API: XX out of 1,000

Met AYP in 2008 (Yes/No)?: XXProgram Improvement status: X





ate





Meets Adequate Yearly Progress (AYP)?: To meet AYP, a school must meetfederally mandated targets under No Child Left Behind (NCLB) on standardizedtests, graduation rate, and participation rates for each group, e.g., economicallydisadvantaged.

2

3

4

5





6

7

Student outcomesIndicates whether 8th

graders are prepared forhigh school.



school and how particulargroups of students scoredon California Standards






school.

Academic progressIndicates if students are

on track to be prepared forhigh school.

Preliminary Draft

ACADEMIC PROGRESS

STUDENT OUTCOMES


SCHOOL LEADERSHIP, INSTRUCTION AND SCHOOL CULTURE

2007-2008

XX Middle School: 2007-08 School YearAPI: XX out of 1,000Met AYP in 2008(Yes/No)?: XX


SCHOOL OVERVIEW


# of students: X



ONE-YEAR CHANGE FROM 2006-2007 TO 2007-2008

College preparation – 8thgraders enrolled in Algebra I / Passing withat least a ‘C’ X% / Y% coming December 2009?A% /?B%

Beyond test scores --review ofteaching, leadership and culture coming soon

Campus safety --Students feeling safe/ faculty and staff feeling safe coming soon

Student satisfaction– students feeling satisfied with their school& learning coming soon

Parent satisfaction– parents feeling satisfied with their child’s school and learning coming soon

High School readiness (2) --8th graders at least proficient in state History / Science tests X% / Y% coming December 2009?A% /?B%

Progress on state tests --students improvingin English / Math X% / Y% coming December 2009?A% /?B%

English Learners progress --EL studentsimproving on CELDTtest X% coming December 2009?A%

X%Professional attendance --faculty and staff attendance rate coming December 2009?A%

Student attendance – students with 95% attendance rate (missed fewer than 9 days) X% coming December 2009?A%

High School readiness (1) --8th graders at least proficient in state English / Math tests X% / Y% coming December 2009?A% /?B%

Passing state tests --students scoring Proficient or Advanced in English / Math X% / Y% coming December 2009?A% /?B%

School score

coming soon Program Improvement status:XX

English Learners reclassification – percentage of EL students reclassified as fluent in English X% coming December 2009?A%






100100100100100100100100100100100



12 3 4

5 6 7

We want to ensure all teachers are improving the performance of theirstudents.

Specific calculation being developedQuality of teaching

These are tests that tell how a student is doing on California's academicstandards in English and math. Every student should score "Proficient" or"Advanced" to succeed in middle school and beyond.

The percentage of students scoring "Proficient" or "Advanced" on theannual California Standards Test (CST) in English and math.

Passing state tests

We want to make sure that students are making progress every year andthat they are on their way to scoring "Proficient" or "Advanced".

The percentage of students who improved their scores from theprevious year on the annual California Standards Test (CST) inEnglish and math.

Progress on statetests

We want to make sure that English Learners are making progress towardbecoming fluent in English.

The percentage of English Learners who improve their scores on theCalifornia English Language Development Test (CELDT).


These are tests that tell how 8th graders are doing on California's academicstandards in history and science. Students who score "Proficient" or"Advanced" will do better in high school.

The percentage of 8th graders scoring "Proficient" or "Advanced" onthe annual California Standards Test (CST) in history and science.

High SchoolReadiness (2)

A critical measure of a successful school is parents who are satisfied andengaged in their children’s learning.

We will use annual surveys to understand how parents feel about theschools their children attend and how satisfied they are with theresults.

Parent satisfaction

Schools should be for students and their success. We must ensurestudents learn and are also satisfied with their learning.

We will use annual surveys to understand how students feel abouttheir schools and how satisfied they are with their learning.


If students do not attend school, they are unlikely to learn and are morelikely to drop out.

The percentage of students who are in school at least 95% of the time(students who are absent fewer than 8 or 9 days a year).

Student attendance

Students and staff must feel safe for high quality learning to take place.We will develop annual surveys that measure how students and stafffeel about their safety and the campus environment.

Campus safety

Successful schools have very low absence rates of teachers and other staffwho work there.

The annual attendance rate of teachers, administrators, and staff atthe school.

Professionalattendance

Test scores are very important but do not tell the whole story of how aschool is doing. We want to make sure we see a school’s strengths andhow the school can be improved.


Beyond test scores

Becoming fluent in English is critical to taking more challenging classes inmiddle and high school.

The percentage of English Learners in the school who meet therequirements to be reclassified as fluent in English.

English Learnersreclassification

These are tests that tell how 8th graders are doing on California's academicstandards in English and math. Students who score "Proficient" or"Advanced" will do better in high school.

The percentage of 8th graders scoring "Proficient" or "Advanced" onthe annual California Standards Test (CST) in English and math.

High SchoolReadiness (1)

Algebra is required for 8th graders and very important for any student goingon to high school math, college, and a skilled career.

The percentage of 8th graders taking Algebra 1 and the percentagepassing with at least a "C".

College / careerpreparation

Why it is importantHow we measure itWhat is important

STUDENT OUTCOMES2007-2008


English Learners reclassification -- percentage of EL students reclassified as fluent in English X% coming December 2009


X%Professional attendance -- faculty and staff attendance rate coming December 2009


Student satisfaction -- students feeling satisfied and connected with their school and learning

Parent satisfaction -- parents feeling satisfied and connected with their child’s school and learning

Student attendance -- students with 98% attendance rate (missed fewer than 5 days) X% coming December 2009

6th grade readiness (2) -- 5th graders scoring Proficient or Advanced on state test in science X% coming December 2009

ACADEMIC PROGRESS

Progress on state tests -- students improving in English / math X% / Y% coming December 2009

English Learners progress -- EL students improving on CELDT test X% coming December 2009

Passing state tests -- students scoring Proficient or Advanced in English / math X% / Y% coming December 2009


6th grade readiness (1) – 5th graders scoring Proficient or Advanced on state tests in English / math X% / Y% ↑A% /↓B%

↑A%


↑A%

coming soon

coming soon

↑A%

↑A%

↑A% /↓B%

↑A%

↑A% /↓B%

Schoolscore

coming soon


SCHOOL OVERVIEW


# of students: X



100African American100American Indian100Asian100Filipino100Latino100Pacific Islander100White (not Latino)100EL100Special Ed100Gifted and Talented100Economically disadv.





100100100100100100100100100100100

XX Elementary School2007-08 School Year API: XX out of 1,000

Met AYP in 2008 (Yes/No)?: XXProgram Improvement status: X




ate





Meets Adequate Yearly Progress (AYP)?: To meet AYP, a school must meetfederally mandated targets under No Child Left Behind (NCLB) on standardizedtests, graduation rate, and participation rates for each group, e.g. economicallydisadvantaged.

2

3

4

5





6

7

Student outcomesIndicates whether

students are prepared formiddle school.



school, and how particulargroups of students scoredon California Standards


Academic progressIndicates if students are

on track to be prepared formiddle school.

Preliminary Draft

STUDENT OUTCOMES2007-2008

XX Elementary School: 2007-08 School YearAPI: XX out of 1,000Met AYP in 2008(Yes/No)?: XX


ONE-YEAR CHANGE FROM 2006-2007 TO 2007-2008

6thgrade readiness (1) --5th graders least Proficient on state tests in English / Math X% / Y% ?A% /?B%

English Learners reclassification – percentage of EL students reclassified as fluent in English X% coming December 2009?A%

SCHOOL LEADERSHIP, INSTRUCTION AND SCHOOL CULTURE

Beyond test scores --review of teaching, leadership and culture coming soon

Campus safety --Students feeling safe / faculty and staff feeling safe coming soon

X%Professional attendance --faculty and staff attendance rate coming December 2009?A%


Student satisfaction – students feeling satisfied with their school & learning coming soon

Parent satisfaction – parents feeling satisfied with their child’s school and learning coming soon

Student attendance – students with 98% attendance rate (missed fewer than 5 days) X% coming December 2009?A%

6thgrade readiness (2) --5th graders least Proficient on state science test X% coming December 2009?A%

ACADEMIC PROGRESS

Progress on state tests --students improving in English / Math X% / Y% coming December 2009?A% /?B%

English Learners progress --EL students improving on CELDTtest X% coming December 2009?A%

Passing state tests --students scoring Proficient or Advanced in English / Math X% / Y% coming December 2009?A% /?B%

School score

coming soon Program Improvement status:XX


SCHOOL OVERVIEW


# of students: X










100100100100100100100100100100100

12 3 4

5 6 7



school.



We want to ensure all teachers are improving the performance of theirstudents.

Specific calculation being developedQuality of teaching

These are tests that tell how a student is doing on California's academicstandards in science. Students who score "Proficient" or "Advanced" willdo better in middle school.

The percentage of 5th graders scoring "Proficient" or "Advanced" onthe annual California Standards Test (CST) in science.

6th Grade Readiness(2)

These are tests that tell how a student is doing on California's academicstandards in English and math. Every student should score "Proficient" or"Advanced" to succeed in elementary school and beyond.

The percentage of students scoring "Proficient" or "Advanced" on theannual California Standards Test (CST) in English and math.

Passing state tests

We want to make sure that students are making progress every year andthat they are on their way to scoring "Proficient" or "Advanced".

The percentage of students who improved their scores from theprevious year on the annual California Standards Test (CST) inEnglish and math.

Progress on statetests

We want to make sure that English Learners are making progress towardbecoming fluent in English.

The percentage of English Learners who improve their scores on theCalifornia English Language Development Test (CELDT).


A critical measure of a successful school is parents who are satisfied andengaged in their children’s learning.

We will use annual surveys to understand how parents feel about theschools their children attend and how satisfied they are with theresults.

Parent satisfaction

Schools should be for students and their success. We must ensurestudents learn and are also satisfied with their learning.

We will use annual surveys to understand how students feel abouttheir schools and how satisfied they are with their learning.


If students do not attend school, they are unlikely to learn and more likelyto drop out.

The percentage of students who are in school at least 98% of the time(students who are absent fewer than 5 days a year).

Student attendance

Students and staff must feel safe for high quality learning to take place.We will develop annual surveys that measure how students and stafffeel about their safety and the campus environment.

Campus safety

Successful schools have very low absence rates of teachers and other staffwho work there.

The annual attendance rate of teachers, administrators, and staff atthe school.

Professionalattendance

Test scores are very important but do not tell the whole story of how aschool is doing. We want to make sure we see a school’s strengths andhow the school can be improved.


Beyond test scores

Becoming fluent in English is critical to taking more challenging classes inmiddle school.

The percentage of English Learners in the school who meet therequirements to be reclassified as fluent in English.

English Learnersreclassification

These are tests that tell how a student is doing on California's academicstandards in English and math. Students who score "Proficient" or"Advanced" will do better in middle school.

The percentage of 5th graders scoring "Proficient" or "Advanced" onthe annual California Standards Test (CST) in English and math.

6th Grade Readiness(1)

Why it is ImportantHow we measure itWhat is important

Appendix


Potential dimensions of school reviews

Quality Instruction

School leadershipand operational

effectiveness

School climate

Parent andcommunityengagement

Teaching methods support learning and achievement, e.g.• Rigorous environment, e.g., level of teacher questioning• Student engagement and work• Standards aligned• Culturally appropriate

School leadership meets standards for increased decision-making, e.g.• Rigorous master calendar/matrix; workforce planning• Capacity building at school site

Climate is conducive to learning, e.g.• Safe environment for learning and teaching• Collegial attitudes• Strong adult relations

School is appropriately engaging parents and community• Participation and utilization of social programs, e.g. Healthy Start, vision screening• Parents prepare student for school day, e.g. dressed and rested


• Classified• Other non-teaching

staff

• Collegialenvironment

• Safety

• School report card

Survey administered in Spring; reported on December report card

Surveys to be administered for report card

Who

Frequency

Topicsandpotentialconstructs

Reporting

Students

• Grades 3–12

• Peer relations• Academic rigor• Supportive adults• Safety

• School report card– Students

feeling safe– Student

satisfaction

Parents

• All parents

• Engagement andcommunication

• Quality andsupport ofacademicenvironment

• Safety

• School report card– Parent

satisfaction

Teachers

• All Teachers


• Prepared andrespectful students

• Personalmotivation andconfidence

• Safety


Administration

• Principals• APs


• Personalmotivation andconfidence

• Safety


1 2 3 5Classified staff4

Adults feeling safe on campus

lausd performance management and accountabilitylaschoolboard.org/sites/default/files/performance...

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