Transcript DIXON UNIFIED SCHOOL DISTRICT

Petaluma City Schools
Report to the Community
District Achievements
February, 2007
Our District Vision:
Petaluma City Schools will have a strong local, state,
and national, reputation as a district where:
All students reach high levels of achievement in a
rigorous and relevant curriculum.
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All students graduate prepared for success in work,
advanced study, and in the community.
Students learn in a caring and safe environment
where they are motivated to do their best work.
Diversity is seen as an asset that strengthens and
enriches our learning community.
Our vision continues:
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Parents and caregivers are recognized and engaged as
partners.
The community supports the educational program and
is engaged as a resource for learning and expanded
student experiences.
All district employees are dedicated to student success
and operate as a high-performing team sharing
resources, knowledge, and skills toward common goals.
Shared decision-making is valued with active
participation from all stakeholders.
Petaluma School Districts
(common administration)
K-6 Feeder
Districts
(6th gr. = 560)
Petaluma Joint Union
High:
Grades 7-12;
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2 junior highs (7-8);
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Petaluma City
Elementary:
6 sites
Valley Oaks ISP;
(6th gr. = 271)
+ 1 charter.
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(7th gr = 865)
Crossroads School (7-9);
2 comprehensive highs;
3 alternative highs;
Valley Oaks ISP;
+ 1 charter.
Enrollment - 2005-06
Total district enrollment: 8061
Petaluma City Elementary
2144 students
Petaluma Joint Union High
5917 students
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ELL: 27.7%
(594 students)
Special Ed: 14.1% (304 students,
incl. speech)
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ELL: 12.7%
(751students)
Special Ed: 11.9% (707 students,
incl. speech)
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NSLP:
27.5%
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NSLP:
21.7%
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White (not Hisp.):
Hispanic:
Asian:
64.1%
29.4%
2.1%
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White (not Hisp.)
Hispanic:
Asian:
72.4%
18.8%
4.0%
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API information
Base
2005
Growth
2006
Grant
870
892
22
McDowell**
640
648
8
McKinley**
660
672
12
McNear
855
855
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Penngrove
788
811
23
Valley Vista
809
Mary Collins Charter*
776
*K-8
828
19
777
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** Title 1 Schoolwide
Change
Base
API Secondary Schools 2005
Growth
2006
Change
Pet. Junior High***
770
788
18
Kenilworth***
766
774
10
Casa Grande
739
741
2
Petaluma High
756
735
-21
Crossroads
n
481
ASAM
Sonoma Mtn.
578
674
ASAM
Carpe Diem
620
651
ASAM
San Antonio
551
496
ASAM
Valley Oaks
679
681
ASAM
*** Title 1 Targeted program
District API for Petaluma City Schools 2004-2006
2004
2005
04-05
2005
2006
05-06
Base
Growth
change
Base
Growth
change
All Students
729
748
19
748
753
5
Ethnic/Racial
Base
Growth
change
Base
Growth
change
Asian
823
831
8
831
830
-1
Hispanic or Latino
590
608
18
608
620
12
White (not of Hispanic origin)
762
785
23
785
792
7
Socioeconomically
Disadvantaged
588
615
27
615
627
12
English Language Learners
596
610
14
Students with disabilities
517
552
35
API results
API by site 2004-06 Petaluma City Schools
1000
900
800
700
600
500
400
300
200
100
0
Grant
McDow ell
McKinley
McNear
Penngrove Valley Vista Mary Collins
Charter
All student API, base 2004 rev.
2005 Growth API 8/05
Pet. Junior
High
Kenilw orth
Casa
Grande
Petaluma
High
2006 Growth API, Aug 06
Subgroup API for PCS 2005 and 2006
900
800
700
600
500
400
300
200
100
0
Soc
Disadvantaged
Hispanic
ELL
Students with
disabilities
White (not
Hispanic)
Asian
ALL
2005
615
608
596
517
785
831
748
2006
628
620
610
551
792
830
753
API ethnic subgroups 2004, 2005, 2006
Petaluma City Schools
900
800
700
600
500
400
300
200
100
0
Asian
Hispanic
White
Soc Disad
ALL
2004 base API
823
590
762
588
729
2005 growth API 1/06
831
608
785
615
748
2006 growth API
830
620
792
628
753
Average API Growth score 2006
Compared to county average.
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Sonoma County elementary schools
Petaluma City elementary schools (mean)
802
784
Sonoma County middle schools
Petaluma junior highs (mean)
774
781
Sonoma County high schools
Petaluma high schools (mean)
727
738
* the statewide goal for all schools is to have an
API that exceeds 800.
Reasons for gains include:
(started in 04-05)
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Literacy focus
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Testing conditions reviewed
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Reading specialists return to elementary schools with
parcel tax approval.
High school literacy teams review data and plan for
support with West Ed Secondary Literacy Network.
Attention to time and place for STAR.
Emphasis on special population participation and
accommodations.
Further alignment of instruction to standards.
Use of data management tool (Edusoft) to identify
focus areas and students..
Reasons for gains include:
(new in 05-06)
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Implemented Language! for ELLs, special ed, and others.
Regrouped for ELA instruction K-6 – 2-5 times a week.
Daily regrouping had highest gains.
Offered additional instruction within the day in phonics
intervention, newcomer class, Title 1 sections in each team,
Teachers in specific professional development including
AB466, Language!, Houghton Mifflen overview,
Assessment system changes – DIBELS plus phonics survey,
SAMS, grade level Houghton Mifflen assessments,
New ELD program implemented – double periods,
regrouping, English Now and High Point.
New math program of EL students at JH, extended day for
5th/6th grade math., Collaborative Algebra,
CAHSEE support classes during tutorial and after school.
AYP: District performance targets were met for
the following numerically significant groups:
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o
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All students
Asian students
Hispanic students
White students
Socioeconomically disadvantaged students
English learners
How many Petaluma students are
working at or above grade-level
proficiency level according to state
and district standards?
These students scored at “proficient” or “advanced”
levels on the California Standards Test for their grade
level.
2006 ELA results on CST
% proficient or advanced
Grade
Level
All
Students
English Learners
Socioeconomically
Disadvantaged
Special
Education
Services
2006
2005
2006%
2005
2006%
2005
2006%
2
53%
15%
27
18%
30
41%
27
3
53%
8%
16
10%
19
5%
26
4
56%
20%
26
25%
27
24%
24
5
49%
14%
19
30%
26
21%
14
6
59%
7%
14
14%
26
10%
29
7
61%
16%
22
26%
32
11%
17
8
55%
5%
7
19%
31
13%
11
9
51%
10%
6
23%
29
11%
16
10
42%
8%
4
17%
15
12%
6
11
45%
3%
3
15%
22
11%
18
2006 Math 2nd–7th results on CST
% proficient or advanced
Grade
Level
All
2006
English Learners
2005
2006%
Socioeconomically
Disadvantaged
2005
2006%
Special Education
Services
2005
2006%
40
2
61%
25
34
29
35
40
3
66%
20
38
24
36
18
4
59%
41
46
40
42
18
5
43%
11
30
19
27
12
16
6
50%
21
22
24
26
14
13
7
53%
11
21
19
27
5
10
50
22
2006 Algebra results on CST
% proficient or advanced
Grade
All students
ELL
Socio-ec disad
Special Ed
2005
2006
2005
2006
2005
2006
2005
2006
8
70
72
n
N
n
71
0
0
9
19
18
7
10
14
13
10
4
10
8
6
1
6
5
2
0
5
11
3
8
0
0
0
3
0
5
26
24
3
8
10
13
5
6
Whole
course
CAHSEE
Most Petaluma students pass the CAHSEE
on the first attempt.
Calfornia High School Exit Exam –
results of first grade 10 assessment
Data have been aggregated to the district level.
10th gr.
Number
tested
ELA
Number
Passing
ELA
Passing
Rate
ELA
Number
tested
math
Number
Passing
Math
Passing
Rate
Math
Year
enrollment
2002-03
939
810
721
89%
818
602
74%
2003-04
1027
866
765
88%
875
757
87%
2004-05
1099
921
819
89%
904
771
85%
2005-06
1045
974
851
87%
972
816
84%
Increasing number of Graduates
Have Passed Course Requirements
for University of California (UC) and
California State University (CSU)
Admission
Number of Graduates
Number of Graduates Who
Have Passed Course
Requirements for UC and/or
CSU Admission
Percentage of Graduates
Who Have Passed Course
Requirements for UC and/or
CSU Admission
2003 ALL = 748
251
33.6%
HISPANIC = 104
10
9.6%
WHITE (NOT-HISPANIC)
= 605
225
37.2%
2005 ALL = 732
328
44.8%
HISPANIC = 91
27
29.7%
WHITE (NOT-HISPANIC)
= 587
274
46.7%
2006 ALL = 701
359
51.2%
HISPANIC = 109
39
35.8%
WHITE (NOT-HISPANIC)
= 542
295
54.4%
Advanced Placement Results
Subject
Fine and Performing
Arts
English
Foreign Language
Mathematics
Science
Social Science
Courses
Sites
Average Score
Art Drawing, Art 2D,
Art 3D Design,
Casa Grande and
Petaluma High
2.99
English lang.& comp.
English literature
Casa Grande and
PHS
3.42
Spanish lang.
Span. lit.
French lang;
French lit.
Casa Grande and
PHS
3.28
Calculus A/B
Statistics
Casa Grande and
PHS
2.69
Chemistry,
Physics AB
Casa Grande and
PHS
3.21
US History,
Econ Mac,
Psychology,
Govt. and Politics US,
Casa Grande and
PHS
2.77
SAT scores commendable – 12/06
PHS and Casa Grande students exceed national and state
averages in SAT taken by 2006 graduates.
Average
score out of
800
Total
%
tested
Verbal
Math
Writing
PHS
1632
44.7% 548
536
548
Casa
1580
56.6% 523
539
518
CA
1520
40.5% 501
518
501
USA
1518
na
518
497
503
Curriculum
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Board-adopted standards based on State
Standards in ELA, Math, Social Studies,
Science, and ELD.
Human Interaction curriculum K-12; including
research-based curriculum for S&DATE
Additional grade-level and graduation
requirements met by Board-adopted courses.
Power Standards identified for ELA and Math
(K-12) and Social Studies and Science (7-12)
in 2006.
Instructional Core Materials adopted
K-12 (Standards-Based)
 K-8: District committees formed with site
representatives.
 9-12: Sites recommend adoptions to meet their student
needs in collaboration with each other;
 K-8 adoptions are off the state matrix.
 9-12 adoptions are Board-approved as related to
Standards;
 All sites have standards-aligned materials for all
students.
 Social studies materials purchased in 2006-07.
Targeted intervention programs are
provided K-12
Staff matches results of assessments
and other evidence to grade-level
expectations in order to determine
appropriate interventions to address
the needs of individual students.
Intervention and remediation
programs include:
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Extended day (hourly programs) K-8;
Extended year (summer programs) K-12;
Support classes in the school day, 7-12;
Zero period support classes, 7-8;
Tutorial access daily, 9-12;
Parent strategies, esp. reading support, K-6;
Bilingual assistant support, K-12;
Title 1 targeted support, spec. sites;
Mentor and tutor programs, K-12
Asset development strategies, K-12.
Migrant Education
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Provides seamless support for families and students.
Helps enroll families into health programs.
Provides total care management (the whole family).
MEAP program at both comprehensive high schools.
Provides Summer Leadership Conferences for High
School Students (CSUS or Stanford) with academies
during the school year.
 Shares support for summer school transportation and
assistants.
Youth Development Conceptual Model
External Assets
School
Youth Needs
• Caring Adult Relationships
• High Expectations
• Meaningful Participation
• Safety
• Love
• Belonging
Home
• Caring Adult Relationships
• High Expectations
• Respect
• Mastery
• Challenge
• Power
• Meaning
• Meaningful Participation
Community
• Caring Adult Relationships
• High Expectations
• Meaningful Participation
Peers
• Caring Relationships
• High Expectations
Internal Assets
• Cooperation &
Communication
• Empathy
• Problem Solving
• Self-Efficacy
• Self awareness
• Goals & aspirations
Improved
Health
Social and
Academic
Performance
Professional Development
District professional development plan reviewed annually.
K-12 Staff Development Committee determines annual focus
and directs use of common staff development time.
Three teacher-contract days utilized annually.
Monthly District Study Group Sessions on shortened
Wednesdays.
Support for AB466 summer institutes, AB75, and Subject
Matter Project involvement.
Site professional development plans and individual professional
development plans align with District plan.
Focus for District PD and Study Groups
All District and Study Group Focus Areas in recent
years:
2002-03: Differentiation
2003-04: added Instructional Strategies and
Content Area Collaboration
2004-05: added Analyzing Student Work
2005-06: added Literacy
2006-07: added goal of Articulation
Staff, Parent and Community
Partnerships include:
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Trust Agreements with PFT.
DELAC and ELACS.
GATE Advisory groups
Site Councils at every school.
District Advisory (DAC) and Site Advisory Committees for Title 1.
Supt. Advisory Committee and Supt. Lay Advisory Committee
CS2 (Community and Schools for Career Success) Program.
Petaluma Education Foundation.
Mentor Me Petaluma
SHAKE
Petaluma Youth Network
Variety of task forces and committees that meet to provide
information and make recommendations.