Transcript SFUSD - Rachel Norton: SF Board of Education | A public

School Improvement Grant (SIG)
&
SFUSD Options
What is the School Improvement
Grant (SIG) Program?
The School Improvement Grant Program is a
federally funded competitive grant.
(Award range $50,000 - $2 million per year for 3 years)
The CA Dept. of Ed. was required to submit the
list of the 5% “persistently Lowest performing
schools” in the state by March 15th, 2010 to be
eligible for this federal funding.
Participation in SIG is a state law SBX5 1
The state used CST data (grades 2-8) in English
Language Arts & Mathematics and CA High
School Exit Exam over a period of three years.
How
were
schools
selected?
Schools were ranked by their percentage of
students scoring at “proficient” and “advanced”.
The state then selected the lowest performing 5%
for grant eligibility.
Schools were removed from the list if any of the
following criteria applied:
• less than 100 valid test scores for any of the
3 years.
• a net growth of 50 points or more on API in
the last 5 years.
• an API of over 800 in Spring 2009.
Paul Revere K-8
Bryant
G. W. Carver
Cesar Chavez
John Muir
Willie Brown 4-8
Schools
Eligible
for
SIG
in
SFUSD
Everett Middle
Horace Mann
Middle
Mission High
John O’Connell
High
School Data
Schools
CST
ELA & Math
Combined 3-Yrs
Average
Proficiency Rate
API
2009
API
Net Gain
Over 5-Year
456
Bryant ES
26.7
667
35
625
Carver ES
27.7
667
-11
603
Chavez ES
26.5
656
-13
650
Muir ES
21.0
592
-44
529
Everett MS
20.1
647
22
618
Mann MS
17.7
623
9
725
Mission HS
29.3
555
37
651
O'Connell HS
22.3
550
-16
858
Brown CP Acdy
11.0
536
-11
760
Revere ES
23.1
623
12
1. Turnaround
2. Restart
3. School Closure
4. Transformation
School
Reform
Alternatives
via
SIG
Turnaround Model





Replace principal (if at school for more than two years)
Change at least 50% of the staff
Implement new governance structure
Ensure high quality Professional
Development
Institute research-based & vertically
aligned instructional program
Restart Model

Convert a school or close and reopen it
under a charter school operator, a charter
management organization, or an
education management organization.
School Closure

Close the school and enroll the students
who attended that school in other schools
in the LEA that are higher achieving.

Closure MUST occur by the end of the
2010/2011 school year.

Will not result in additional funding for
receiving school.
Transformational Model
Replace principal (if at school for more than two years)
 Institute comprehensive instructional
reform
 Use data to identify curriculum and
monitor student learning to improve
instruction
 Increase learning time

What have we heard
from the state (CDE)?
If an LEA has more than 9 schools, the Transformational
Model can only be used in half the schools.
Priority will be given to districts that include ALL of
it’s eligible schools with a model of improvement
during the first year.
There WILL NOT be enough money for
ALL the schools eligible for SIG in California.
Research on School Improvement
and “Turnaround” efforts
SFUSD central office leadership has investigated the
school improvement efforts of many school districts
including, but not limited to the following:
New York
Sacramento
Montgomery County
Boston
Chicago
SFUSD’s Strategic Design for Quality Schools
Indicators of School Success
• School Leadership
• Parent-Community Ties
• Professional Capacity
• Student-Centered Learning Climate
• Instructional Guidance
• Leadership as the Driver for Change
• THREE Dimensions of Leadership
 Managerial: run the office efficiently, the most basic aspect
of school leadership.
 Instructional: the leadership directly impacts the dynamics
of student engagement and learning.
 Inclusive-Facilitative: nurture individual agency and builds
capacity to support fundamental change.
1. School Leadership
• Enhance parent-teacher trust
• Understand students’ backgrounds
• Strengthen parent’s skills
• Communicate with parents to reinforce habits/expectations
• Engage parents/students in learning at home
• Employ 4 elements of trust:
Respect, Personal Regard, Competence, & Integrity
2. Parent-Community Ties
The school’s ability to recruit and
retain knowledgeable and skillful
staff
The school’s efficacy in utilizing its
own performance feedback and
individual PD programs
QUALITY OF
HUMAN RESOURCES
QUALITY OF
PROFESSIONAL
DEVELOPMENT
The staff’s capacity to form a viable
collective that shares responsibility
for student learning.
NORMATIVE
DISPOSITIONS
The staff’s tendency to support one
another in continuous improvement
(i.e. ECPLC’s)
PROFESSIONAL
COMMUNITY
3. Professional Capacity
• Social Justice: ensuring access and equity for
ALL students.
• Anchor school behaviors through beliefs, values,
and work habits (Restorative Justice)
• Promote/Provide an orderly and safe learning
environment
• Institutionalize a “Continuous Improvement
Process”: teachers engage in critical dialogue,
identify common problems, and consider solutions.
4. Student-Centered Learning Climate
THREE elements:
1. Arrangement of subject matter content and
pacing over time and grades, and across classrooms.
*Creation of Core Curriculum guides
2. The intellectual depth expected of students as they
engage in the subject matter and reflected in the
learning tasks assigned and assessments used.
* Benchmark assessments
3. The pedagogical strategies, materials, and tools
made available to teachers.
*ECPLC’s at every school
5. Instructional Guidance
Characteristics of Effective Schools
• A clear sense of purpose
• Core standards within a rigorous curriculum
• High Expectations
• Commitment to educate all students
• A safe and orderly learning environment
• Strong partnerships with parents
• A problem-solving attitude
Engaging
the
Community
Objectives:
• Build understanding of the 5 indicators of school
success that is guiding our work.
• Gather feedback and specific examples about
what’s working and not working in these areas
• Gather specific ideas to inform the SIG
Engaging
the
Community
The Process:
1.ALL SIG schools have had discussion with their school
supervisor about their school’s options.
2.We have scheduled community meetings to elicit input
from stakeholders.
3.Central Office staff begin to draft the actual grant with
strategic input from SIG school stakeholders.
• Define the level of participation
of SFUSD district-wide
NEXT
STEPS…
• Identify which option will be used
for each individual school
• Address staffing issues, if
necessary
• Define accountability for district
and school site – what will be the
level of support provided by the
district and what are the
expectations of the schools.