Transcript SFUSD - San Francisco Arts Commission

SFUSD
The Balanced Scorecard
Objective of this presentation

To inform the San Francisco Arts Providers of the essential
elements of SFUSD’s Strategic Plan.

To enhance understanding of the School Site Balanced Scorecard
process and development.

To provide a deeper understanding of the Strategic Plan’s
targeted objectives for implementation during the 2009/2010
school year.

To preview and define the key objectives that will be introduced
throughout this school year.
What is the Balanced Scorecard?

The Balanced Scorecard is a goal-setting and accountability tool
that all schools (and eventually district departments) will build to
describe the efforts of each individual school site in meeting the
goals and objectives of our district’s Strategic Plan. The
Balanced Scorecard (BSC) ensures that schools are focused on key
strategic actions designed to improve student achievement for
ALL students and disrupt the historic power of demographics.
Educators, parents and others often say we need multiple ways to
assess the performance of students and schools. The BSC offers
schools and the community at large the opportunity to design just
those measures.
Goal 1: Access and Equity
Make social justice a reality
Diminish the historic
power of
demographics
Center professional
learning on equity
Create an
environment for
students to flourish
Provide the
infrastructure for
successful learning
Goal 2: Student Achievement
Engage high achieving and joyful learners
Diminish the historic
power of
demographics
Center professional
learning on equity
Create an
environment for
students to flourish
Goal 3: Accountability
Keep our promises to students and families
Provide direction and
strategic leadership
Create the culture of
service and support
Key Objectives for
2008/2009 SY
Engagement: The MOST important
element of your Balanced Scorecard!

Include here the dates and times that your school community was given the
opportunity to engage in the important discussions about the three Goals.
You do not include here what came out of the discussions, but that the
discussions actually took place. For instance, when did the staff participate
in discussions? During staff meetings? Professional development time?
Grade level Planning? Early Release days? Etc.

When did you engage the parents, families and communities in these
discussions? SSC meetings? Community meetings? What was the process by
which students engaged in discussions about their school community?

You can indicate here FUTURE opportunities also that will take place
beyond the January 30th submission date because the engagement process is
never complete, but an ongoing process with all stakeholders.
Excerpt from a Balanced Scorecard:
ENGAGEMENT: Harvey Milk Civil Rights Academy
We have had an extensive school-wide participation process. We have had seven Staff
Meetings, five School Site Council meetings (with food and childcare provided), nine
Community Wide meetings with parent staff and community members (with food and
childcare provided) and three informal Principal Chats (coffee and breakfast treats)
dedicated to discussing Social Justice, Community of Diversity and Inclusion,
Academic Excellence, Parent Promises and what are the core values of Harvey Milk
Civil Rights Academy. We have touched base with at least 80% of the school
community and have made every effort to reach families and community where they
live. We held meetings at John Lee Rec. Center in the Bay View, a house meeting in the
Mission, two house meetings in the school neighborhood, a meeting at Eureka Valley
Rec. Center after a Basketball Game, and many planning meetings with a core group
and with the Leadership Team. We talked about this at Family Pride Night and at our
Winter Peace Assembly. We created written, collaborative visions of Social Justice,
Academic Excellence and Communities of Diversity and Inclusion, shared discussion of
our current conditions - who are our students - and then used these to create our action
plans for change. We have had an independent photography group documenting the
process throughout (creating a book), and we have created a 10 minute video of former
students discussing how they learn best.
Goal 1: Access and Equity – Making Social
Justice a Reality
Objective 1.1
To diminish the historic power of demographics
“Welcome to our school.
This is what we believe in.
This is how we ensure access and
equity for all students.”
What are the Core Values and Beliefs
of our school?

What should equity look like at our
school?

What is the data telling us about
equity and the power of demographics at
our school?

What do we believe in for all
students?

What would our students say equity
means for our school?

How do we ensure access for all
students?

Building the Scorecard…
Answer the following questions and record your responses to
enter into the BSC.
Describe what the terms mentioned in Goal 1.1 mean to your school
community. What is the school you aspire to be with respect to access,
equity and social justice?
Describe where your school is currently at with respect to these key
concepts. What is your analysis of current conditions?
Building the Scorecard…
“Now that you have described your current conditions, how can you
move closer to the school you aspire to be?”
Describe a specific Strategic Action your school community is engaged in
that supports Goal 1.1
What data do we use to measure the success of this action and what are
the specific targets we have set?
That completes the description of ONE Strategic Activity,
to discuss another, repeat these two boxes. Note: generally,
each strategic action or high leverage activity has a measure or
benchmark to gauge success and set targets.
Goal 2: Student Achievement – Engage
high achieving and joyful learners
Objective 2.1
Ensure authentic learning for all learners.
“Welcome to the classroom.
This is what the teachers are teaching.
This is what the students are learning.”
How are we preparing students for
high school, college, and career?

How are we preparing the citizens of
tomorrow?

What are the characteristics of a
joyful learner?

What specific behaviors do joyful
learners exhibit?

What do teachers of joyful learners do
in the classroom to foster that joy?

What do our test scores tell us about
student achievement at each grade and
in each content area?

Excerpt from a Balanced Scorecard:
“What is a joyful learner?” By Presidio Child Dev. Ctr.
A child who is a joyful learner is one who is proud of his/her
accomplishments and shares those accomplishments with peers and adults. A
joyful learner is able to express him/herself through expressions, gestures,
laughter, body language or dialogue. A joyful learner is one who offers ideas
freely, listens to others ideas and discusses possible directions for his/her
own exploration. A joyful learner is a child who will revisit his/her own
experiences the next day and recruit friends to join with them. A joyful
learner is one who is excited to excel and extend his/her own boundaries. A
joyful learner is a child who utilizes the classroom as the third teacher. A
joyful learner is a child who is happy at school and looks forward to being
with friends and teachers. A joyful learner is a child who is respected and
valued by his/her peers and teachers. A joyful learner is a child who
expresses a willingness to learn through the many classroom experiences. A
joyful learner is a child who takes risks and is interested in innovation.
Goal 3: Accountability – Keeping our
promises to students and their families.
Objective 3.2
Create the culture of service and support
“This is what you can hold us responsible for.
This is how you can support us.
This is how you can get involved.”
What specific promises should we be
able to make to parents and students in
the school?

What specific opportunities are there
for parents to participate in our
educational program?

 How do we leverage support from
outside providers to increase student
achievement and well-being?
Goal 1: Access and Equity
Make social justice a reality
Diminish the historic
power of
demographics
Center professional
learning on equity
Create an
environment for
students to flourish
Provide the
infrastructure for
successful learning
Goal 2: Student Achievement
Engage high achieving and joyful learners
Diminish the historic
power of
demographics
Center professional
learning on equity
Create an
environment for
students to flourish
Goal 3: Accountability
Keep our promises to students and families
Provide direction and
strategic leadership
Create the culture of
service and support
Key Objectives for
2009/2010 SY
Goal 1: Access and Equity – Making Social
Justice a Reality
Objective 1.2
Center the professional learning on equity
This objective focuses on how we (educators) all learn to improve our
practice and engage in lifelong learning. The Key Initiative for this work is
Equity Centered Professional Learning Communities (ECPLCs.)
The goal of the ECPLCs is to increase skills, deepen understanding and
improve instruction while building a greater sense of self-efficacy on the
part of SFUSD educators.
Another important area of also specifically asks schools to identify ways in
which they can increase high levels of student engagement, self-efficacy*
and effort optimism**.
“What ECPLCs currently exist at our
site?” “What distinguishes this as an
ECPLC and not just a meeting?”

“How can/do we measure teacher selfefficacy?” “How confident are teachers
that they have the necessary knowledge,
skills and tools to deliver highly effective
instruction?”

 “How
confident are the students in their
ability to succeed?”
“How do our educational partners help
students gain self-confidence and selfefficacy?”

“How do we message to students that
hard work, perseverance, and effort really
do pay off in the long run?”

 “What
opportunities do we have to check
in with students on a personal level to
know and understand them as individuals
and offer appropriate advise, positive
reinforcement, and encouragement?”
Goal 1: Access and Equity – Making Social
Justice a Reality
Objective 1.3
Create an environment for students to flourish
This objective focuses on ensuring and maintaining a safe, affirming and
nurturing environment for all students. This is the objective where you would
address your Safe School Plan, emergency preparedness, etc. It also includes
schoolwide policies and practices around discipline and suspensions and
programs to address these issues such as Restorative Justice, Tribes, or Caring
Schools Community.
Additionally, the safe, affirming and nurturing environment does not just refer to
the regular school hours, but beyond the instructional hours also. Afterschool
programs provide a great opportunity for students to be actively engaged in
meaningful and positive learning experiences after school. Many of our schools
are extremely fortunate to have valuable partnerships with many partners that
provide valuable experiences in the visual and performing arts. This is a place in
the BSC where you can showcase the contributions of these programs.
“What
does a school environment look
like, sound like when students are
flourishing?”
“What types of positive behavior
programs do we implement with the
students?”

 “What
is restorative justice and how
would we implement such a program at
our school?”
“What
efforts are in place to ensure that
the school is truly integrated racially,
ethnically and socio-economically?”
“What are the after-school programs and
services for students and how are these
programs linked to supporting 21st century
learning skills?”

 “What
is the diversity of participation
in our afterschool programs and services
for students?”
Goal 2: Student Achievement – Engage
high achieving and joyful learners
Objective 2.1
Prepare the citizens of tomorrow
This objective is perhaps the most extensive in the entire BSC largely due to
the fact that this includes all the 21st century learning skills and
competencies. Although this objective will probably require more work,
planning and development than any other, it is also the most exciting!
The district has identified the key 21st century learning skills that every child
will have multiple opportunities to acquire and demonstrate competency. A
critical area of work for the school sites will be in assessing what
opportunities during and afterschool that students have to acquire these
skills, how many students actually participate in those opportunities and
how specifically do you measure mastery.
This objective also focuses on fostering a college-going culture.
SFUSD’s 21st Century Learning Skills
• Multicultural and Cross-cultural competency
• Technological literacy
• Communication skills
• Aesthetic sensibility
• Critical and creative thinking, reasoning and
solution seeking
• Social, environmental, and civic responsibility
• Strength of character
the list of 21st century learning
skills. For each skill, what would a student
need to know and be able to do to
demonstrate competency of that skill?”
“Review
“How do our afterschool and
support/enrichment programs contribute to
development and mastery of 21st century
learning skills?”

 “How
do the afterschool and enrichment
programs assess the acquisition of these skills
and what opportunities do the teachers have
to receive this important feedback about
student learning?”
“What
are all the opportunities that we
have to discuss with students as a group
and individually about what they need to
do to select a college, apply and access all
available funding opportunities?”
 “Are
there any support programs (i.e. GearUp, EOP, SF Promise, etc.) that specifically
target supporting students around accessing
information for colleges?” “Do ALL students
take advantage of these resources equitably
regardless of race, ethnicity or socio-economic
status?”
All school site BSCs can be
viewed and downloaded at:
www.beyondthetalk.org