““Creating Conditions for Learning Creating Conditions for Learning by Design, Not By Chance”by Design, Not By Chance”
Local District 7Local District 7Principals’ ConferencePrincipals’ ConferenceSeptember 13, 2006September 13, 2006
2006-2007 Expectations2006-2007 Expectations
1.1. Operate for the good of students and the Operate for the good of students and the community we serve.community we serve.
2.2. Promote equity and respect among all Promote equity and respect among all members of the school community.members of the school community.
3.3. Shape a culture in which high expectations Shape a culture in which high expectations are the norm for each student and every adult.are the norm for each student and every adult.
4.4. Be accountable and responsible for your Be accountable and responsible for your actions and for the actions of the people who actions and for the actions of the people who work with you.work with you.
2006-2007 Goals2006-2007 Goals
1.1. All schools are implementing the District’s All schools are implementing the District’s Literacy and Mathematics Plan that Literacy and Mathematics Plan that addresses the needs of all learners addresses the needs of all learners including EL, SEL, Special Education and including EL, SEL, Special Education and Gifted students.Gifted students.
2.2. All schools demonstrate a commitment to All schools demonstrate a commitment to the Superintendent’s the Superintendent’s Theory of ActionTheory of Action
3.3. All schools are aligning resources to All schools are aligning resources to support instructional prioritiessupport instructional priorities
Theory of ActionTheory of Action
Instructional GuidesInstructional Guides
Periodic AssessmentsPeriodic Assessments
Use of dataUse of data
Job-embedded professional developmentJob-embedded professional development—including coaching—including coaching
Strong and knowledgeable leadershipStrong and knowledgeable leadership
Monitoring for implementationMonitoring for implementation
Superintendent’s ChargeSuperintendent’s Charge
Our charge is to fundamentally improve Our charge is to fundamentally improve the interaction between the teacher and the interaction between the teacher and the student to create critical thinkers the student to create critical thinkers prepared to participate in a diverse and prepared to participate in a diverse and complex society.complex society.
VISION STATEMENTVISION STATEMENT
Local District 7 schools will ensure that Local District 7 schools will ensure that every student will receive a high quality every student will receive a high quality education in a safe and student-centered education in a safe and student-centered environment so that they learn the skills environment so that they learn the skills and develop abilities which will help them and develop abilities which will help them function successfully on the job and in function successfully on the job and in their daily decision-making.their daily decision-making.
Mission StatementMission Statement
Local District 7 is a diverse, urban, Local District 7 is a diverse, urban, comprehensive, public school system comprehensive, public school system which provides rigorous standards based which provides rigorous standards based instruction that prepares students to instruction that prepares students to contribute to the development of society contribute to the development of society and self.and self.
Mission Statement, Con’t.Mission Statement, Con’t.
Local District 7 schools will:Local District 7 schools will:Maintain safe, clean, nurturing and well supervised Maintain safe, clean, nurturing and well supervised campuses.campuses.Build student-teacher interactions to facilitate high levels of Build student-teacher interactions to facilitate high levels of learning.learning.
Provide for a variety of learning and teaching modalities to Provide for a variety of learning and teaching modalities to address the needs of diverse learners.address the needs of diverse learners.
Develop student’s sense of self-pride, reciprocal respect, and Develop student’s sense of self-pride, reciprocal respect, and ownership of their learning.ownership of their learning.
Foster abilities for students to develop life skills to function as Foster abilities for students to develop life skills to function as a contributing member of society.a contributing member of society.
Who Said It?Who Said It?
““What got us here, will not get us there.”What got us here, will not get us there.”
““Change the focus from year to year to Change the focus from year to year to long-term planning.”long-term planning.”
““Transformation begins in the heart.”Transformation begins in the heart.”
““Ask teachers: How much will students Ask teachers: How much will students have grown after they leave your have grown after they leave your classroom?”classroom?”
Opportunity To LearnOpportunity To LearnBuilding BlocksBuilding Blocks
5.15.1 Create school environments which Create school environments which foster student resilience, provide timely foster student resilience, provide timely needed academic, social and needed academic, social and psychological support mechanisms:psychological support mechanisms:
5.1.15.1.1 Develop clear and rigorous goals for Develop clear and rigorous goals for what students should know and be what students should know and be able to do able to do
Opportunity To LearnOpportunity To LearnBuilding BlocksBuilding Blocks
5.1.25.1.2 Communicate expectations to Communicate expectations to teachers, administrators, parents, teachers, administrators, parents,
students and communitystudents and community
5.1.3 Provide samples of student work 5.1.3 Provide samples of student work which meet standards and which meet standards and communicate what is expected to all communicate what is expected to all constituenciesconstituencies
Local District 7 DataLocal District 7 Data
Percent of District 7 Elementary School Students Scoring At or Above Proficient in ELA (By Adequate Yearly Progress Group, 2006)
At the elementary school level, District 7 met state AYP goals in ELA for Latino students. District 7 met its 2006 LD7 goals in ELA overall and in all groups except for special education.
8.7%
20.7%
24.5%
22.8%
24.1%
0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%
All
Af. Am.
Lat.
EL.
Sp. Ed.
AYP Goal = 24.4%, 2006 & 2007
N.
LAL
WA
NI,
2006
= LD7 Goal, 2006
1
2006 LD7 Goals = All, 24.0%, Af. Am, 19.8%, Lat, 23.4%, EL., 20.3% & Sp. Ed., 14.8%
Percent of District 7 Elementary School Students Scoring At or Above Proficient in Math (By Adequate Yearly Progress Group)
At the elementary school level, District 7 met state AYP goals in math overall and for all groups except special education students. District 7 met its 2006 LD7 goals in the African-American and Latino groups.
11.6%
37.1%
40.4%
31.1%
37.7%
0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%
All
Af. Am.
Lat.
EL.
Sp. Ed.
N.
LAL
WA
NI,
2006
2
AYP Goal = 26.5%, 2006 & 2007
= LD7 Goal, 2006
2006 LD7 Goals = All, 38.5%, Af. Am, 26.6%, Lat, 39.5%, EL., 37.2% & Sp. Ed., 17.9%
Percent of District 7 Middle School Students Scoring At or Above Proficient in ELA (By Adequate Yearly Progress Group)
5.4%
10.3%
14.0%
9.9%
13.3%
0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%
All
Af. Am.
Lat.
EL.
Sp. Ed.
At the middle school level, District 7 did not meet state AYP or 2006 LD7 goals in ELA overall or in any of its groups.
N.
LAL
WA
NI,
2006
3
AYP Goal = 24.4%, 2006 & 2007
= LD7 Goal, 2006
2006 LD7 Goals = All, 21.7%, Af. Am, 18.7%, Lat, 21.7%, EL., 19.3% & Sp. Ed., 16.1%
Percent of District 7 Middle School Students Scoring At or Above Proficient in Math (By Adequate Yearly Progress Group)
4.9%
10.5%
5.2%
9.5%
8.7%
0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%
All
Af. Am.
Lat.
EL.
Sp. Ed.
At the middle school level, District 7 did not meet state AYP or 2006 LD7 goals in math overall or in any of its groups.
N.
LAL
WA
NI,
2006
4
AYP Goal = 26.5%, 2006 & 2007
= LD7 Goal, 2006
2006 LD7 Goals = All, 17.5%, Af. Am, 14.3%, Lat, 17.5%, EL., 15.9% & Sp. Ed., 13.2%
5.4%
16.1%
22.4%
30.2%
24.3%
0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%
All
Af. Am.
Lat.
EL.
Sp. Ed.
Percent of District 7 Senior High Students Scoring At or Above Proficient in ELA (By Adequate Yearly Progress Group)
At the senior high level, District 7 met state AYP goals in ELA overall and for African-American students and Latino students. English Learner and special education students did not meet state AYP goals. District 7 met its 2006 LD7 goals in ELA overall and in the African-American and Latino groups.
N.
LAL
WA
NI,
2006
5
AYP Goal = 22.3%, 2006 & 2007
= LD7 Goal, 2006
2006 LD7 Goals = All, 21.7%, Af. Am, 18.7%, Lat, 21.7%, EL., 19.3% & Sp. Ed., 16.1%
4.0%
11.0%
20.0%
16.5%
15.3%
0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%
All
Af. Am.
Lat.
EL.
Sp. Ed.
Percent of District 7 Senior High Students Scoring At or Above Proficient in Math (By Adequate Yearly Progress Group)
At the senior high level, District 7 did not meet state AYP goals in math overall or in any of its groups. District 7 met its 2006 LD7 goal for African-American students.
N.
LAL
WA
NI,
2006
6
AYP Goal = 20.9%, 2006 & 2007
= LD7 Goal, 2006 2006 LD7 Goals = All, 17.5%, Af. Am, 14.3%, Lat, 17.5%, EL., 15.9% & Sp. Ed., 13.2%
46.5%
53.5%
35.0%
65.0%
48.8%
51.2%
30.2%
69.8%
9.3%
90.7%
0%
10%
20%
30%
40%
50%
60%
70%
80%
90%
100%
All Af. Am. Lat. EL. Sp. Ed.
Met AYP Target Did Not Meet AYP Target
Percent of District 7 Elementary Schools Meeting Adequate Yearly Progress Targets in 2006 (By Subject and Population)
88.3%
11.7%
55.8%
44.2%
93.0%
7.0%
81.3%
18.7%
4.6%
95.4%
0%
10%
20%
30%
40%
50%
60%
70%
80%
90%
100%
All Af. Am. Lat. EL. Sp. Ed.
Met AYP Target Did Not Meet AYP Target
English Language Arts Math
In District 7 elementary schools, meeting AYP proficiency goals occurs with considerably greater frequency in math than in English language arts, particularly for Latino students and English learners.
N.
LAL
WA
NI,
2006
7
English Language ArtsEnglish Language Arts MathematicsMathematicsAll All StudentsStudents
African-African-AmericanAmerican
LatinoLatino English English LearnerLearner
Special Special EducationEducation
All All StudentsStudents
African-African-AmericanAmerican
LatinoLatino English English LearnerLearner
Special Special EducationEducation
FremontFremont NONO NONO YESYES NONO NONO NONO NONO NONO NONO NONO
JordanJordan NONO NONO NONO NONO NONO NONO NONO NONO NONO NONO
King DrewKing Drew YESYES YESYES YESYES YESYES NONO YESYES YESYES YESYES YESYES NONO
LockeLocke NONO NONO NONO NONO NONO NONO NONO NONO NONO NONO
Manual ArtsManual Arts NONO NONO NONO NONO NONO NONO NONO NONO NONO NONO
BethuneBethune NONO NONO NONO NONO NONO NONO NONO NONO NONO NONO
DrewDrew NONO NONO NONO NONO NONO NONO NONO NONO NONO NONO
EdisonEdison NONO NONO NONO NONO NONO NONO NONO NONO NONO NONO
GomperGomper NONO NONO NONO NONO NONO NONO NONO NONO NONO NONO
MarkhamMarkham NONO NONO NONO NONO NONO NONO NONO NONO NONO NONO
MuirMuir NONO NONO NONO NONO NONO NONO NONO NONO NONO NONO
Profile of Whether or Not 2006 Adequate Yearly Progress Proficiency Goals Were Met in District 7 Secondary Schools (By Location, Group and Area)
King-Drew met AYP proficiency goals for all numerically significant subgroups. Latino students at Fremont met the AYP proficiency goal in English language arts.
N.
LAL
WA
NI,
2006
8
630671
689 703733 736
754 766
523568
609655
693 703 718 731
420455
507
565610
634 644 660
200
300
400
500
600
700
800
900
1000
1999 2000 2001 2002 2003 2004 2005 2006
CA LAUSD LD7
Mean API Scores at the Elementary Level (By Year and Location)
From 2005 to 2006, District 7 increased its API by 16 points, LAUSD by 13 and the State of California by 12 points. Elementary level API growth in recent years appears to be slower than in previous years for all locations.
N.
LAL
WA
NI,
2006
9
Mean API Scores at the Middle School Level (By Year and Location)
From 2005 to 2006, District 7 decreased its API by 2 points, LAUSD increased its API by 10, and the State of California increased its API by 8 points. Middle school level API growth in recent years appears to be slowing at all locations, and in District 7, we have seen a decline for the first time.
631655 669 671
691 703 721 729
507533 544
569594
621 636 646
385407
433475
500541 548 546
200
300
400
500
600
700
800
900
1000
1999 2000 2001 2002 2003 2004 2005 2006
CA LAUSD LD7 N.
LAL
WA
NI,
2006
10
Mean API Scores at the High School Level (By Year and Location)
From 2005 to 2006, District 7 decreased its API by 3 points and LAUSD by 4. In the State of California, the API increased by 8 points. At the high school level, progress appears to be variable, intermingled with periods of decline.
619 634 636 626666 658 675 683
537 546 555 567603 601
625 621
447 446 453
507535 519
549 546
200
300
400
500
600
700
800
900
1000
1999 2000 2001 2002 2003 2004 2005 2006
CA LAUSD LD7
N.
LAL
WA
NI,
2006
11
Los Angeles Unified Los Angeles Unified School DistrictSchool District
Reclassification FindingsReclassification Findings
7.7%8.3%
9%9.6%
2.1%
4.2%
7.7%
9.5%
2002-2003 2003-2004 2004-2005 2005-20060%
2%
4%
6%
8%
10%
12%
State LAUSD
English Learners Reclassified
Grades K-12
California R30 Language Census Report Planning, Assessment and Research Division
7.7%8.3%
9%9.6%
2.1%
4.2%
7.7%
9.5%
1.6%
4%
6.6% 6.8%
2002-2003 2003-2004 2004-2005 2005-20060%
2%
4%
6%
8%
10%
12%
State LAUSD District 7
English Learners Reclassified
Grades K-12
California R30 Language Census Report Planning, Assessment and Research Division
2.1% 2.4% 2.1%1.7%
4.2% 4.5%
5.6%
2.8%
7.7%
6.5%
14.9%
6.9%
9.5%
8.6%
15.8%
8.6%
Total Elementary Middle High0%
3%
6%
9%
12%
15%
18%
2002-03 2003-04 2004-05 2005-06
English Learners Reclassified
California R30 Language Census Report Planning, Assessment and Research Division
1.6% 1.6% 1.5%1.9%
4%4.6%
3.3%
2.4%
6.6%6.2%
10.9%
2.7%
6.8%
5.8%
9.2%
7.8%
Total Elementary Middle High0%
3%
6%
9%
12%
15%
18%
2002-03 2003-04 2004-05 2005-06
English Learners Reclassified
California R30 Language Census Report Planning, Assessment and Research Division
Percentage of English Learners Reclassified to English ProficientPercentage of English Learners Reclassified to English Proficient
TotalTotal
2002-032002-03 2003-042003-04 2004-052004-05 2005-062005-06
District 1District 1 2.6%2.6% 4.6%4.6% 7.9%7.9% 11.4%11.4%
District 2District 2 2.6%2.6% 4.8%4.8% 7.4%7.4% 9.1%9.1%
District 3District 3 2.4%2.4% 4.2%4.2% 7.6%7.6% 9.3%9.3%
District 4District 4 2.4%2.4% 4.8%4.8% 8.9%8.9% 10.2%10.2%
District 5District 5 1.2%1.2% 3.3%3.3% 7.5%7.5% 9.4%9.4%
District 6District 6 1.8%1.8% 3.6%3.6% 8.2%8.2% 10.5%10.5%
District 7District 7 1.6%1.6% 4.0%4.0% 6.6%6.6% 6.8%6.8%
District 8District 8 2.6%2.6% 5.0%5.0% 8.0%8.0% 10.1%10.1%
LAUSDLAUSD 2.1%2.1% 4.2%4.2% 7.7%7.7% 9.5%9.5%
CaliforniaCalifornia 7.7%7.7% 8.3%8.3% 9.0%9.0% 9.6%9.6%
Percentage of English Learners Reclassified to English ProficientPercentage of English Learners Reclassified to English Proficient
ElementaryElementary
2002-032002-03 2003-042003-04 2004-052004-05 2005-062005-06
District 1District 1 3.1%3.1% 4.1%4.1% 5.7%5.7% 9.4%9.4%
District 2District 2 2.7%2.7% 4.7%4.7% 5.9%5.9% 7.4%7.4%
District 3District 3 2.9%2.9% 4.4%4.4% 5.5%5.5% 7.8%7.8%
District 4District 4 2.6%2.6% 4.8%4.8% 7.3%7.3% 9.3%9.3%
District 5District 5 1.4%1.4% 3.7%3.7% 5.4%5.4% 8.5%8.5%
District 6District 6 1.8%1.8% 4.1%4.1% 7.8%7.8% 10.6%10.6%
District 7District 7 1.6%1.6% 4.6%4.6% 6.2%6.2% 5.8%5.8%
District 8District 8 3.0%3.0% 5.6%5.6% 7.0%7.0% 9.3%9.3%
LAUSDLAUSD 2.4%2.4% 4.5%4.5% 6.5%6.5% 8.6%8.6%
Percentage of English Learners Reclassified to English ProficientPercentage of English Learners Reclassified to English Proficient
Middle SchoolMiddle School
2002-032002-03 2003-042003-04 2004-052004-05 2005-062005-06
District 1District 1 2.1%2.1% 7.7%7.7% 13.9%13.9% 17.1%17.1%
District 2District 2 2.0%2.0% 6.0%6.0% 12.7%12.7% 17.0%17.0%
District 3District 3 2.3%2.3% 6.0%6.0% 16.2%16.2% 15.0%15.0%
District 4District 4 2.5%2.5% 5.6%5.6% 15.7%15.7% 14.9%14.9%
District 5District 5 1.0%1.0% 3.0%3.0% 13.6%13.6% 14.3%14.3%
District 6District 6 1.8%1.8% 3.4%3.4% 13.5%13.5% 13.5%13.5%
District 7District 7 1.5%1.5% 3.3%3.3% 10.9%10.9% 9.2%9.2%
District 8District 8 0.9 %0.9 % 4.5%4.5% 12.9%12.9% 14.2%14.2%
LAUSDLAUSD 2.1%2.1% 5.6%5.6% 14.9%14.9% 15.8%15.8%
Percentage of English Learners Reclassified to English ProficientPercentage of English Learners Reclassified to English Proficient
High School GradesHigh School Grades
2002-032002-03 2003-042003-04 2004-052004-05 2005-062005-06
District 1District 1 1.5%1.5% 3.3%3.3% 8.9%8.9% 11.3%11.3%
District 2District 2 2.7%2.7% 4.2%4.2% 7.1%7.1% 6.6%6.6%
District 3District 3 0.7%0.7% 1.8%1.8% 6.3%6.3% 8.1%8.1%
District 4District 4 1.4%1.4% 3.4%3.4% 7.4%7.4% 8.4%8.4%
District 5District 5 0.2%0.2% 2.3%2.3% 7.4%7.4% 6.1%6.1%
District 6District 6 2.4%2.4% 0.4%0.4% 2.8%2.8% 6.0%6.0%
District 7District 7 1.9%1.9% 2.4%2.4% 2.7%2.7% 7.8%7.8%
District 8District 8 2.7 %2.7 % 2.5%2.5% 6.2%6.2% 7.6%7.6%
LAUSDLAUSD 1.7%1.7% 2.8%2.8% 6.9%6.9% 8.6%8.6%
MCD Outcomes MCD Outcomes byby
Local DistrictLocal District
Outcome 1: Participation in the (STAR) Statewide Assessment Program
Year-end 2004-05 and 2005-06
PRELIMINARY
Outcome 1: Participation in the (STAR) Statewide Assessment Program
Year-end 2004-05 and 2005-06
PRELIMINARY
Outcome 2: Performance in the (STAR) Statewide Assessment Program (Math)
Year-end 2004-05 and 2005-06
PRELIMINARY
Outcome 2: Performance in the (STAR) Statewide Assessment Program (Math)
Year-end 2004-05 and 2005-06
PRELIMINARY
Outcome 5: Suspension Rate for Students with Disabilities
Year-end 2004-05 and 2005-06
Outcome 5: Suspension Rate for Students with Disabilities
Year-end 2004-05 and 2005-06
Outcome 5: Long-Term Suspension Rate for Students with Disabilities
Year-end 2004-05 and 2005-06
Outcome 5: Long-Term Suspension Rate for Students with Disabilities
Year-end 2004-05 and 2005-06
Outcome 5: Relative Risk of Suspension for Students with Disabilities
Year-end 2004-05 and 2005-06
Outcome 5: Relative Risk of Suspension for Students with Disabilities
Year-end 2004-05 and 2005-06
Outcome 6: Placement of Students with Disabilities (SLD/SLI)
Year-end 2004-05 and 2005-06
Outcome 6: Placement of Students with Disabilities (SLD/SLI)
Year-end 2004-05 and 2005-06
Outcome 7: Placement of Students with Disabilities (Not SLD/SLI)
Year-end 2004-05 and 2005-06
Outcome 7: Placement of Students with Disabilities (Not SLD/SLI)
Year-end 2004-05 and 2005-06
Outcome 10: Timely Completion of Evaluations (Within 50 Days)
Year-end 2004-05 and 2005-06
Outcome 10: Timely Completion of Evaluations (Within 50 Days)
Year-end 2004-05 and 2005-06
Outcome 10: Timely Completion of Evaluations (Within 65 Days)
Year-end 2004-05 and 2005-06
Outcome 10: Timely Completion of Evaluations (Within 65 Days)
Year-end 2004-05 and 2005-06
Outcome 10: Timely Completion of Evaluations (Within 65 Days)
Year-end 2004-05 and 2005-06
Outcome 10: Timely Completion of Evaluations (Within 65 Days)
Year-end 2004-05 and 2005-06
Outcome 10: Timely Completion of Evaluations (Within 65 Days)
Year-end 2004-05 and 2005-06
Outcome 10: Timely Completion of Evaluations (Within 80 Days)
Year-end 2004-05 and 2005-06
Outcome 10: Timely Completion of Evaluations (Within 80 Days)
Year-end 2004-05 and 2005-06
Outcome 14: Parent Participation
Year-end 2004-05 and 2005-06
Outcome 14: Parent Participation
Year-end 2004-05 and 2005-06
Outcome 17: Behavioral Support Plan (Students with Autism)
Year-end 2004-05 and 2005-06
Outcome 17: Behavioral Support Plan (Students with Autism)
Year-end 2004-05 and 2005-06
Outcome 17: Behavioral Support Plan (Students with Emotional Disturbance)
Year-end 2004-05 and 2005-06
Outcome 17: Behavioral Support Plan (Students with Emotional Disturbance)
Year-end 2004-05 and 2005-06
Creating ConditionsCreating ConditionsFor LearningFor Learning
““Improvement is change with direction, Improvement is change with direction, sustained over time, that moves entire sustained over time, that moves entire systems, raising the average level of quality systems, raising the average level of quality and performance while at the same time and performance while at the same time decreasing the variation among units, and decreasing the variation among units, and engaging people in the analysis and engaging people in the analysis and understanding of why some actions seem to understanding of why some actions seem to work and others don’t.”work and others don’t.”
Richard ElmoreRichard Elmore
Teacher
Student Content
PELP Coherence Framework
““Change throughout the system will not Change throughout the system will not come about through a thousand points of come about through a thousand points of light, but from steadily increasing, light, but from steadily increasing, concentrated light and heat of one sun.”concentrated light and heat of one sun.”
Donahoe 1993Donahoe 1993
Creating Conditions Creating Conditions For LearningFor Learning
Reflective QuestionsReflective Questions
What are your greatest challenges as it What are your greatest challenges as it relates to the instructional program and relates to the instructional program and student achievement?student achievement?
What are your apprehensions?What are your apprehensions?