““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?