Tiered Accountability & Support
February 13, 2007
December 12 BOE (v5 12/06/07)
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Tiered Accountability & Support Framework
In order to accelerate achievement in every school, OUSD must differentiate the supports
and interventions provided based on where schools current exist along the continuum from
needing intervention to having demonstrated a capacity to accelerate achievement. This
differentiation also allows for innovation while increasing accountability across the system
Tiering Criteria:
ii) Absolute Performance i) Accelerated Student Level Growth iii) Closing the Achievement Gap
BLUE Tier
GREEN Tier
YELLOW Tier
ORANGE Tier
RED Tier
Increased Monitoring and Support
Increased Flexibilities awarded through application process
Accountability for Results
December 12 BOE (v5 12/06/07)
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Red School Support Structure
Dates
Activity
Participants
Description
Oct 2nd
(ELO)
Fishbowl modeling of Red
presentation
•ELO
• Two Network Officers will model Red / Orange school
presentations
Oct 3rd –
Oct 19th
Red and Orange presentations
• Red & Orange NexOs
• Strategy Team
• Invited participants
• Analysis of current site plan
• Evaluation of any gap areas not addressed in plan
• Leadership assessment
Nov 5th –
Nov 16th
Red school site visits #1
• Red school leadership
team
• NexOs, Strategy Team
• Invited participants
• School visit based on site identified Area of Focus
question
• Site identified time and participation in visits
February
9th
Red and Orange SPSA Summit
for SSCs
• NexOs, Strategy Team
• Principals
• SSC members
• Overall SPSA budgeting and planning overview
• Workshop on conducting a needs assessment
• Workshop on budgeting
February
13th, and
27th
Red school board presentations
• NexOs, Strategy Team
• Board of Education
• Analysis of areas of concern
• Solution and progress to date
March
Red & Orange SPSA
Presentations
• Red & Orange school
leadership team
• NexOs, Strategy Team
• Invited participants
• Analysis of draft site plan
• Identification of any adjustments necessary
• Identification of any additional supports necessary for
2008-2009
April
Red school site visits #2
• Red school leadership
team
• NexOs, Strategy Team
• Invited participants
• School visit based on site identified Area of Focus
question
• Site identified time and participation in visits
December 12 BOE (v5 12/06/07)
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Brookfield: Areas of Concern
Focus School Category: Academic
Recommendation
Academic Factors
Continued monitoring with intensive support.
• OUSD Tier: Red
• PI Status: 5
• API: 678
Analysis
Areas of Concern
1. Mathematics - Only 21% of African American
students were proficient/advanced at the school.
This year the target is 37% for Math.
Needs Assessment
1. More professional development to address
different learning styles of students based on
data.
2.
2. Full implementation of literacy program. More
support with program in terms of pacing.
English language arts - though Brookfield met
AYP target (24.4%) for English Language Arts
with 28% of students proficient/advanced, the
new target for 2007-2008 is 35.2%
December 12 BOE (v5 12/06/07)
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Strategies and Practices
Used to Address Areas of Concern
Brookfield: Solution
1.
Mathematics
2. English Language Arts
December 12 BOE (v5 12/06/07)
• 100% implementation of district
adopted Si-Swun Math Strategies in
2nd through 5th grades.
• Daily Math/Si-Swun interventions for
targeted students performing below
benchmark.
• Weekly visits and support by district
math Si-Swun coach for teachers.
• 100% implementation of Open Court
with structured workshop targeting
students in different proficiency levels
• Intervention strategies for specific
students who are FBB and BB.
• Coaching and professional
development using data; Frequent
observations with immediate feedback.
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Progress So Far This Year
(Student Achievement & Teacher
Practice)
Elementary assessments show steady
increase in math performance for school as
well as the African American subgroup. The
school-wide average is 58% At/Above
Benchmark
1st
Trim.
AA
Mdyr
Mdyr
AA
1
60%
72%
93%
91%
2
46%
25%
43%
11%
3
52%
53%
54%
58%
4
50%
48%
26%
15%
5
52%
40%
32%
5%
Elementary assessments show
2nd
1
56%
2
44%
3
42%
4
38%
5
35%
Allendale: Areas of Concern
Focus School Category: Academic
Recommendation
Academic Factors
Continued monitoring with intensive support;
Continue SAIT support.
• OUSD Tier: Red
• PI Status: Year 5
• API: 681
Analysis
Areas of Concern
1. Large cluster of students at basic and below
basic: 34% of students scored basic in ELA and
32% scored below basic in mathematics
• 41 students declined in ELA performance
• 54 students declined in math performance
Needs Assessment
1. More differentiated instruction and an accelerated
intervention plan in ELA and math to address the
needs of struggling students.
2.
2. More time focused on effective classroom
instructional practices.
Professional Learning Communities linked to
teaching and learning outcomes.
December 12 BOE (v5 12/06/07)
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Allendale: Solution
Strategies and Practices Used
to Address Area of Concern
Progress So Far This Year
(Student Achievement & Teacher Practice)
1. Large cluster of student
at basic and below basic
 Backward-mapping CST key
standards in ELA and Math to
insure they are taught.
 Fully implement workshop in all
classrooms by February 2008.
Ratio of workshop time increases
in relationship to teaching.
Teachers, principal and
Leadership staff engage in cycles
of inquiry to monitor and address
individual student needs.
 Resources are allocated to
support accelerated intervention
such as intervention outside school
hours
 Teachers have been trained to use Edu-soft
assessment
 Number of students scoring at benchmark or
advanced increasing:
 First grade:16% increase in Word Reading;
33% increase in Writing
 Second grade: 7% increase in Writing; 3% in
Comprehension
 Third grade: 15% increase in Comprehension
 Fourth grade: 18% increase in Writing; 4%
increase in Vocabulary
 Fifth grade: 22% increase in Comprehension;
6% increase in Vocabulary; 3% increase in
Writing
2. Professional
Learning
Communities
Academic conferences for each
teacher to analyze data and create
workshop groups
 Support through professional
development such as release time
for peer observation and training.
Protected time for PLC’s to meet
during school hours.

December 12 BOE (v5 12/06/07)

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PLC conversations are reflective and
focused on instructional practices.
Intervention groups are flexible and groups
are strategically formed based on the most
recent data
Grade level standards are routinely used to
plan and monitor student performance.
Bret Harte: Areas of Concern
Focus School Category: Academic
Recommendation
Academic Factors
Continued monitoring with intensive support.
• OUSD Tier: Red
• PI Status: 4
• API: 682
Analysis
Areas of Concern
1. Reading Comprehension through problem-solving
in mathematics
Need Assessment
1. More professional development for new teachers
with the adopted curricula.
2.
Reading Comprehension in all four core content
areas
2.
More higher levels of Bloom’s Taxonomy
incorporated into lesson planning and student
assignments.
3.
Students dropping from one performance level
down to a lower one on the CST’s in
mathematics
3.
More student to student interactions where
students share their thinking each other.
December 12 BOE (v5 12/06/07)
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Bret Harte: Solution
Strategies and Practices Used
to Address Area of Concern
Progress So Far This Year
(Student Achievement & Teacher
Practice)
1.
Reading
Comprehension
through problem
solving in mathematics
• Applying a five-step problem
solving process in both math and
English developed by teachers.
• ELA and math coaches work with departments
in collaboration time meetings;
• ELA and mathematics teachers meet three
times a month to go over student assessment
data.
2.
Reading
Comprehension in all
four core content areas
• Implementing Reciprocal
Teaching Strategies such as
above and below the surface
questions, predicting, and
summarizing.
• Strategic classes for all Far Below Basic and
Below Basic students such as Read 180 class
for below basic readers.
• Implement UCLA: Introduction to Algebra
curriculum and PLATO program.
• Implementing Strategic
Mathematics class and PLATO
• Ensuring students have the
same math teacher for both
periods of math.
• Focus on Five: Every Bret Harte teacher
adopts five “basic” students (on CST) and
mentors and tutors them, designing lessons to
fit their needs and using what they learn about
that student to drive what they do.
3. Students dropping from
one performance band
into a lower one on the
CST’s in mathematics
December 12 BOE (v5 12/06/07)
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Frick Middle School: Areas of Concern
Focus School Category: Academic
Recommendation
Academic Targets
Continued monitoring with intensive support.
• OUSD Tier: Red
• PI Status: 4
• API: 595
Analysis
Areas of Concern
1. Reading Comprehension
Needs Assessment
1. More teaching strategies to accelerate student
learning as students enter Frick significantly
below grade level
2.
2.
Mathematics: Multi-step word problems in
mathematics & Automaticity in multiplication
December 12 BOE (v5 12/06/07)
More higher levels of Bloom’s Taxonomy
incorporated into lesson planning and student
assignments and more scaffolding structures
intended to help students demonstrate mastery
of content standards such as rubrics, exemplars,
and anchor papers.
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Frick Middle School: Solution
Strategies and Practices
Used to Address Area of
Concern
1. Reading Comprehension
•
•
2.
Mathematics
December 12 BOE (v5 12/06/07)
Instructional Leadership
Team (ILT) chose Reading
Comprehension as focus
and Think Alouds as a core
strategy.
Principal and ILT ensures
ongoing coaching, peer
observation, and
professional development.
• Teachers with math coach are
designing engaging lessons that
incorporate the skills they need,
yet still challenge their ageappropriate cognitive ability.
• Math teachers are support by
Action Learning Systems (ALS)
math coach: modeling lessons,
co-planning and co-teaching
lessons, organizing peer
observations, and implementing
scaffolds and best instructional
practices.
Progress So Far This Year
(Student Achievement & Teacher Practice)
• All teachers (in all four content areas) use Think
Aloud strategies (predicting, visualizing, making
connections, and summarizing).
• All students have two extra English periods per
week.
• TASS walkthrough observation data revealed
that math classes are being taught at an
appropriate level of rigor (grade level).
• All students have two extra math periods per
week using ALEKS and PLATO (web-based).
• Teachers meet in departments to discuss
assessment data, lessons, and best practices.
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Madison: Areas of Concern
Focus School Category: Academic
Recommendation
Academic Factors
Continued monitoring with intensive support.
• OUSD Tier: Red
• PI Status: 5
• API: 604
Analysis
Areas of Concern
1. Reading Comprehension
2.
Writing for a variety of purposes
Needs Assessment
1. More student-to-student interactions specifically
intended to ensure sharing of higher order
thinking.
2.
December 12 BOE (v5 12/06/07)
More scaffolding structures designed to ensure
high quality final student writing product such as
rubrics, exemplars, and anchor papers.
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Madison: Solution
Strategies and Practices Used to
Address Area of Concern
1.
Reading
Comprehension
Progress So Far This Year
(Student Achievement & Teacher
Practice)
• The Instructional Leadership Team
examines data on the school wide
instructional focus of Literacy in
Reading and Writing.
• Departments have daily common
preparation time to plan lessons and
interventions.
• The school wide instructional focus of
Literacy is displayed on bulletin boards
throughout classrooms and common areas
of the school.
• All teachers instruct and assess students in
reading and writing standards.
• Literacy as instructional focus is
consistently communicated to parents and
the broader school community.
2. Writing for a variety of
purposes
• Teachers are supported by sitebased English language arts coach:
modeling lessons, co-planning and coteaching lessons, organizing peer
observations, and implementing
scaffolds and best instructional
practices in the writing process.
• Teachers meet as Professional Learning
Communities and conduct cycles of inquiry
every three weeks around the focus of
Literacy.
• Teachers use data from common formative
assessment to determine how to meet
student needs while adhering to district
pacing and instructional guides.
December 12 BOE (v5 12/06/07)
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Media College Preparatory: Areas of Concern
Focus School Category: Academic
Recommendation
Academic Targets
Continued monitoring with intensive support.
• OUSD Tier: Red
• PI Status: 3
• API: 550
Analysis
Analysis: Areas of Concern
1. Mathematics: Only 2% of students scored at
grade level on the Math CST.
Needs Assessment
1. More rigor in overall mathematics instructional
program and practices.
2.
English Learners: Achievement of English
Learner students is significantly below school and
district averages.
2. More differentiated instruction that better meets
the needs of newcomer students.
3.
Parent Engagement: Low levels of parent
participation.
3. More parent education opportunities to better
understand student data and college
requirements.
December 12 BOE (v5 12/06/07)
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Media College Preparatory: Solutions
Areas of Concern:
1. Mathematics
Strategies and Practices Used to Address
Area of Concern
•
•
•
2. English Learners
•
•
•
•
3. Parent Education
•
December 12 BOE (v5 12/06/07)
Progress So Far This Year
(Student Achievement & Teacher
Practice)
Teaching staff is working to align CST
standards with classroom practice by
studying student work and defining rigor.
Institute for Learning Algebra Project PD
being offered to all Network Algebra
teachers.
Some math coaching
•
Continue EL focus of PD
Teachers participate in Learning Walks
focused on EL and debriefing sessions
Develop complementary learning
opportunities for EL students needing more
time and support
BayCES coach supports principal in
developing teacher leadership around
writing and EL strategies
•
Launch meeting series for Parents (three
times a year) to present a-g and graduation
requirements, CAHSEE and CST.
•
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•
•
•
•
CAHSEE Passage Rates for 12th graders is
73% for Math, up from 67.6% the
previous year.
Progress in instructional strategies that
address all learners is limited
CAHSEE Passage Rates for 12th graders
is 85% for ELA
Benchmark performance for grades 9,
10, and 12 were on par with district.
There is evidence of increased use of EL
strategies in the classroom.
There is evidence that teacher PD is
positively impacting learning for EL
students, especially in writing.
First meeting in the Fall was well
attended.
Robeson Visual and Performing Arts: Areas of Concern
Focus School Category: Academic
Recommendation
Academic Targets
Continued monitoring with intensive support.
•OUSD Tier: Red
• PI Status: 3
• API: 512
Analysis
Areas of Concern
1. Overall curriculum and instruction: API has
lagged behind other Fremont campus schools.
Instructional program is not aligned with
essential grade-level standards.
Needs Assessment
1. Better alignment of scope and sequence of
curriculum as well as instruction with state
standards.
2.
English Learners: Instructional focus on
accelerating achievement of English Language
Learners
2.
More support for teachers in literacy and EL
strategies to better meet the needs of struggling
EL learners.
3.
Teacher Retention: High teacher turnover
3.
More support for teaches, especially new
teachers.
December 12 BOE (v5 12/06/07)
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Robeson Visual and Performing Arts: Solutions
Areas of Concern:
1. Low Performance
relative to other
schools (API)
Strategies and Practices Used to
Address Area of Concern
•
•
2. English Language
Learners
•
•
Progress So Far This Year
(Student Achievement & Teacher Practice)
Strengthen department structures
so that PLCs are developing by
content area and focusing on
acceleration strategies, standardsbased instruction, and student
learning results.
Principal feedback to teachers
following regular classroom
observations focuses sharply on
improving instruction.
•
Provide PD on literacy an EL
strategies for all teachers
Data inquiry will continue to identify
needed accelerations and target
instruction (focus on CAHSEE and
meeting proficiency targets.)
•
•
•
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3. Teacher Retention
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•
December 12 BOE (v5 12/06/07)
New teachers are being supported
through BTSA, principal, coaches.
A case manager was hired to
support students so that principal
can spend more time in classrooms.
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•
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As a result of PD, data collected on teacher
practice shows increased use of acceleration
strategies in instruction. but evidence in
classrooms is still uneven.
Principal is holding to schedule of more time in
classroom daily and debriefs same day with
teachers observed.
ELL focused PD has been arranged through
Instructional Service Provider.
Students given support for Math and ELA
CAHSEE to achieve AYP target. CAHSEE
Passage Rate for 12th graders is only 74% for
Math, but 84% in ELA.
Students are still lagging behind district
averages on ELA and Math Benchmarks
Feedback to teachers has increased;
Classroom strategies to accelerate instruction
are more frequently observed.