SRN 2006 Summer Institute at Stanford Redesigning Schools Teaching June 21, 2006

1. SRN 2006 Summer Institute at StanfordRedesigning Schools & TeachingJune 21, 2006 Intro from SuptIntro from Supt

2. Quick Facts about Us In 2005-2006: 132,482 students (K-12)* 2nd largest district in California 8th largest urban district in United States 9,044 certificated staff (approx. 7,228 in the classroom)* 6,796 classified staff* 14,555 total full-time equivalents* 216 total educational facilities $1.06 billion annual budget

3. Our Facilities 216 total educational facilities 114 elementary (K-5 or K-6) 23 middle 27 high (9-12 or 10-12) 18 atypical (grade configuration) 34 charter 25 childhood development centers

4. Our Students Ethnic diversity (students)*: 43.4% Hispanic 25.6% White 6.9% Filipino 5.5% Indochinese 3.2% Asian 13.9% African-American Socio-economic make-up: 27.5% English learners 54.5% eligible for free or reduced meals Approximately 16,000 special education students More than 22,500 students participate in the Gifted and Talented Education program

5. Why Renew Our High Schools? Quality instruction is key to student achievement, but we also need Personalization Student Engagement High Expectations Discuss personalization, student engagement, and culture of high expectations What are they and why important Include anecdotes � student who couldn�t find teacher to write recommendation, etc. Discuss personalization, student engagement, and culture of high expectations What are they and why important Include anecdotes � student who couldn�t find teacher to write recommendation, etc.

6. Why Renew Our High Schools? Only ~67% of 9th graders who enter district high schools receive a standard high school diploma four years later What happens to the rest? Data based on students entering 9th grade in 1997 and graduating in 2001. Of the 33 percent of entering ninth graders who did not receive a diploma in four years, 14 % dropped out 4 % had not yet completed high school graduation requirements 8 % moved to non-district alternative graduation programs 3 % returned to Mexico 4 % were unaccounted for Info from 9/9/03 board report Data based on students entering 9th grade in 1997 and graduating in 2001. Of the 33 percent of entering ninth graders who did not receive a diploma in four years, 14 % dropped out 4 % had not yet completed high school graduation requirements 8 % moved to non-district alternative graduation programs 3 % returned to Mexico 4 % were unaccounted for Info from 9/9/03 board report

7. Why Renew Our High Schools? Only 2 out of 5 graduating seniors (38%) meet the minimum entrance requirements for the University of California and Cal State systems Of the 11.3% of graduates who enroll in a California State University 53% require remedial English courses 46% require remedial mathematics courses Info from 9/9/03 board report Info from 9/9/03 board report

8. Why Renew Our High Schools? What our students have said: Classes are �not really intellectually stimulating� They want �inspiring� instruction and to feel they belong They do not feel connected to adults in their school Info from 9/9/03 board report Info from 9/9/03 board report

10. ��all else being equal, small schools tend to produce significantly better results for students. These results are most pronounced for students who are typically least well served by traditional schools.� Linda Darling-Hammond School Redesign Network at Stanford University

11. Small schools have: Better attendance Stronger academic achievement Lower dropout rates Higher grades Fewer failed classes Greater participation in activities Less vandalism Fewer behavioral incidents

12. Elements of Good Small Schools Personalization Continuous relationships High Standards and performance-based assessment Authentic curriculum Adaptive pedagogy Multicultural and anti-racist teaching Knowledgeable and skilled teachers Collaborative planning and PD Family and community connections Democratic decision making

13. Redesigning Schools: What Matters and What Works Personalization Continuous relationships High Standards and performance-based assessment Authentic curriculum Adaptive pedagogy Multicultural and anti-racist teaching Knowledgeable and skilled teachers Collaborative planning and PD Family and community connections Democratic decision making

15. Making it small is not enough! What makes the your small school unique? How is instruction different? How are we engaging and motivating the students? What support are you getting from your district?

16. Other areas of Consideration Staff buy-in and theme selection Business and community involvement (Advisory Boards) Facilities modifications (decentralizing, admin offices) Course offerings and curriculum development Budget development Student recruitment/marketing Special need student support Board approval Principal selection and PD Teacher recruitment and union issues Athletics & Extra curricular activities (Complex wide) Site leadership coordination (Complex boards) District supports

17. Redesign High Schools Key Need: Enhance personalization and student engagement by creating small school environment Crawford San Diego Kearny

18. Small School Themes Crawford High Educational Complex School of Multimedia and Visual Arts (MVAS) School of Community Health and Medical Practices (CHAMPs) School of Law & Business Invention and Design Educational Academy (IDEA) High School

19. San Diego High Educational Complex School of International Studies LEADS (Lead, Explore, Achieve, Discover and Serve) High School School of Communication Investigations in a Multicultural Atmosphere (CIMA) School of Business School of Media, Visual and Performing Arts School of Science and Technology

20. Kearny High Educational Complex School of Digital Media and Design School of Science, Connections and Technology The Stanley E. Foster Construction Technology Academy School of International Business

21. Other areas of Consideration Staff buy-in and theme selection Business and community involvement (Advisory Boards) Facilities modifications (decentralizing, admin offices) Course offerings and curriculum development Budget development Student recruitment/marketing Special need student support Board approval Principal selection and PD Teacher recruitment and union issues Athletics & Extra curricular activities (Complex wide) Site leadership coordination (Complex boards) District supports

24. Other areas of Consideration Staff buy-in and theme selection Business and community involvement (Advisory Boards) Facilities modifications (decentralizing, admin offices) Course offerings and curriculum development Budget development Student recruitment/marketing Special need student support Board approval Principal selection and PD Teacher recruitment and union issues Athletics & Extra curricular activities (Complex wide) Site leadership coordination (Complex boards) District supports

25. Kearny High Educational Complex Complex-level Administrative Roles and Responsibilities 2005-2006 SCT Principal Dawes Complex Special Education Administrator; supervision and evaluation of Advanced Placement (AP) site programs and testing Library/Media Center; coordination; supervision and evaluation personnel and services Complex Fast Track program; site coordination and supervision of Complex Psychologist; supervision and evaluation of ROTC; program supervision and evaluation of BTSA; coordination of Supervision of students; lunchtime and extended-day Complex nurse; supervision /eval Student ID�s, staff/student parking permits, school pictures; organization of Bus transportation of students; coordinate and supervise for Complex Site Student discipline; serious issues involving students in small schools. Zero Tolerance and Hearings Break-ins, etc; contact after hours Media contact if Hillegas/Hibbeln are absent SIB Principal Diaz-Booz CELDT testing; coordination and supervision of Advanced Placement (AP) site programs and testing ROTC; evaluation of Complex Fast Track program; site coordination and supervision of Komet Korner: coordination and supervision of Complex school police officer and campus security assistants; supervision and evaluation Site Safety Plan; coordination of Supervision of students; lunchtime and extended-day Clerk Typist 1; coordination and supervision of. Includes complex bulletin Complex Community Engagement Coordinator; coordination and supervision of. Includes facilities scheduling and master calendar Ticket sales for home football and basketball games; coordinate and supervise Food Services; liaison with district Site Student discipline; serious issues involving students in small schools. Zero Tolerance and Hearings Break-ins, etc; contact after hours Media contact if Hillegas, Hibbeln and Dawes are absent

26. Kearny High Educational Complex Complex-level Administrative Roles and Responsibilities 2005-2006 DMD Principal Hibbeln Advanced Placement (AP) site programs and testing Complex Fast Track program; site and complex coordination and supervision of Complex ASB program; supervision and evaluation of. Includes complex marquee Complex drama program; supervision and evaluation of Supervision of students; lunchtime and extended-day Complex network systems technician; supervision and evaluation Lifeskills; supervision and evaluation Closed Circuit TV Communication; supervision and evaluation Athletics; coordination and supervision of. Coordinate athletic programs/cheer and supervise ex-tended-day coaches. Responsible for creating supervision rotation schedule. Supervise athletic director Extended Day; coordination of Site Student discipline; serious issues involving students in small schools Zero Tolerance and Hearings District Counselor; supervision of Break-ins, etc; contact after hours Media contact if Hillegas absent CTA Principal Hillegas M/O, and MM work and facility repairs; supervision of POS and custodial operations; supervision of; ordering and tracking of custodial supplies; Ordering of custodial supplies for complex Maintenance Requests, and Requests for Services; coordination. Keys; distribution for Complex Advanced Placement (AP) site programs and testing Complex Fast Track program; site coordination and supervision of Supervision of students; lunchtime and extended-day School-to Career; supervision of Student Center; EOS positions Complex School Safety Plan Director of Complex and Community Affairs; supervision of Site Student discipline; serious issues involving students in small schools. Zero Tolerance and Hearings Break-ins, etc; Contact after hours Complex media contact

27. Shared Services & Areas Financial Clerk Psychologist Special Education Complex Manager, receptionist, police, nurse, plant operations manager, & custodial ASB Journalism Yearbook Athletics Auditorium Gymnasium Cafeteria Media Center Students may take courses across schools pending availability (Dual Enrollment)

28. Each school maintains autonomy with: Unique Theme CDS code Data (attendance, test scores, suspensions, Saturday School, Events) Hiring of faculty/staff Advisory Board SSC/Governance Site Plan Budget

29. District Support All Schools Special Education Curriculum & Instruction English Language Learner Food Services Textbooks Police Legal Department Standardized Testing Small Schools Differentiated Support: Office of Secondary Schools Innovation intersite professonal development Weekly meetings with Instructional Leader Unrestricted dollars to augment small school allocations

30. Challenges Small Schools are more expensive to operate. Additional funding is needed. Post & Bid Constraints limits selection of staff with greater impact on sites. Principal, staff & teachers must assume multiple roles. Diverse Personality Styles of Principals. Collaboration Shared Vision Consistent Code of Discipline & Common Expectations. Community Engagement, Buy In & Trust.

32. Early results All San Diego & Kearny are magnet schools. Crawford is choice complex with waiting lists. Evidence of student engagement-POL�s & PBL�s Positive comments from staff, students, and families Orderly, quiet and cleaner campuses Kids are accountable Lower transiency rates Improved student achievement

34. California High School Exit Exam Results for Class of 2006

35. California Exit Exam Scores for Class of 2006

36. Teacher Satisfaction 85% are happy to be in a small school 82% believe their students are benefiting from small schools 82% feel they have a voice 82% have accepted leadership roles

37. Additional Information www.sandi.net/hsrenewal