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Petaluma City Schools. Report to the Community District Achievements February, 2007. Our District Vision: Petaluma City Schools will have a strong local, state, and national, reputation as a district where:. All students reach high levels of achievement in a rigorous and relevant curriculum.

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petaluma city schools

Petaluma City Schools

Report to the Community

District Achievements

February, 2007

slide2
Our District Vision:Petaluma City Schools will have a strong local, state, and national, reputation as a district where:

All students reach high levels of achievement in a rigorous and relevant curriculum.

  • All students graduate prepared for success in work, advanced study, and in the community.
  • Students learn in a caring and safe environment where they are motivated to do their best work.
  • Diversity is seen as an asset that strengthens and enriches our learning community.
our vision continues
Our vision continues:
  • Parents and caregivers are recognized and engaged as partners.
  • The community supports the educational program and is engaged as a resource for learning and expanded student experiences.
  • All district employees are dedicated to student success and operate as a high-performing team sharing resources, knowledge, and skills toward common goals.
  • Shared decision-making is valued with active participation from all stakeholders.
petaluma school districts common administration
Petaluma Joint Union High:

Grades 7-12;

2 junior highs (7-8);

(7th gr = 865)

Crossroads School (7-9);

2 comprehensive highs;

3 alternative highs;

Valley Oaks ISP;

+ 1 charter.

Petaluma School Districts (common administration)

K-6 Feeder

Districts

(6th gr. = 560)

Petaluma City

Elementary:

6 sites

Valley Oaks ISP;

(6th gr. = 271)

+ 1 charter.

enrollment 2005 06 total district enrollment 8061
Petaluma City Elementary

2144 students

ELL: 27.7% (594 students)

Special Ed: 14.1% (304 students, incl. speech)

NSLP: 27.5%

White (not Hisp.): 64.1%

Hispanic: 29.4%

Asian: 2.1%

Petaluma Joint Union High

5917 students

ELL: 12.7% (751students)

Special Ed: 11.9% (707 students, incl. speech)

NSLP: 21.7%

White (not Hisp.) 72.4%

Hispanic: 18.8%

Asian: 4.0%

Enrollment - 2005-06 Total district enrollment: 8061
slide12

Average API Growth score 2006

Compared to county average.

  • Sonoma County elementary schools 802
  • Petaluma City elementary schools (mean) 784
  • Sonoma County middle schools 774
  • Petaluma junior highs (mean) 781
  • Sonoma County high schools 727
  • Petaluma high schools (mean) 738

* the statewide goal for all schools is to have an API that exceeds 800.

reasons for gains include started in 04 05
Reasons for gains include: (started in 04-05)
  • Literacy focus
    • Reading specialists return to elementary schools with parcel tax approval.
    • High school literacy teams review data and plan for support with West Ed Secondary Literacy Network.
  • Testing conditions reviewed
    • Attention to time and place for STAR.
    • Emphasis on special population participation and accommodations.
  • Further alignment of instruction to standards.
  • Use of data management tool (Edusoft) to identify focus areas and students..
reasons for gains include new in 05 06
Reasons for gains include: (new in 05-06)
  • Implemented Language! for ELLs, special ed, and others.
  • Regrouped for ELA instruction K-6 – 2-5 times a week. Daily regrouping had highest gains.
  • Offered additional instruction within the day in phonics intervention, newcomer class, Title 1 sections in each team,
  • Teachers in specific professional development including AB466, Language!, Houghton Mifflen overview,
  • Assessment system changes – DIBELS plus phonics survey, SAMS, grade level Houghton Mifflen assessments,
  • New ELD program implemented – double periods, regrouping, English Now and High Point.
  • New math program of EL students at JH, extended day for 5th/6th grade math., Collaborative Algebra,
  • CAHSEE support classes during tutorial and after school.
ayp district performance targets were met for the following numerically significant groups
AYP: District performance targets were met for the following numerically significant groups:
  • o All students
  • o Asian students
  • o Hispanic students
  • o White students
  • o Socioeconomically disadvantaged students
  • o English learners
slide16

How many Petaluma students are working at or above grade-level proficiency level according to state and district standards?

These students scored at “proficient” or “advanced” levels on the California Standards Test for their grade level.

cahsee
CAHSEE

Most Petaluma students pass the CAHSEE on the first attempt.

slide21
Calfornia High School Exit Exam – results of first grade10 assessmentData have been aggregated to the district level.
slide22

Increasing number of Graduates Have Passed Course Requirements for University of California (UC) and California State University (CSU) Admission

slide25
SAT scores commendable – 12/06PHS and Casa Grande students exceed national and state averages in SAT taken by 2006 graduates.
curriculum
Curriculum
  • Board-adopted standards based on State Standards in ELA, Math, Social Studies, Science, and ELD.
  • Human Interaction curriculum K-12; including research-based curriculum for S&DATE
  • Additional grade-level and graduation requirements met by Board-adopted courses.
  • Power Standards identified for ELA and Math (K-12) and Social Studies and Science (7-12) in 2006.
instructional core materials adopted k 12 standards based
Instructional Core Materials adopted K-12 (Standards-Based)
  • K-8: District committees formed with site representatives.
  • 9-12: Sites recommend adoptions to meet their student needs in collaboration with each other;
  • K-8 adoptions are off the state matrix.
  • 9-12 adoptions are Board-approved as related to Standards;
  • All sites have standards-aligned materials for all students.
  • Social studies materials purchased in 2006-07.
targeted intervention programs are provided k 12
Targeted intervention programs are provided K-12

Staff matches results of assessments and other evidence to grade-level expectations in order to determine appropriate interventions to address the needs of individual students.

intervention and remediation programs include
Intervention and remediation programs include:
  • Extended day (hourly programs) K-8;
  • Extended year (summer programs) K-12;
  • Support classes in the school day, 7-12;
  • Zero period support classes, 7-8;
  • Tutorial access daily, 9-12;
  • Parent strategies, esp. reading support, K-6;
  • Bilingual assistant support, K-12;
  • Title 1 targeted support, spec. sites;
  • Mentor and tutor programs, K-12
  • Asset development strategies, K-12.
migrant education
Migrant Education
  • Provides seamless support for families and students.
  • Helps enroll families into health programs.
  • Provides total care management (the whole family).
  • MEAP program at both comprehensive high schools.
  • Provides Summer Leadership Conferences for High School Students (CSUS or Stanford) with academies during the school year.
  • Shares support for summer school transportation and assistants.
slide31

External Assets

School

  • Caring Adult Relationships

Youth Needs

  • High Expectations

Home

  • Meaningful Participation
  • Caring Adult Relationships
  • Safety
  • High Expectations

Internal Assets

  • Love
  • Meaningful Participation

Improved

Health

Social and

Academic

Performance

  • Belonging
  • Cooperation & Communication
  • Empathy
  • Problem Solving
  • Self-Efficacy
  • Self awareness
  • Goals & aspirations
  • Respect
  • Mastery

Community

  • Challenge
  • Caring Adult Relationships
  • Power
  • High Expectations
  • Meaningful Participation
  • Meaning

Peers

  • Caring Relationships
  • High Expectations

Youth Development Conceptual Model

professional development
Professional Development
  • District professional development plan reviewed annually.
  • K-12 Staff Development Committee determines annual focus and directs use of common staff development time.
  • Three teacher-contract days utilized annually.
  • Monthly District Study Group Sessions on shortened Wednesdays.
  • Support for AB466 summer institutes, AB75, and Subject Matter Project involvement.
  • Site professional development plans and individual professional development plans align with District plan.
focus for district pd and study groups
Focus for District PD and Study Groups

All District and Study Group Focus Areas in recent years:

  • 2002-03: Differentiation
  • 2003-04: added Instructional Strategies and Content Area Collaboration
  • 2004-05: added Analyzing Student Work
  • 2005-06: added Literacy
  • 2006-07: added goal of Articulation
staff parent and community partnerships include
Staff, Parent and Community Partnerships include:
  • Trust Agreements with PFT.
  • DELAC and ELACS.
  • GATE Advisory groups
  • Site Councils at every school.
  • District Advisory (DAC) and Site Advisory Committees for Title 1.
  • Supt. Advisory Committee and Supt. Lay Advisory Committee
  • CS2 (Community and Schools for Career Success) Program.
  • Petaluma Education Foundation.
  • Mentor Me Petaluma
  • SHAKE
  • Petaluma Youth Network
  • Variety of task forces and committees that meet to provide information and make recommendations.