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SUSD Local Education Agency Plan

SUSD Local Education Agency Plan. Blueprint for Student Achievement. The Blueprint Defines:. SUSD’s Focus based on measurable outcomes SUSD’s Alignment of Programs, Procedures, Practices, & Policies SUSD’s Expectations for stakeholders

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SUSD Local Education Agency Plan

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  1. SUSDLocal Education Agency Plan Blueprint for Student Achievement

  2. The Blueprint Defines: • SUSD’s Focus based on measurable outcomes • SUSD’s Alignment of Programs, Procedures, Practices, & Policies • SUSD’s Expectations for stakeholders • SUSD’s Opportunities to provide stakeholders in support of meeting measurable outcomes

  3. High Performing Districts Believe… • All Students can learn • Success breeds success • We control the conditions of success Leading in an Era of High Stakes Accountability, Action Learning Systems. pp. 1 (2010)

  4. Analysis of District Structures tells a story… SUSD’s structures lack alignment within a systems approach; as a result, stakeholders’ ability to achieve each SUSD measureable outcome is obstructed.

  5. Students Achievement A formal Data Review lets the students tell us how the alignment is working or not working.

  6. The majority of students are not proficient in ELA or math.

  7. Our performance by grade level has been similar for the past 3 years in ELA.

  8. ….and math.

  9. We have a lot of work to do to get our 3rd grade students proficient at reading and our 8th grade students proficient in Algebra. • Percent of 3rd graders proficient in reading in 2011 = 25.1% • Percent of 8th graders proficient in Algebra in spring 2011 = 23.6% • If MAP data remains consistent, 1,000 of our students are not ready for Algebra

  10. Too many students earn D and F grades at our high schools.

  11. Student grades are not consistently aligned to mastery of standards. Results from one comprehensive high school.

  12. Our English Learners do not have enough opportunities to enroll in elective courses. Time In ELD Program (TIP)

  13. We have a plan for action

  14. Leading in an Era of High Stakes Accountability, Action Learning Systems. pp. 1 (2010)

  15. Purpose of Response to Intervention in SUSD’s Blueprint • For school- and district-wide success, ALL STUDENTS must be correctlyplaced in the right class (program and instruction) for the right amount of time with the right teacher. Leading in an Era of High Stakes Accountability, Action Learning Systems. pp. 1 (2010)

  16. How do we get there? • Blueprint for Student Achievement: • System • Focus • Alignment • Expectations • Opportunities

  17. SUSD’s Focus • Focus • Board Adopted Outcomes • Every student will read and comprehend by the end of 3rd grade • Every student will be proficient in Algebra concepts and applications by the end of 8th grade • Every student will graduate college and career ready by the end of the 12th grade

  18. SUSD’s Focus • Measurable Goals for Student Achievement • Every child will move up one proficiency level on the CST: Far Below Basic  Below Basic  Low Basic(325)  High Basic Proficient  Advanced • Every English Learner will move up one language proficiency level on the CELDT: Beginner Early Intermediate Intermediate  Early Advanced  Advance  R-FEP • Every year the percent of high school graduates will increase (2019 CDE mandate 90%)

  19. How does this look for SUSD?

  20. How does this look for SUSD? Leading in an Era of High Stakes Accountability, Action Learning Systems. pp. 7 (2010)

  21. How will SUSD accomplish its Focus (outcomes and goals)? • Alignment • Programs • Practices • Procedures • Policies

  22. Programs • Curriculum adopted to teach SUSD’s students to read, to master Algebra, and to prepare all students to graduate college and career ready.

  23. Practices • Direct Interactive Instruction (DII) • Standards and Measurable Objectives • Lesson Scope and Sequence • I Do, We Do, You Do with Support, You Do • Student Engagement, Feedback, and Correctives • Proactive Classroom Management

  24. Procedures • Student Placement • Based on individual student needs • Teacher Placement • Scheduling • Professional Development • Data Analysis

  25. Policies • Review Data in Relationship to Alignment needs • Consideration for reviewing policies around: • Homework policies • Grading policies • HR practices • Budgeting • Facilities

  26. What can Stakeholders expect? • Expectations • Non-Negotiables tied to Student Achievement as identified in the Blueprint for Student Achievement • Opportunities • Support for Stakeholders to Achieve Non-Negotiables • Stakeholders equal students, teachers, coaches, site administrators, district office, school board, and parents.

  27. Board of Education – Expectations and Opportunities

  28. An aligned SUSD Blueprint will identify systematic practices that support and measure student achievement.

  29. Acknowledgment • Educational Services Departments • Curriculum • Language Development • Research and Accountability • State and Federal • Elementary Education Department • Secondary Education Department • Special Education Department

  30. References • Research in support of district alignment based on systems approached • http://elfnj.org/node/80 • http://www.mcrel.org/pdf/leadershiporganizationdevelopment/4005RR_Superintendent_leadership.pdf • http://www.k12.wa.us/research/pubdocs/districtimprovementreport.pdf • http://www.stockton.k12.ca.us/SUSD/academics/dii.htm

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