In partnership with our community,

1

OUSD Vision and Core Values

• In partnership with our community,
• we are creating a great public school system
• with high standards of teaching and learning for
  every student
• and high standards of service to our schools
• with a recommitment to our shared values of
  equity, learning, and shared responsibility

• Equity
• All means all
• Fairness and excellence
• Opportunity and results
• Different inputs to reach the similarly high
  outcomes
• Removing the barriers to learning and achievement
  for every student

• Shared responsibility
• It takes us all
• Families, schools shared responsibility for
  student success
• All the resources of the citybusiness,
  community, neighborhoods, and nonprofitsfocused
  on educating students

• Learning
• Always getting better
• Using data to drive improvements and identify
  best practices
• Using results to guide decision making
• Aligning incentives to continuous learning and
  improvement

Strategic Planning overview
2
Schools are supported by two organizations
The School Board
The Education Leadership Org (ELO)
The Schools
Services Organization
Strategic Planning overview
3
The work of the board, ELO and schools first must
be aligned through strategic planning
Values
Vision for our district
Vision of the district
Board
Key partner experiences
Vision for our students
Student Outcome Standards
D I S T R I C T
Theory of Action
5-yr Goals
Strategy Group standards, strategies and plans
ELO
Network standards, strategies and plans
Community
Schools
School site plans
Strategic Planning overview
4
Student outcome standards focus the planning

• The experiences of students, teachers and parents
  in OUSD will allow students to
• Become enthusiastic and passionate learners who
  are resilient, confident and self directed able
  to set and achieve personal goals
• Know and be able to do the challenging
  intellectual work demanded by college,
  employment, civic participation and community
  membership
• Know and respect themselves, other people, and
  the environment--able to lead healthy lives and
  thrive
• Become global citizens who exhibit cultural
  competence, personal responsibility and empathy
  who form strong relationships inside and outside
  of their own group
• Make informed choices about their current and
  future lives and what is meaningful for them as
  human beings
• Successfully accomplish the standards for
  graduation and pursuit of higher education
• By the beginning of Kindergarten All students
  reading- and math-ready
• By the end of 2nd Grade All students master
  essential grade-level reading and math standards
• By the end of 5th Grade All students master
  essential grade-level standards in language arts
  and math
• By the end of 8th Grade All students master
  essential grade-level standards in language arts
  and algebra
• By the end of 12th Grade All students graduate
  prepared for college

Our students will be caring, competent, critical
thinkers with 21st century literacy, numeracy and
civic participation
Strategic Planning overview
5
The Strategy Group leads the organization in
determining how to meet the student outcome
standards set by the board

• Student Outcome Standards defined by the board
  tell the Strategy Group the characteristics of
  the students we want to develop
• The Strategy Group then determines what the
  district must achieve to develop students to
  these standards. The Strategy Group does this by
• analyzing data about our students, our schools,
  and our community and researching best practices
• determining what we (collectively) must aspire to
  make true to develop the students we want
• establishing goals for making these things true
• determining the metrics that will be used to
  measure achievement of the goals
• setting targets for what will be achieved, when
• Recognizing the complex factors that shape the
  development of our students, the Strategy Group
  is using two frameworks (perspectives) to
  consider the steps above
• A community accountability framework (ComPAS -
  Community Plan for Accountability in Schools)
• An academic framework (MAAP - Multi-year
  Academic Acceleration Plan)

Strategic Planning overview
6
The Strategy Group sets expectations for schools
and determines district-wide initiatives

• After the Strategy Group determines what the
  district must achieve to develop students to the
  Student Outcome Standards, the Strategy Group
  then
• defines a unified set of school-level
  expectations
• determines the 3 or 4 key district-wide
  initiatives that all schools will be expected to
  support
• develops plans for implementing these initiatives
  (including contracting with the Services Org to
  develop tools or provide resources for ELO or
  schools)
• The Strategy Group then allocates resources in
  alignment with values, vision, goals and plans.
  The process for allocating resources is achieved
  through the Investment Framework.
• The School Board reviews and approves the full
  strategic plan of ELO comprised of the three
  frameworks (MAAP, ComPAS and the Investment
  Framework) acknowledging their belief that the
  plan will meet the standards set by the board

Strategic Planning overview
7
Strategy group planning overview
MAAP Aspirations
ComPAS Aspirations
Research and Data Analysis
MAAP Goals
ComPAS Goals
Metrics
Metrics
Targets
Targets
School-level expectations
District-wide key initiatives
Implementation Plans
ComPAS
MAAP
Investment Framework
Strategic Planning overview
8
After the School-level expectations and
District-wide initiatives are established, the
Strategy Group, Networks and Schools purchase
services from the Services Org to execute on plans
MAAP
ComPAS
School-level expectations
Services Org
District-wide key initiatives
Implementation Plans
Strategy Group Services
Investment Framework
Network Services
Network Plans
School Plans
School Services
Strategic Planning overview
9
Use Your Voice Survey 2005-2006
Presentation to the School Board May 31,
2006 Oakland Unified School District
10
About the Use Your Voice Surveys

• The Surveys
• Serve as a public, formal vehicle for all
  stakeholders to speak their voices about what is
  working and what needs to change to improve our
  schools and our district
• Provide data for developing the school site plan
• Provide data for identifying priority system-wide
  priority issues to address at the executive level
• The Surveys measure
• District and school performance on 10 major
  constructs or themes (based on sources such as
  the Resiliency Framework and Jim Collinss From
  Good to Great)
• The Surveys were given to
• All students (grades 3-12)
• Parents and guardians
• All OUSD employees

11
The Use Your Voice Survey assesses school and
district performance on ten major themes
.And supports planning and progress measurement
by four primary users Schools ELO
Services Org Community
12
Use Your Voice Surveys Workshop Agenda

• Purpose
• Review and discuss your schools survey data
• Preview the Use Your Voice Facilitators Guide
• Identify improvement opportunities to put into
  your school plan

From the Network Workshop for Instructional
Leaders
13
TUTORIAL How to read the USE YOUR VOICE Survey
data charts
Each survey data chart will report the results
for each question in ONE of the following ways
Survey theme CLEAN LEARNING ENVIRONMENT
Lets try some data analysis 1. What percent
of students agree/strongly agree the school is
clean? That bathrooms are clean? ________
(school) ________ (bathrooms) 2. Which
pairs of participants have significant gaps
between their responses? 3. Based on
the participants responses, how would you rate
the overall cleanliness of the school? Now
lets analyze our schools survey data!
From the Network Workshop for Instructional
Leaders
14
Integrating Use Your Voice Survey Data into the
School Plan

• Now youve already
• Analyzed the survey data
• Identified priorities
• Some Next Steps
• Summarize the survey data analysis and priorities
  in the Needs Assessment section of the school
  plan
• Set an objective (goal) for each priority
• Write an Action Plan
• Establish indicators of success

From the Network Workshop for Instructional
Leaders
15
First parent/School Site Council survey data
workshop held May 20th 50 parents from 26
schools participated
16
MAAP Design Process Analysis of Baseline Data
At all grade levels, Spring 2005 achievement
surpassed Spring 2004. But the data
(particularly in math) make a wishbone shape
built by the tendency as the grade level
increases for fewer students to score advanced or
proficient and for more students to score FBB-BB.

17
MAAP Design Process Analysis of Baseline Data
The majority of subgroups within OUSD are
achieving at proficiency levels of less than 30
18
MAAP Design Process Analysis of Baseline Data
Use Your Voice Survey Results 2006 (approx.
12,000 parents and 18,000 students responding)

• Most parents and students believe that parents
  and teachers maintain high expectations for
  students
• YET
• 56 of parents of high school students believe
  school is preparing their children for college.
• AND
• 29 of 2005 graduates (545 of 1909) fulfilled the
  A-G college readiness requirements.

As reported in CBEDS Percentage of graduates
who took all the required classes and received a
C- or better in each A-G course
19
MAAP Design Process Examination of Past
Strategies
Building on the foundation
Instructional Blueprint (2004)

• Standards-based, core curriculum to ensure
  equity
• Provision of longitudinal data to teachers
• Differentiation to provide all students access
  to the core curriculum

20
MAAP Design Process Review of Research
Sample Thought Leaders Essential Elements of
highly effective schools
Sources The Right to Learn, Linda
Darling-Hammond Accountability in Action, Doug
Reeves What works in Schools, Translating
Research into Action, Robert Marzano
21
MAAP Design Process Analysis of High Growth OUSD
Schools
Title I Achieving Schools Award Recipients
Award Criteria (i) 2005 API score of 675 or
higher (ii) Poverty indicator of at least 50
(iii) double the API growth target for both
school-wide and socio-economically disadvantaged
sub-group for two of the previous years As
reported in the Title I Achievement Award
narratives
22
MAAP Design Process Analysis of High Growth OUSD
Schools
Title I Achieving Schools Award Recipients
Award Criteria (i) 2005 API score of 675 or
higher (ii) Poverty indicator of at least 50
(iii) double the API growth target for both
school-wide and socio-economically disadvantaged
sub-group for two of the previous years As
reported in the Title I Achievement Award
narratives
23
MAAP Design Process Research and High Performing
OUSD Schools
Common Themes that Emerged

• High expectations for all students
• Frequent monitoring of student data
• Planning and alignment of instructional
  strategies
• Collaborative professional development
• Use of a standards based curriculum

24
Agenda

• MAAP Design Process
• Analysis of Baseline Data
• Examination of past strategies
• Review of Research
• Assessment of OUSD schools with accelerated
  student achievement
• Primary MAAP Aspiration Accelerated Student
  Mastery
• Goals
• Metrics
• Targets
• MAAP School Level Expectations
• MAAP 2006-2007 Key Initiatives
• Single Site Planning Improvement Process
• Tiered Support Intervention Model

25
Primary MAAP Aspiration Acceleration of Student
Mastery
Student Outcome Standard Successfully accomplish
the standards for graduation and pursuit of
higher education

• By the beginning of Kindergarten All students
  reading- and math-ready
• By the end of 2nd Grade All students master
  essential grade-level reading and math standards
• By the end of 5th Grade All students master
  essential grade-level standards in language arts
  and math
• By the end of 8th Grade All students master
  essential grade-level standards in language arts
  and algebra
• By the end of 12th Grade All students graduate
  prepared for college

Primary MAAP Aspiration
We will accelerate mastery of essential core
concepts and skills for all students through the
pre-K to 12th grade continuum
26
Primary MAAP Aspiration Academic Goals

• Oakland Unified School District will achieve
  accelerated growth on the API (Academic
  Performance Index) and will score at the
  projected state average for large districts by
  2011
• Each school will achieve accelerated growth on
  the API between 2006 and 2011
• Each student will achieve significant annual gain
  on the math and English-language arts CST,
  signifying accelerated mastery of core concepts
  and skills
• 4. Achievement will accelerate for students of
  all sub-groups until no equity gaps exist related
  to race, culture, language, socio-economic
  status, or other social factors

The target for acceleration is to continue
the growth rate achieved districtwide and by 25
OUSD schools from 2004 to 2005. This rate was
165 of the average growth on the API achieved by
unified school districts statewide. An
annual target will be set for each student using
districtwide data for each grade level, subject
area, and starting score (the higher the initial
score, the harder it is to grow the same number
of points).
27
Primary MAAP Aspiration Metrics

• Captures performance on both the CST (measures
  grade level mastery) and CAHSEE (measures basic
  literacy gateway for graduation)
• Prioritizes math and language arts also includes
  science and social studies
• Recognizes gains made by ALL STUDENTS AT EVERY
  LEVEL on the CST (in other words, schools are
  rewarded from moving students from far below
  basic to below basic as well as from basic to
  proficient)
• Provides a basis for measurable comparison across
  schools and districts

Why the API?
Why a target of 165 predicted API growth and
why 2011?

• Appropriate stretch target In 2004-2005, 25
  schools met this mark and OUSD was within 2 API
  points
• By this pathway we achieve the projected state
  average large district API by 2011
• Sets the stage for the next ramp-up of
  expectations in 2012 to achieve state and federal
  targets for 2014 and beyond

Why steady gain for each student?

• Steady and/or accelerated gain for each and every
  student is the key to achieving our vision of
  ensuring ALL students are college-ready by the
  end of high school

28
Primary MAAP Aspiration Targets
What will our district API look like each year
2006 2011 as we achieve accelerated API growth?
29
Primary MAAP Aspiration Targets
What would a schools subgroups API look like
each year 2006 2011 as the school achieves
accelerated API growth?
Illustrative Example
The API for African American students, the lowest
performing subgroup at Roosevelt, is currently 70
points lower than the overall schools API.
Assuming accelerated growth for all subgroups,
that gap will be cut nearly in half (38 points)
by 2011.
30
Agenda

• MAAP Design Process
• Analysis of Baseline Data
• Examination of past strategies
• Review of Research
• Assessment of OUSD schools with accelerated
  student achievement
• Stakeholder engagement
• Primary MAAP Aspiration Accelerated Student
  Mastery
• Goals
• Metrics
• Targets
• MAAP School Level Expectations 2006-2007 Key
  Initiatives
• Single Site Planning Improvement Process
• Tiered Support Intervention Model

31
MAAP 2006-2007 School Level Expectations
Priorities that Emerged from Prior Strategic Plans
School Level Expectations

• Equity and Access
• Use of a standards based curriculum
• Effective use of data to guide teaching
• Data driven decision making and cycles of
  inquiry
• Professional learning communities
• Services that enable schools to accelerate
  student achievement
• Resources that are aligned towards student
  achievement

• Use a standards based curriculum and aligned
  assessments
• Identify, plan and implement a school-wide focus
  for academic improvement
• Engage in frequent cycles of academic inquiry
  around the focus
• Utilize research-based instructional strategies
  to allow all students access to learning
• Create structures for effective professional
  collaboration and development
• Align resources towards the focused acceleration
  of student achievement

32
MAAP 2006-2007 School Level Expectations Key
Initiatives

• School Level Expectations
• Use a standards based curriculum and aligned
  assessments
• Identify, plan and implement a school-wide focus
  for academic improvement
• Engage in frequent cycles of academic inquiry
  around the focus
• Utilize research-based instructional strategies
  to allow all students access to learning
• Create structures for effective professional
  collaboration and development
• Align resources towards the focused acceleration
  of student achievement

2006-2007 Key Initiatives Single Site Planning
Improvement Process Tiered Support Intervention
Model
33
Single Site Planning Improvement Process Two
Parallel Tracks of Work 2006-2007

Design of new site planning approach for
2007-2008 The School Plan for Student Success
(SPSS)
Data-driven inquiry, planning, and
decision-making 2006-2007 Team-centered cycles
of inquiry

• Team-targeted resources and support for
  results-based inquiry throughout 2006-2007 to
  achieve the goals of the site plan
• Customized, timely data reports
• Aligned inquiry guides with each data report
• Training for instructional leaders
• Teams include
• Student-parent-teacher
• Teacher teams
• School Site Councils/School Leadership Teams
• Networks of Schools/Principals
• Education Leadership Organization
• Strategy Group
• Board of Education

• Organized around district and school vision and
  outcome standards
• Web-based planning tool
• On-line integration with data mart to strengthen
  data-based goal-setting, planning, and assessment
  of progress
• On-line integration with results-based budgeting
  to strengthen alignment of resources with goals
  and priorities
• Shift toward stakeholder/team engagement with
  continuous data-driven inquiry and improvement
  and away from a compliance-centered paradigm

34
Data-driven inquiry, planning, and
decision-making 2006-2007 Team-centered cycles
of inquiry
Data and accompanying inquiry protocols are
provided periodically to each team as part of
the ongoing site planning and improvement
process, in conjunction with training and
coaching geared toward each type of team.
All teams look at the same types of data and
use the same guiding questions, but with
different filters and reporting formats
depending on roles and responsibilities.
35
MAAP 2006-2007 Key Initiatives Tiered Support
Intervention Model
Performance Indicators
Tiered Support Intervention
Schools
High Quality Schools
High Quality Schools
1) School defined targets as articulated in the
single site plan (e.g. student level scale score
gains, suspension rates)
School Based Control
School Based Control
School Based
School Based
Improvement
Improvement
New School incubation
New School incubation
Educational Leadership Organization
Accountability for results
Accountability for results
Oakland Acceleration SchoolsIncreased Support
and oversight
District Mandates
District Mandates
School Based
School Based
Improvement
Improvement
Quantitative2) Federal, State District set
targets3) SAIT Status4) PI Status Qualitative5)
School options data6) Use your voice survey
data7) High School graduation8) Attendance
Under Performing Schools
Under Performing Schools
School closures
School closures
Differentiated approach to implementation of
school level expectations
36
Critical Support for Key Initiatives High
Quality Comprehensive Standards Based Curriculum
Aligned Assessments

Effective School Site Plans will require
articulation of how the most essential standards
at each grade level and in each subject will be
taught
Tiered Support Intervention will require access
to curriculum that addresses the most essential
standards at each grade level and assessments
that are aligned to monitor progress
Critical Support
37
MAAP Summary Framework
Goals Expectations
Support Intervention
Continuous Monitoring
Schools
Continuous Planning