Lodi Unified School District Monitoring and Accountability A District Program Improvement Update
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Transcript of Lodi Unified School District Monitoring and Accountability A District Program Improvement Update
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Lodi Unified School DistrictMonitoring and AccountabilityA District Program Improvement
Update
Board of Education Study Session
August 19, 2008
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Background
The Monitoring and Accountability (M&A) Plan, established in 2007-08, is a systemic, multi-level, shared plan of responsibility.
The purpose is to provide ongoing monitoring, accountability and support of the district’s major initiatives to increase student achievement and eliminate the achievement gap.
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M&A Outcomes and Goals Feedback from site administrators The adoption of all district initiatives and the
identification of district initiatives requiring additional support
Site activities that are aligned to the adopted district initiatives
Implementation of M&A visiting team proposed actions
Annual report presented to the LUSD Board of Education
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Methodology
Data was gathered and analyzed for this evaluation from site principals and site visiting teams:LUSD 2007-08 Administrator Questionnaire
completed by each site principal LUSD 2007-08 Summary Survey and
Visitation Forms complete by each M&A visit team
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Methodology
Areas examined included administrators’: Impressions of the M&A impact on student
achievementReceptivity to proposed actions by the M&A
visiting teams Impressions of district initiatives and their
impact on student achievement
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Methodology
Areas examined also included M&A visit teams’ observations regarding sites’:Essential Program Component focusDistrict Initiative focusCalifornia Standards for the Teaching
Profession focus
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Executive Summary
The M&A process was successful in facilitating communication between the district office and sites.A total of 41 sites were visited during the 2007-08
school year.Each site principal selected for a visit participated
in the post M&A visit Administrator Questionnaire.
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Executive SummaryM&A visits revealed that the adoption of the district’s
initiatives is at different stages throughout the district. The majority (at least 60%) of principals at each level
rated the Cycle of Inquiry and Supervision & Evaluation initiatives – the district’s two focus areas in 2007-08 – as having the most impact on student achievement.
The Equity, English Learner Plan, and TAASA initiatives were not as frequently selected as the focus for the M & A visits as COI and Supervision and Evaluation. Elements of our equity work and ELD are imbedded in the COI process. Focal students selected in the COI process also bring in elements of these two initiatives.
TAASA is a new initiative and most schools were in the learning stages of this initiative in 07-08.
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Executive Summary
Site principals were generally responsive to proposed actions made by the M&A visit teams designed to improve student achievement. Over 60% of site principals at each indicated that they have fully
or substantially implemented the M&A visit teams’ proposed actions.
At least 20% of site principals at each level indicated that they have partially implemented the M&A visit teams’ proposed actions.
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Sharing the Elementary Experience
Board membersBonnie Cassel – Mosher Elementary SchoolJeff Thompson – Joe Serna Charter School
Site administrationBrandon Krueger – Principal, Creekside
Elementary School
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Lessons Learned:K-6 Exemplars
Consistency of instructional practices, pacing, and procedures at grade levels
Strategies for student engagement Use of academic language Written expectations with defined student
achievement goals Professional student concept
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The Secondary Journey
Board membersRichard Jones – Lodi High SchoolPeter Johnson – Tokay High School
Site administrationErik Sandstrom – Principal Tokay High SchoolMartha Dent – Vice Principal Tokay High
School
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Common Themes Need for professional development
AB472, GATE strategies, culturally responsive classrooms
Support programs for African American studentsThe Village, mentoring programs
Coaching support for teachers Intervention materials Time for staff collaboration
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Recommendations for 2008-09 Partner Schools Theories of Action / Inquiry Questions Continuation of Walk Throughs Addition of Teacher Leader on the M & A Team Invitation to Board members Academic Program Survey will be utilized as a
benchmark
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Visitation Teams
Standing Visitation Team Members: Associate Superintendent Principal Administrative Peer Teacher Leader Assistant Superintendent Vice Principal Director of Elementary Education
Support Visitation Team Members (one or more):SuperintendentAdministrative Director of Student Services/SELPAAdministrative Director Curriculum and InstructionCoordinatorsBoard Member Other
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Theory of Action
A system of shared practices and beliefs that guide learning.
A Theory of Action is expressed as an IF…., THEN ….. statement
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Inquiry Questions Inventory: These questions provide: a starting point for
inquiry; a detailed assessment of what is currently in place; a way to do counting and labeling of teachers/staff, strategies, and other components of a change initiative.
Implementation: These questions provide: information about what a particular practice looks like as it is implemented; a lens into depth and quality of implementation; a way to evaluate how well a practice is implemented against a defined standard.
Effectiveness: These questions provide information about the effectiveness of the strategy in addressing the defined problem statement around student achievement.
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What Does It Look Like?
Theory of Action Inquiry Questions
If uninterrupted instructional minutes are protected and students have greater academic learning time, then student achievement will increase.
1. What site based practices and processes are used to allocate and protect instructional minutes?
2. What is the % of students’ on-task time as measured using our guidelines?
3. What is the increase in student achievement data based on theme assessments, benchmarks and ultimately CTS’s?
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Administrative Response to Revised Process
The adjustments to the process will allow for greater in depth discussions on areas that will positively affect student achievement.68 Agree8 Somewhat Agree0 Disagree
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Administrative Response to Revised Process
The opportunity to collaborate with a partner colleague will provide me with support and new ideas.61 Highly agree9 Somewhat agree2 Disagree
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Questions?
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Appendix
MONITORING AND ACCOUNTABILITY PROCESS
2007-08
EVALUATION
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Total Administrative Experience
The district has an experienced group of principals with at least 80% of them at each level possessing 5 or more years of total administrative experience.Administrator Questionnaire
Years of Total Administrative Experience
0%
10%
20%
30%
40%
50%
60%
70%
80%
90%
100%
Pe
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t o
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Less than 1 year 3% 0% 0%
1 year up to 3 years 7% 0% 0%
3 years up to 5 years 0% 20% 0%
5 or more years 90% 80% 100%
Elementary (30 respondents) Middle (5 respondents) High (8 respondents)
Source: LUSD 2007-08 Administrator Questionnaire
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LUSD Administrative Experience With at least 67% of principals at each level
possessing at least 5 or more years experience as an LUSD administrator, the district’s principals are experienced and knowledgeable of the district’s culture.
Administrator QuestionnaireYears of LUSD Administrative Experience
0%
10%
20%
30%
40%
50%
60%
70%
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Less than 1 year 13% 0% 0%
1 year up to 3 years 13% 20% 13%
3 years up to 5 years 7% 20% 25%
5 or more years 67% 60% 63%
Elementary (30 respondents) Middle (5 respondents) High (8 respondents)
Source: LUSD 2007-08 Administrator Questionnaire
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Student Achievement
No more than 20% of the principals at each level felt that M&A significantly increased student achievement.
At least 40% at each level felt that the effort caused a modest increase it student achievement.
At least 25% at each level felt that it did not impact student achievement.
Administrator QuestionnaireImpact of Monitoring & Accountability on Student Achievement
0%
10%
20%
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40%
50%
60%
70%
80%
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Did not impact student achievement 33% 40% 25%
Modestly increased student achievement 53% 40% 75%
Signif icantly increased studentachievement
13% 20% 0%
Elementary (30 respondents) Middle (5 respondents) High (8 respondents)
Source: LUSD 2007-08 Administrator Questionnaire
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Degree of Implementation of Actions Proposed At least 63% of the principals at each level fully or substantially
implemented the actions proposed by visiting teams during their M&A visit. At least 20% at each level partially implemented the actions proposed
during their M&A visit. No more than 13% at each level minimally implemented the actions
proposed during their M&A visit.Administrator Questionnaire
Degree of Implementation of Actions Proposed During Monitoring Visits
0%
10%
20%
30%
40%
50%
60%
70%
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Fully 23% 20% 0%
Substantially 50% 60% 63%
Partially 27% 20% 25%
Minimally 0% 0% 13%
Elementary (30 respondents) Middle (5 respondents) High (8 respondents)
Source: LUSD 2007-08 Administrator Questionnaire
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District Initiatives Which Most Contributed to Student Achievement
At least 60% of the principals at each level felt that Cycle of Inquiry and/or Supervision and Evaluation most contributed to student achievement.
Source: LUSD 2007-08 Administrator Questionnaire
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Essential Program Component Focus
M&A visiting teams observed that Monthly Teacher Collaboration and Student Achievement Monitoring were the focus of at least 54% of elementary and middle schools.
M&A visiting teams also observed that the majority (72%) of high schools focused on Monthly Teacher Collaboration and Lesson and Course Pacing Scheduling.
Summary Survey and Visitation FormsEssential Program Component Focus By School Type
0%
5%
10%
15%
20%
25%
30%
35%
40%
45%
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Elementary 21% 7% 29% 4% 7% 25% 7%
Middle 0% 0% 40% 0% 0% 40% 20%
High 0% 29% 43% 0% 14% 14% 0%
Instructional Time
Lesson and Course Pacing
Scheduling
Monthly Teacher Collaboration
Ongoing Teacher Support
SBE Adopted Instructional
Materials
Student Achievement
Monitoring
Teacher Professional Development
Source: LUSD 2007-08 Summary Survey and Visitation Forms
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California Standards for the Teaching Profession Focus M&A visiting teams observed that at least 40% of all schools focused
on Engaging and Supporting All Students in Learning standard. M&A visiting teams also observed that:
At least 29% of elementary and high schools focused on the Planning Instruction and Designing Learning Experiences standard.
40% of middle schools focused on the Understanding and Organizing Matter standard.
Summary Survey and Visitation FormsCalifornia Standards for the Teaching Profession Focus By School Type
0%
10%
20%
30%
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60%
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Elementary 7% 46% 29% 18%
Middle 20% 40% 0% 40%
High 17% 50% 33% 0%
Creating and Maintaining Effective Environments
Engaging and Supporting All Students in Learning
Planning Instruction and Designing Learning
Experiences
Understanding and Organizing Subject Matter
Source: LUSD 2007-08 Summary Survey and Visitation Forms