Superintendent Deasy Newsletter for Aug. 29-Sept. 2

8/4/2019 Superintendent Deasy Newsletter for Aug. 29-Sept. 2

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1. Using Data to Drive Standards-Based Instruction

Use data to drive standards-based, effective instruction for all students, coupled with support and intervention, when

students need extra assistance or accelerated learning.

Superintendent Deasys Update for August 29-September 2, 2011

On a weekly basis, I will be providing an update on our progress toward implementing our four core strategies that

will help us ensure all students graduate college-prepared and career-ready.

Deasys Download

In the last weeks, we have received a triple dose of good news. First, graduation rates went up; next, the STAR

results showed that we outranked the state in nearly every category; and, finally, the 2011 Academic

Performance Index (API) scores marked the fourth consecutive year of double-digit growth, this time by 19

points. Whats especially gratifying about the API results is that they measure year-to-year improvements in

the performance of schools across multiple categories. Indeed, they are one of the best available means thepublic has to assess the commitment of each school to provide the highest quality education to students.

Looking at various sub-categories, the API results are even better. A total of 209 of our schools met or

exceeded the 800 API scorethe statewide targetin 2011-12, an increase of 36 over the previous year. And

the rise in the average API score this year of 19 points was the highest such gain of any urban school district in

California. Not only are we doing something right in our schools, we are doing something right at a time when

there is every reason to believe we should be heading to the bottom. Any school district that has suffered

massive cuts to its operating budget for four straight years would be expected to decline in key categories.

That is not the case here. There is no mystery, or magical formula, to explain our success. It stems from the

extraordinary, tireless commitment of parents, students, teachers, and administrators. Without that, noschool district can thriverich or poor.

Academic Performance Index (API) scores were released this week. The API is a part of the State accountability system

which measures year-to-year improvement in school performance across multiple subject areas. The API is a composite

score that combines information across grade levels and content areas to give a single accountability score for school

sites. API scores range from a low of 200 to a high of 1,000. The statewide target is 800 for the school and all subgroups.

We are pleased to report that for the 4th year in a row the District has made double-digit growth.


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Table 1: LAUSD Continues Double-Digit API Gains for Four Consecutive Years

Year Base GrowthGrowth

Points

2002-03 595 626 31

2003-04 622 634 12

2004-05 633 649 16

2005-06 649 658 9

2006-07 655 664 9

2007-08 662 683 21

2008-09 681 694 13

2009-10 693 709 16

2010-11 709 728 19

More than 200 LAUSD schools achieved an API score of 800 or higher. This is almost one-third of all District schools

(32%). Less than 10% of our schools scored below 650.

Table 2: More than 200 Schools Had API Scores of 800 or Higher

2001-

02

2002-

03

2003-

04

2004-

05

2005-

06

2006-

07

2007-

08

2008-

09

2009-

10

2010-

11

Number of Schools*

Elementary 34 51 62 83 96 102 129 141 157 190

Middle 0 0 1 1 2 3 8 10 12 13

High School 0 2 3 5 5 5 6 4 4 6

All Schools 34 53 66 89 103 110 143 155 173 209

Percent of Schools

Elementary 8% 12% 14% 19% 21% 22% 28% 31% 34% 40%

Middle 0% 0% 1% 1% 3% 4% 10% 13% 15% 16%

High School 0% 5% 6% 9% 8% 8% 9% 5% 5% 7%

All Schools 6% 10% 12% 16% 18% 18% 24% 25% 28% 32%


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2. Supporting All Employees

We are accountable for our students success. We will use data to personalize the supports that all of our employees ne

to serve our students, from professional development and training to creating measurable performance goals.

3. Budgeting for Student Achievement

We will make the District budget more transparent, align resources for greater impact and equity, and give schools the

ability to target resources to meet their specific needs, bringing funding and decision-making closer to schools and

classrooms.

Our API scores increased by double-digits for all major subgroups except for Asians and Filipinos, which both grew by

nine points. All major subgroups exceeded the statewide growth.

These increases reflect the hard work of all our staff, students and families. Congratulations on our achievements. Let us

continue our work together to identify and replicate the evidence-based practices that have moved us forward over the

years.

Ive always believed that every employee in this District contributes to, and is responsible for, the success of each of our

students. LAUSD is fortunate to have a very active, engaged group of community partners who are also deeply invested

in the lives of our youth. This week, approximately 40 staff members representing community partners spent a

significant part of the day with us learning about the DistrictsEducator Growth and Development Cycle, theTeaching

and Learning FrameworkandRubrics, and ourAcademic Growth over Timedata tools.

With this new information, staff will now begin sharing their knowledge with parents at school sites, provide parent

training expertise to school leaders, and offer valuable feedback to our Supporting All Employees Team on how to better

engage parents in our charge to build a support and development system for the Districts educators.

As the budget team implements Budgeting for Student Achievement (BSA), we will bring you a series of profiles

highlighting practices and strategies used by BSA pilot schools in developing site budgets. We highlight Frank Del Olmo

Elementary School and Principal Eugene Hernandez today.
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Frank Del Olmo Elementary Enrollment: approximately 900

Year entered BSA model: 2010-11

Achievement highlights: Frank Del Olmo has an API of 743 for 2010, and has made large proficiency gains for the 2010-2011 school year on the California Standards Tests (CST) across all grades. Between 2009-10 and 2010-11, Frank Del

Olmo Elementary raised the percentage of kids testing proficient or higher in math by 19% and by 14% in English

language arts. Fifth graders went from 37% proficient in English language arts in 2010 to 60% proficient in 2011, and

from 45% proficient in math in 2010 to 72% in 2011.

The No. 1 benefit of per-pupil is that it gives us more flexibility to examine our data to see how we should be investing

our resources. We take a look at how many boys and girls are at a particular academic level based on the California

Standards Tests, Hernandez explained. We look at multiple data points, API scores, AYP, how may English learner

students are making the targets. We also analyze our school plan and ask, What does our school plan say about closing

the achievement gap? We have a long-term vision for what we want to do.

Regarding spending decisions, he asks What is your goal to have that computer lab, for example? Is it to do word

processing skills, or is it to tie into language arts and science? It takes a lot of work, but the bottom line is whatever

expenditures I have are based on the school plan and the district objectives. Its not what Eugene Hernandez wants. If

school scores showed a large achievement gap for English language learners, how are we targeting our resources to

improve that gap? We are not going to only do compliance. What are we doing to inform teacher practice to get into

classrooms, look and monitor instruction for those students? How are we going to be focused? How can you improve

student achievement and how can you inform teachers practice to improve student performance? That is the big thing.

You have to use the money to have teachers inform their practice. They are the practitioners who are working in the

classroom. So a lot of our funding flexibility goes toward professional development.

Hernandez said data is reviewed every period and praises the Districts My Data program. For elementary schools, we

have tests every six weeks, and it is not to suggest that a teacher is doing a bad job. Its to take a look at the results. Lets

take single-digit addition. If all my students missed it, what can I do to get better at single-digit addition? Sometimes

we play too much of the blame game as teachers and as principals and as a district, Hernandez said. Instead, we ask,

how can we take a look at that and inform our practice to get better at teaching single-digit addition? All my

expenditures support my instructional goals. I use my data to drive standards-based instruction and that is what we are

all about.

Another benefit of per pupil budgeting to us has been the potential for cost-savings. I improved attendance for 2010-11

by 1.2 percent and our school improved overall teacher attendance as well, resulting in additional revenue and lower


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expenditures, creating additional dollars at the campus.

Explaining staffing flexibility, Principal Hernandez says: We have also used our flexibility to have better control over our

positions than through norm-based funding. Under norm-based, you have to take what they give you and theres no

flexibility, even if you understand your enrollment, you better have 34 teachers. Whereas with per-pupil, they are going

to give you money and you have more position control. For example, it has helped me with operations like the plant

manager. So when plant managers were taken away from most schools, because we were per pupil, it helped me to

keep my plant manager. Being per pupil helped me to add four hours of custodial time. So now I have 24 hours of

custodial time.

Principal Hernandez recommends the practices below, which he uses at his campus:

Continue to focus your resource allocations based on your academic goals, which must be based on an in-depth

examination of data for every child. If I get more resources or part of my carryover, I would use that money for my

Response to Intervention with the 5%-10% of students who need a replacement program because sitting in the

classroom isnt working for them. Thats what I would use my money for, to better focus on how we can close the

achievement gap. Then we assess how well this strategy is working and whether we should continue to invest our

resources.

Principals must focus on improving attendance and saving money to add resources to their school. Schools must focus

on high attendance every day because it is used to determine school funding. Additionally, employee attendance is

critical too. Lower staff absence rates free up dollars that can be allocated to instruction, intervention or other areas,

based on school needs.

On August 30, the Los Angeles Board of Education voted to conditionally amend the Public School Choice (PSC) 3.0

process such that only in-district applicant teams (current or retired LAUSD employee-designed school plans) can apply

for new schools first. If none of the plans submitted by in-district applicants are deemed excellent, then outside

applicants (charter operators and other non-profit groups) will be considered. The enactment of this amendment

requires a successfully negotiated Memorandum of Understanding between the District and its labor partner, United

4. Creating and Supporting Quality Schools

We will analyze multiple data points to differentiate the service and support we deliver to schools. In addition, we will

capture and share best practices across all of our schools regardless of school models.


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Teachers Los Angeles (UTLA), by November 1.

In light of the changes to the PSC process, staff is currently working to finalize new timelines, which will be available in

the coming weeks. Additionally, the two sessions of the Family & Community Engagement Update scheduled for

September 1 and 12 have been postponed until further notice.

Upcoming PSC Calendar Events

To view and register for all upcoming PSC calendar events, please click on the following link:

http://publicschoolchoice.lausd.net/calendar. Please use the Event Reservation Form found in the workshops listing in

the PSC website to register. You can also access the Event Reservation Form directly at the following link:

http://publicschoolchoice.lausd.net/event_reservation_form.
http://publicschoolchoice.lausd.net/calendarhttp://publicschoolchoice.lausd.net/calendarhttp://publicschoolchoice.lausd.net/event_reservation_formhttp://publicschoolchoice.lausd.net/event_reservation_formhttp://publicschoolchoice.lausd.net/event_reservation_formhttp://publicschoolchoice.lausd.net/calendar

Superintendent Deasy Newsletter for Aug. 29-Sept. 2

Documents

Transcript of Superintendent Deasy Newsletter for Aug. 29-Sept. 2