LAUSD Performance Management and Accountabilitylaschoolboard.org/sites/default/files/Performance...
Transcript of LAUSD Performance Management and Accountabilitylaschoolboard.org/sites/default/files/Performance...
LAUSD Performance Management andAccountabilityCommittee of the Whole Briefing
September 25, 2008
1251388-00-LAUSD - Performance Management Accountability Overview_ COW_September 2008_FINAL PUBLIC.ppt
Objectives for today
Provide the Board with information about the district-wide roll out of school report cardsand launch of MyData (dashboard) pilot
Answer questions from the Board about the report cards and MyData
Highlight areas where Board members can assist with the roll out
2251388-00-LAUSD - Performance Management Accountability Overview_ COW_September 2008_FINAL PUBLIC.ppt
Focus of districtPM&A projectDefining excellence
Making informed decisions
Trackingprogress and
creatingtransparency
Establishingrecognition
andconsequences
• Vision that cascades down the organization• Rubrics for principals, APs and teachers• Contract/ compacts with principals, APs,
teachers, parents and students
• Annual report cards at all levels toreport outcomes to public
• Dashboards used as managementtool to periodically track progress onleading indicators
• Evaluations to review principal, AP,teacher and classified staffperformance
• Periodic discussions with principals, APs and teachers abouttheir performance to determine support needed
• Customized PD to address individual principal and teacherneeds
• Data-driven conversations at all levels to make informeddecisions
• Training to facilitate use of data• Quality review to objectively monitor use of data
• Career path for principals, APsand teachers
• Recognition of excellence at alllevels, including students
• Interventions to giveaccountability system impact
Performance Management and Accountability system
3251388-00-LAUSD - Performance Management Accountability Overview_ COW_September 2008_FINAL PUBLIC.ppt
Report cards and dashboards have different purposes
• Public facing -- with parents as primary audience
• Updated annually
• Establishes metrics to hold schools accountable
Performance
Key Metrics Status
KPI 67%
KPI 98%
Metric 85%
Metric 93%
Featured data: attendance by classroom
Classroom Status This wk Last wk Year ago Teacher
Dashboard Tab Title 2 Tab Title 3 Tab Title 4
Alerts/Flags
Alerts from last 2 days
Alert #1
Alert #2
Alert #3
Alert #4
Performance Chart
1
2
3
4
5
6
7
8
9
10
11
12
Avg.
Avg.
Above
Below
Above
Above
Below
Below
Avg.
Avg.
Below
Above
Principal DashboardWelcome Mary Today is Tuesday, December 04, 2007
Print | Help | Log Out
Page 1 | Page 2 | Page 3
more...
Budget
Item 1 $ xx,xxx
Item 2 $ xx,xxx
Item 4 $ xx,xxx
Item 5 $ xx,xxx
Item 3 $ xx,xxx
Special circumstances
xxxxxx
Performance Chart
Performance Chart
92%
93%
95%
85%
94%
96%
86%
86%
91%
90%
88%
96%
88%
91%
98%
83%
90%
95%
90%
88%
90%
95%
83%
100%
90%
91%
98%
92%
95%
90%
92%
90%
93%
100%
81%
97%
Bill S.
Joey D.
Frank
Susie
Jill
Bob C.
Charles
Jennifer
Benny
Linda
Gigi
Rose
• Internal tool for administrators and teachers to make data-driven decisions
• Provides frequent information and ability to drill down
• Used to inform everyday instruction and operations
• Not used for accountability
Report card Dashboard (MyData)
Dashboardmetrics are
leadingindicators ofreport card
metrics ILLUSTRATIVE
ACADEMIC PROGRESS
STUDENT OUTCOMES
STUDENT AND PARENT CONNECTION
INSTRUCTION, SCHOOL LEADERSHIP, AND SCHOOL CULTURE
2007-2008
Students graduating – in 4 years / in 5 years X% / Y%
Beyond test scores – review of teaching, leadership, and culture
Campus safety - -students feeling safe / faculty and staff feeling safe
S t u d e n tsatisfaction -- students feeling satisfied with their school & learning
XX High School: 2007-08 School YearAPI: XX out of 1,000M e tAYP in 2008 (Yes/No)?: XX
Parent satisfaction– parents feeling satisfied with their child’s school and learning
College / career going – students entering 2-year college / 4-year university / other X% / Y% /coming soon
Passing state tests – students scoring Proficient or Advanced in English / Math X% / Y%Progress on state tests – students improving in English / Math X% / Y%
Seniors on track – 12th graders taking SAT test / scoring at least 1400 out of 2400 X% / Y%Juniors on track - 11th graderspassing EAP college-readinesstest in English / Math X% / Y%Sophomores on track - 10th graders on track to graduate ready for college and career
Sophomores passing exit exam --10th graders passing both parts ofCAHSEE X%
Freshmen and graduation -9th graders on track to graduate X%
X%Professional attendance - -faculty and staff attendance rate
Student attendance - -students with 95% attendance rate (miss fewer than 9 days) X%
College / career readiness -- students completing A-G requirements in 4 years / 5 years X% / Y%
English learners progress – EL students improving on CELDTtest X%
3-YEAR CHANGE FROM 2004-2005 TO 2007-2008
coming December 2009
coming December 2009
coming December 2009
coming December 2009
coming December 2009
coming December 2009
coming December 2009
coming December 2009
coming December 2009
coming December 2009
coming December 2009
coming December 2009
coming December 2009
CHANGE FROM 2006-2007 TO 2007-2008
_A% /_B%
coming soon
coming soon
coming soon
coming soon
_A% /_B% / coming soon
_A% /_B%_A% /_B%
_A% /_B%_A% /_B%
_A%
_A%
_A%
_A%
_A% /_B%
_A%
School score
coming soon Program Improvement status: X
SCHOOL OVERVIEW
• % African American • % American Indian• % Asian• % Filipino• % Latino• % Pacific Islander• % White (not Latino)
# of students: X
• % English Learners (EL)• % Special Education• % Gifted and Talented• % Economically disadvantaged• % Students moving in and out of this
school during the year
English Proficient or Advanced
* Scores are not shown when number of students is 10 or less toprotect student privacy and ensure statistical accuracy
STATE TEST SCORES BY GROUP (CST)
Math Proficient or Advanced
X% _A%
ACADEMIC PROGRESS
STUDENT OUTCOMES
STUDENT AND PARENT CONNECTION
INSTRUCTION, SCHOOL LEADERSHIP, AND SCHOOL CULTURE
2007-2008
Students graduating – in 4 years / in 5 years X% / Y%
Beyond test scores – review of teaching, leadership, and culture
Campus safety - -students feeling safe / faculty and staff feeling safe
S t u d e n tsatisfaction -- students feeling satisfied with their school & learning
XX High School: 2007-08 School YearAPI: XX out of 1,000M e tAYP in 2008 (Yes/No)?: XX
Parent satisfaction– parents feeling satisfied with their child’s school and learning
College / career going – students entering 2-year college / 4-year university / other X% / Y% /coming soon
Passing state tests – students scoring Proficient or Advanced in English / Math X% / Y%Progress on state tests – students improving in English / Math X% / Y%
Seniors on track – 12th graders taking SAT test / scoring at least 1400 out of 2400 X% / Y%Juniors on track - 11th graderspassing EAP college-readinesstest in English / Math X% / Y%Sophomores on track - 10th graders on track to graduate ready for college and career
Sophomores passing exit exam --10th graders passing both parts ofCAHSEE X%
Freshmen and graduation -9th graders on track to graduate X%
X%Professional attendance - -faculty and staff attendance rate
Student attendance - -students with 95% attendance rate (miss fewer than 9 days) X%
College / career readiness -- students completing A-G requirements in 4 years / 5 years X% / Y%
English learners progress – EL students improving on CELDTtest X%
3-YEAR CHANGE FROM 2004-2005 TO 2007-2008
coming December 2009
coming December 2009
coming December 2009
coming December 2009
coming December 2009
coming December 2009
coming December 2009
coming December 2009
coming December 2009
coming December 2009
coming December 2009
coming December 2009
coming December 2009
CHANGE FROM 2006-2007 TO 2007-2008
_A% /_B%
coming soon
coming soon
coming soon
coming soon
_A% /_B% / coming soon
_A% /_B%_A% /_B%
_A% /_B%_A% /_B%
_A%
_A%
_A%
_A%
_A% /_B%
_A%
School score
coming soon Program Improvement status: X
SCHOOL OVERVIEW
• % African American • % American Indian• % Asian• % Filipino• % Latino• % Pacific Islander• % White (not Latino)
# of students: X
• % English Learners (EL)• % Special Education• % Gifted and Talented• % Economically disadvantaged• % Students moving in and out of this
school during the year
English Proficient or Advanced
* Scores are not shown when number of students is 10 or less toprotect student privacy and ensure statistical accuracy
STATE TEST SCORES BY GROUP (CST)
Math Proficient or Advanced
X% _A%
ILLUSTRATIVE
4251388-00-LAUSD - Performance Management Accountability Overview_ COW_September 2008_FINAL PUBLIC.ppt
Unified report card solutionModifications may be made to existing metrics
Existing scorecards / report cards
• Summary• Detail
Unified solution
SARC
KPII
A-G/ CTE
Highpriority
Public-facing, single pagereport card used for
accountability
Detailed SARC to meetstate regulations and
provide additional detail
Performance
Key Metrics Status
KPI 67%
KPI 98%
Metric 85%
Metric 93%
Featured data: attendance by classroom
Classroom Status This wk Last wk Year ago Teacher
Dashboard Tab Title 2 Tab Title 3 Tab Title 4
Alerts/Flags
Alerts from last 2 days
Alert #1
Alert #2
Alert #3
Alert #4
Performance Chart
1
2
3
4
5
6
7
8
9
10
11
12
Avg.
Avg.
Above
Below
Above
Above
Below
Below
Avg.
Avg.
Below
Above
Principal DashboardWelcome Mary Today is Tuesday, December 04, 2007
Print | Help | Log Out
Page 1 | Page 2 | Page 3
more...
Budget
Item 1 $ xx,xxx
Item 2 $ xx,xxx
Item 4 $ xx,xxx
Item 5 $ xx,xxx
Item 3 $ xx,xxx
Special circumstances
xxxxxx
Performance Chart
Performance Chart
92%
93%
95%
85%
94%
96%
86%
86%
91%
90%
88%
96%
88%
91%
98%
83%
90%
95%
90%
88%
90%
95%
83%
100%
90%
91%
98%
92%
95%
90%
92%
90%
93%
100%
81%
97%
Bill S.
Joey D.
Frank
Susie
Jill
Bob C.
Charles
Jennifer
Benny
Linda
Gigi
RoseILLUSTRATIVE Internal dashboard tomanage towards report
card metrics
• Overall achievement metrics• Subgroup achievement
metrics• Surveys• School review
• Overall achievement metrics• Subgroup achievement metrics• Targets
• Graduation rate• 12th/10th grade A-G completion• Other detailed metrics
ACADEMIC PROGRESS
STUDENT OUTCOMES
STUDENT AND PARENT CONNECTION
INSTRUCTION, SCHOOL LEADERSHIP, AND SCHOOL CULTURE
2007-2008
Students graduating – in 4 years / in 5 years X% / Y%
Beyond test scores – review of teaching, leadership, and culture
Campus safety - -students feeling safe / faculty and staff feeling safe
S t u d e n tsatisfaction -- students feeling satisfied with their school & learning
XX High School: 2007-08 School YearAPI: XX out of 1,000M e tAYP in 2008 (Yes/No)?: XX
Parent satisfaction– parents feeling satisfied with their child’s school and learning
College / career going – students entering 2-year college / 4-year university / other X% / Y% /coming soon
Passing state tests – students scoring Proficient or Advanced in English / Math X% / Y%Progress on state tests – students improving in English / Math X% / Y%
Seniors on track – 12th graders taking SAT test / scoring at least 1400 out of 2400 X% / Y%Juniors on track - 11th graderspassing EAP college-readinesstest in English / Math X% / Y%Sophomores on track - 10th graders on track to graduate ready for college and career
Sophomores passing exit exam --10th graders passing both parts ofCAHSEE X%
Freshmen and graduation -9th graders on track to graduate X%
X%Professional attendance - -faculty and staff attendance rate
Student attendance - -students with 95% attendance rate (miss fewer than 9 days) X%
College / career readiness -- students completing A-G requirements in 4 years / 5 years X% / Y%
English learners progress – EL students improving on CELDTtest X%
3-YEAR CHANGE FROM 2004-2005 TO 2007-2008
coming December 2009
coming December 2009
coming December 2009
coming December 2009
coming December 2009
coming December 2009
coming December 2009
coming December 2009
coming December 2009
coming December 2009
coming December 2009
coming December 2009
coming December 2009
CHANGE FROM 2006-2007 TO 2007-2008
_A% /_B%
coming soon
coming soon
coming soon
coming soon
_A% /_B% / coming soon
_A% /_B%_A% /_B%
_A% /_B%_A% /_B%
_A%
_A%
_A%
_A%
_A% /_B%
_A%
School score
coming soon Program Improvement status: X
SCHOOL OVERVIEW
• % African American • % American Indian• % Asian• % Filipino• % Latino• % Pacific Islander• % White (not Latino)
# of students: X
• % English Learners (EL)• % Special Education• % Gifted and Talented• % Economically disadvantaged• % Students moving in and out of this
school during the year
English Proficient or Advanced
* Scores are not shown when number of students is 10 or less toprotect student privacy and ensure statistical accuracy
STATE TEST SCORES BY GROUP (CST)
Math Proficient or Advanced
X% _A%
ACADEMIC PROGRESS
STUDENT OUTCOMES
STUDENT AND PARENT CONNECTION
INSTRUCTION, SCHOOL LEADERSHIP, AND SCHOOL CULTURE
2007-2008
Students graduating – in 4 years / in 5 years X% / Y%
Beyond test scores – review of teaching, leadership, and culture
Campus safety - -students feeling safe / faculty and staff feeling safe
S t u d e n tsatisfaction -- students feeling satisfied with their school & learning
XX High School: 2007-08 School YearAPI: XX out of 1,000M e tAYP in 2008 (Yes/No)?: XX
Parent satisfaction– parents feeling satisfied with their child’s school and learning
College / career going – students entering 2-year college / 4-year university / other X% / Y% /coming soon
Passing state tests – students scoring Proficient or Advanced in English / Math X% / Y%Progress on state tests – students improving in English / Math X% / Y%
Seniors on track – 12th graders taking SAT test / scoring at least 1400 out of 2400 X% / Y%Juniors on track - 11th graderspassing EAP college-readinesstest in English / Math X% / Y%Sophomores on track - 10th graders on track to graduate ready for college and career
Sophomores passing exit exam --10th graders passing both parts ofCAHSEE X%
Freshmen and graduation -9th graders on track to graduate X%
X%Professional attendance - -faculty and staff attendance rate
Student attendance - -students with 95% attendance rate (miss fewer than 9 days) X%
College / career readiness -- students completing A-G requirements in 4 years / 5 years X% / Y%
English learners progress – EL students improving on CELDTtest X%
3-YEAR CHANGE FROM 2004-2005 TO 2007-2008
coming December 2009
coming December 2009
coming December 2009
coming December 2009
coming December 2009
coming December 2009
coming December 2009
coming December 2009
coming December 2009
coming December 2009
coming December 2009
coming December 2009
coming December 2009
CHANGE FROM 2006-2007 TO 2007-2008
_A% /_B%
coming soon
coming soon
coming soon
coming soon
_A% /_B% / coming soon
_A% /_B%_A% /_B%
_A% /_B%_A% /_B%
_A%
_A%
_A%
_A%
_A% /_B%
_A%
School score
coming soon Program Improvement status: X
SCHOOL OVERVIEW
• % African American • % American Indian• % Asian• % Filipino• % Latino• % Pacific Islander• % White (not Latino)
# of students: X
• % English Learners (EL)• % Special Education• % Gifted and Talented• % Economically disadvantaged• % Students moving in and out of this
school during the year
English Proficient or Advanced
* Scores are not shown when number of students is 10 or less toprotect student privacy and ensure statistical accuracy
STATE TEST SCORES BY GROUP (CST)
Math Proficient or Advanced
X% _A%
5251388-00-LAUSD - Performance Management Accountability Overview_ COW_September 2008_FINAL PUBLIC.ppt
LAUSD/BCG internal project team
• Inform recommendationsthrough collaborativediscussion
• Synthesize keymessages and findingsfrom the work
Role
Project Management
• Michael Lovelady
LAUSD BCG
• Set overall scope and project direction• Review and make key decisions• Allocate resources appropriately• Resolve key roadblocks/ issues• Monitor project status
• Facilitate discussions• Lead project teams and synthesize
findings• Communicate across teams• Identify and manage project issues
PD
• MariaWale
• Ray Cortines• Judy Elliott
• Reggie Gilyard• Vivian Browning
Project Leadership
HighPriority
• Jan Davis
iDesign
• DaliaHochman
Data &Testing
• CynthiaLim
LocalDistricts
• MichelleKing
• MartinGalindo
Charters
• JoseCole-Gutierrez
IT
• ShahryarKhazei
Project Team Members
BCG
• JoanneWilson
• JasminePachnanda
Research/Planning
• GlennDaley
• RosaValdes
6251388-00-LAUSD - Performance Management Accountability Overview_ COW_September 2008_FINAL PUBLIC.ppt
Gathered feedback from key stakeholdersDetails
• All Local District Superintendents and majority of Directors– LD 1, 2, 3, 4, 5, 6, 7, 8
• ~50 principals across all local districts
• ~100 teachers across all local districts
• ~200 parents– All local districts– Board of District Advisory Committee; District English Learner Advisory
Committee; Parent Collaborative
• ~100 students– LD 3, 6, 8
• AALA• UTLA• iDesign Network Partners and transition teams• Chamber of Commerce• A-G community groups, Communities for Educational Equity• United Way, prominent education researchers• Foundations (i.e. Gates Foundation, Dell Foundation)• CCSA and GreenDot
LDSuperintendents
and Directors
Principals
Teachers
Parents
Students
Others
7251388-00-LAUSD - Performance Management Accountability Overview_ COW_September 2008_FINAL PUBLIC.ppt
Rollout of report cards to continue through Dec 2010
Year 1: Jan 2009
Type
• High schools• Middle schools• Elem. schools• Span schools1
• Self-containedmagnets
• Independentcharters2
Total
Year 2: Dec 2009 Year 3: Dec 2010
Source: LAUSD Fingertip Facts, 2007-2008; includes magnet centers that are not self contained1. Includes self-contained magnet SPANs 2. Only charters for which LAUSD has data 3. Includes Newcomer center, Opportunity high schools/Alternative work centers, Regional occupationalcenters /program, Regional occupation program, Skills Centers
#
64754361815
13
621
Type
• Early ed andpreschools
• Primary centers• Special education• Continuation• Remaining
independentcharters (?)
Total
#
159
271945103
974
Type
• Community Day• Community Adult• Other3
Total
#
92443
1050
+ +
• Quantitative metrics• Actual performance and
one-year change
• Survey metrics• 3 yr change for all
metrics, excl surveys+ • School review
• School score• Entering workforce metric• 1 yr change for survey
metrics
+Metrics included Metrics included Metrics included
8251388-00-LAUSD - Performance Management Accountability Overview_ COW_September 2008_FINAL PUBLIC.ppt
Communications guiding principles and key messages
Guiding principles
Cascading messaging starting from LAUSDleadership
• No one finds out before their boss
Hitting key stakeholders multiple times (e.g.,LD Superintendents)
Leveraging existing events and meetingse.g., Superintendent Leadership meetings,LD retreats
Building communications support from awide base of stakeholders, particularly toreach parents and students (e.g., UTLA,United Way, PLAS, CCE)
Key messages
Transparency of school performance data,both quantitative and qualitative
Information for parents to mobilize anddemand change
Baseline year in Jan 2009, but report cardswill be used to hold schools accountable fortheir performance and progress in futureyears
Represents a major milestone in advancingLAUSD’s vision: that L.A.’s children receivea state-of-the-art education that ensuresstudents are college prepared and careerready
9251388-00-LAUSD - Performance Management Accountability Overview_ COW_September 2008_FINAL PUBLIC.ppt
High level communications plan
Sept 2008
Press releaseannouncing reportcard (TBC)
• Articles inmajor localpublications
Supt Brewer show
Oct 2008
Back to schoolnights
Key parentorganizations
Outreach fromcommunity basedorganizations toparents andstudents
Nov 2008 Dec 2008 Jan 2009
Press releaseannouncing baselinemailing
A Su Lado segment(TBC)
Media events
Assemblies,townhalls withparents, students
Internal communications with LDs, principals, teachers
Several outside groups are collaborating on ourcommunications plan, such as PLAS and United Way
Outreach fromcommunity basedorganizations toparents andstudents
Outreach fromcommunity basedorganizations toparents andstudents
10251388-00-LAUSD - Performance Management Accountability Overview_ COW_September 2008_FINAL PUBLIC.ppt
MyData tool vision
MyData tool Proposed vision
• Seamless user interface with single sign-onthat integrates all source systems
– e.g., TPR, SOAR, ISIS, DSS, etc
• Customized reporting for all categories ofusers
– School Board, central, LDs, school siteadmin, teachers
– set of reports for public (e.g., unions,parents)
• Focus on most frequent and actionable data(e.g., periodic assessments, grades,attendance)
• Decreased data latency (i.e., near real-timedata)
• Increased speed of report generation andaccess
• Explicit link between Report Card and MyData
• Potential transactional functionality to allowknowledge management in addition toreporting (e.g., sharing best practices,comments about individual students)
11251388-00-LAUSD - Performance Management Accountability Overview_ COW_September 2008_FINAL PUBLIC.ppt
Duration andtiming
Schoolsinvolved
Pilotstakeholders
• 8-9 months (remaining 2008-2009 academic year)• October 2008 through May/June 2009
• 33 schools in total– 12 Elementary Schools / 13 Middle Schools / 8 High Schools from
across all Local Districts (includes 10 PLAS schools, 2 LMU, 1 MLAand 1 GCEP1)
• School site implementation: administrators, teachers, coaches• Off-site support: central office, MyData project team, local district staff
MyData pilot overviewA subset of schools will participate
MyData is a web-based tool that provides teachers andadministrators with frequent student-level data
1. To be confirmed
12251388-00-LAUSD - Performance Management Accountability Overview_ COW_September 2008_FINAL PUBLIC.ppt
LMU Schools• Orville Wright
Middle• Kentwood
Elementary
MLA Schools• Manual Arts
HighGCEP• Crenshaw
High1
Local District 1
• George K. PorterMiddle
• Plummer Elementary• Holmes Middle
Local District 2
• Arminta Elementary• Robert A. Millikan
Middle
Local District 3
• Daniel Webster Middle• Shenandoah Street
Elementary
Local District 5
• Second StreetElementary
• Belvedere Middle
Local District 6
• South Gate Senior High• Nueva Vista
Elementary
Local District 7
• Foshay LearningCenter
• Edison Middle School
Local District 4
• Eagle Rock High• John H. Liechty Middle• Hancock Park
Elementary
Local District 8
• Carson Senior High• Dodson Middle• Park Western Place
Elementary
iDesign Schools
PLAS Schools• Roosevelt Senior High• Santee Educational
Complex• Hollenbeck Middle
• Robert Lewis StevensonMiddle
• Edwin Markham Middle• Samuel Gompers Middle• Sunrise Elementary
• Figueroa StreetElementary
• Ninety-Ninth StreetElementary
• Ritter Elementary
Schools participating in MyData pilot33 in total
1. To be confirmed
13251388-00-LAUSD - Performance Management Accountability Overview_ COW_September 2008_FINAL PUBLIC.ppt
Academic Progress School Climate & School Leadership
Operations Finance Timely & Accurate Data
Periodicassessments
Grades
EL indicators
CSTs
CAHSEE
Special ed.
Creditaccumulation
Academicinterventions
Graduation
Classifiedattendance
Classifiedevaluations
Classifiedturnover
Safety
Staff satisfaction
Instruction Quality
Teacherattendance
Teacherevaluations
Teacherturnover
Teacherroster
Student Connection
Attendance
Studentsatisfaction
Discipline
Parent & Community Involvement
Parentconnection
Communityengagement
Food services KPIs
Supplies &procurement
Transportation
HR
IT Facilities
Actuals vs. budget
Cash flow
Efficiency Record-keeping Data & testing
First release of MyData focuses on academic progressMetrics and functionality will be added in second release and over time
= version 1 metrics
14251388-00-LAUSD - Performance Management Accountability Overview_ COW_September 2008_FINAL PUBLIC.ppt
Specific metrics in MyData v1
Periodicassessments
CAHSEE
Course marksCSTs
EL indicators
Special ed.
Attendance
• Performance level• Total % correct• % correct by strand, by standard set, by
standard• Has Had Most Success With, Struggled
Most With (i.e. highest and lowest % correctcluster)
• Course marks• Performance level• Year-over-year change in performance level• Scale scores• Subscores
• Scale score (Math, ELA)• Pass v No Pass• Number of attempts
• YTD absences• CELDT overall performance level• CELDT subscores• ELA marks• ELD/ESL level• Yrs at current ELD/ESL level• Master plan program• Home language• Date identified• Ready to reclassify? (yes/no)
• Primary eligibility
MyData enables viewing metrics at granular student level as well as aggregated at the classroom and schoollevels
15251388-00-LAUSD - Performance Management Accountability Overview_ COW_September 2008_FINAL PUBLIC.ppt
MyData seven critical success factors for adoption
Relevantcontent
Time / newroutines
Periodicassessments
Schooltechnology
Ease of use
Load times
Providing intuitive userinterface and navigation
Providing fast loadtimes
Leadership
Providing timely andrelevant data that userswant
1
2
3
4
Ado
ptio
n
• Tiger teams to assess andupgrade computers at schools
Many schools lack technology to makeMyData accessible to all teachers
Ensuring schools aretechnology ready
MyData requires culture shift toovercome skepticism from past LAUSDtechnology rollouts
Most teachers do not log-in to checkdata and standards based instruction isnot universally accepted
Teachers and administrators havelimited time for new activities
Challenge to overcome
• Only highly-committed schools inpilot
• Heavy PD and on-site coaching
Gaining support from alllevels of leadership
• Train and build awareness offlexibility
• Turn on customized assessments
Using results to driveinstruction
• Well-defined roles and processes• Repurpose faculty, department
meetings
Embedding MyData intoschools' regular routines
Potential solutionsDescription
Syst
em/T
ool
General acknowledgement that currentDSS system is complex and difficult touse
Constrained by Individual schoolnetwork bandwidth, user numbers, andquantity of data
Users are time-constrained so relevant,actionable data must be easilyaccessible
• Integration of pilot user feedbackthroughout development process
• Use of user interface experts
• Test load times of tool at variouslocations – address network issues
• Ensure tool architecture isconducive to fast load times
• Continuously integrate pilot userfeedback about content into thedevelopment process
5
6
7
16251388-00-LAUSD - Performance Management Accountability Overview_ COW_September 2008_FINAL PUBLIC.ppt
Beyond roll out, additional work required to successfullylaunch new accountability system
• Project management of report card roll out– baseline data syndication– communications/media plan
• Surveys and school review, development and stakeholder engagement• Report card development for non-traditional schools• School score development and roll-out• Incorporate charters
• Pilot evaluation• Professional development around MyData• Longer-term MyData technical solution and functionality• District-wide roll out plan and requirements
• Supports, recognition and consequences– school accountabilities– principal evaluations– teacher evaluations
Report card
MyData
Accountabilities
Key activities beyond September 2008
17251388-00-LAUSD - Performance Management Accountability Overview_ COW_September 2008_FINAL PUBLIC.ppt
Agenda
Report cards
ACADEMIC PROGRESS
STUDENT OUTCOMES
STUDENT AND PARENT CONNECTION
INSTRUCTION, SCHOOL LEADERSHIP, AND SCHOOL CULTURE
2007-2008
Students graduating -- in 4 years / in 5 years X% / Y%
Student satisfaction -- students feeling satisfied and connected with their school and learning
XX High School2007-08 School Year API: XX out of 1,000
Met AYP in 2008 (Yes/No)?: XX
Parent satisfaction -- parents feeling satisfied and connected with their child’s school and learning
College / career going -- students entering 2-year college / 4-year university / other X% / Y% /coming soon
Passing state tests -- students scoring Proficient or Advanced in English / math X% / Y%Progress on state tests -- students improving in English / math X% / Y%
Seniors on track -- 12th graders taking SAT test / scoring at least 1400 out of 2400 X% / Y%Juniors on track -- 11th graders passing EAP college-readiness test in English / math X% / Y%Sophomores on track -- 10th graders on track to graduate ready for college and career
Sophomores passing exit exam -- 10th graders passing both parts of CAHSEE X%Freshmen and graduation -- 9th graders on track to graduate X%
X%Professional attendance -- faculty and staff attendance rate
Student attendance -- students with 95% attendance rate (miss fewer than 8 or 9 days) X%
College / career readiness -- students completing A-G requirements in 4 years / 5 years X% / Y%
English Learners progress -- EL students improving on CELDT test X%
3-YEAR CHANGE FROM2004-2005 TO 2007-2008
coming December 2009
coming December 2009
coming December 2009
coming December 2009
coming December 2009
coming December 2009
coming December 2009
coming December 2009
coming December 2009
coming December 2009
coming December 2009
coming December 2009
coming December 2009
1-YEAR CHANGE FROM2006-2007 TO 2007-2008
↑A% /↓B%
coming soon
coming soon
↑A% /↓B% / coming soon
↑A% /↓B%↑A% /↓B%
↑A% /↓B%↑A% /↓B%
↑A%↑A%
↑A%
↑A%
↑A% /↓B%
↑A%
Schoolscore
coming soon Program Improvement status: X
SCHOOL OVERVIEW
• % African American• % American Indian• % Asian• % Filipino• % Latino• % Pacific Islander• % White (not Latino)
# of students: X
• % English Learners (EL)• % Special Education• % Gifted and Talented• % Economically disadvantaged• % Students moving in and out of this
school during the year
Pacific Islander100White (not Latino)100EL100Special Ed
100African American100American Indian100Asian100Filipino100Latino100
100Gifted and Talented100Economically disadv.
EnglishProficient orAdvanced
* Scores are not shown when number of students is 10 or less to protect student privacy and ensure statistical accuracy
100100100100100100100100100100100
STATE TEST SCORES BY GROUP (CST)
MathProficient orAdvanced
X% ↑A%
Quality of teaching – quantitative metric to be developed coming December 2009
Beyond test scores -- review of teaching, leadership, and culture coming soon
Campus safety -- students feeling safe / faculty and staff feeling safe coming soon
How to read this report cardEach December, LAUSD publishes these school report cards for students, parents, community members, and school staff to understand whether students arebeing prepared to succeed in college and careers. Parents should work with the administration and teachers at their child's school to understand how theirchild is performing on these measures, and what can be done to improve performance. For more information regarding the measures you see on the reportcard, please visit www.lausd.net/reportcard
ate
How to read this report card
This report card is about a school, not an individual student. LAUSD will provide these report cards every December to make clear howeach school is doing, where it is succeeding, and where it needs to improve. Our goal is to make it easier for parents, students, communitymembers, and educators to know how schools are doing. We hope the report cards will generate a conversation about learning, that youwill talk to principals and teachers about the results, and that you will ask questions. More information is available atwww.lausd.net/reportcard.
1 School score: In future publications of this report card, each school will receivean overall score, based on a mix of actual performance and improvement. Thescore will be used by the district for school rewards, interventions, and supports.
Academic Performance Indicator (API): Score given to each school by thestate of California based on performance on standardized tests. Highest scorepossible is 1000, with the state target score of at least 800 for every school.This number represents the "2008 Growth API".
Meets Adequate Yearly Progress (AYP)?: To meet AYP, a school must meetfederally mandated targets under No Child Left Behind (NCLB) on standardizedtests, graduation rate, and participation rates for each group, e.g., economicallydisadvantaged.
2
3
4
5
Program Improvement (PI) Status: If a school does not meet the minimum AYPproficiency rates for 2 consecutive years, it enters Program Improvement status.Once a school is in PI, it can be subject to corrective actions by LAUSD.
Actual: 2007-2008 school performance.
One-year change from 2006-2007 to 2007-2008: Increase or decrease in schoolperformance compared to the 2006-07 school year.
3-year change from 2004-2005 to 2007-2008 : In future publications of this reportcard, this column will indicate the increase or decrease in school performancecompared to 3 years ago.
6
7
Preliminary Draft
ACADEMIC PROGRESS
STUDENT OUTCOMES
STUDENT AND PARENT CONNECTION
INSTRUCTION, SCHOOL LEADERSHIP AND SCHOOL CULTURE
2007-2008
Students graduating – in 4 years / in 5 years X% / Y%
Beyond test scores – review of teaching, leadership and culture
Campus safety --students feeling safe / faculty and staff feeling safe
Studentsatisfaction -- students feeling satisfied with their school & learning
XX High School: 2007-08 School YearAPI: XX out of 1,000MetAYP in 2008(Yes/No)?: XX
Parent satisfaction– parents feeling satisfied with their child’s school and learning
College/ career going – students entering 2-year college / 4-year university/apprenticeship X% / Y% /coming soon
Passing state tests – students scoring Proficient or Advanced in English / Math X% / Y%Progress on state tests – students improving in English / Math X% / Y%
Seniors on track – 12th graders taking SAT test / scoring at least 1400 out of 2400 X% / Y%Juniors on track -11thgraderspassing EAP college-readinesstest in English / Math X% / Y%Sophomores on track (1) -10thgraders on track to graduate ready for collegeSophomores on track (2) --10thgraders passing both parts ofCAHSEE X%Freshmen on track -9thgraders on track to graduate X%
X%Professional attendance --faculty and staff attendance rate
Student attendance --students with 95 % attendance rate (miss fewer than 9 days) X%
College / career readiness -- students completing A-G requirements in 4 years / 5 years X% / Y%
English learners progress –EL students improving on CELDTtest X%
3-YEAR CHANGE FROM 2004-2005 TO 2007-2008
coming December 2009
coming December 2009
coming December 2009
coming December 2009
coming December 2009
coming December 2009
coming December 2009
coming December 2009
coming December 2009
coming December 2009
coming December 2009
coming December 2009
coming December 2009
CHANGE FROM 2006-2007 TO 2007-2008
?A% /?B%
coming soon
coming soon
coming soon
coming soon
?A% /?B% / coming soon
?A% /?B%?A% /?B%
?A% /?B%?A% /?B%
?A% ?A%
?A%
?A%
?A% /?B%
?A%
School score
coming soon Program Improvement status: X
SCHOOL OVERVIEW
• % African American • % American Indian• % Asian• % Filipino• % Latino• % Pacific Islander• % White (not Latino)
# of students: X
• % English Learners (EL)• % Special Education• % Gifted and Talented• % Economically disadvantaged• % Students moving in and out of this
school during the year
100Latino100Pacific Islander100White (not Latino)100EL100Special Ed
100African American100American Indian100Asian100Filipino
100Gifted and Talented100Economically disadv.
English Proficient or Advanced
* Scores are not shown when number of students is 10 or less toprotect student privacy and ensure statistical accuracy
100100100100100100100100100100100
STATE TEST SCORES BY GROUP (CST)
Math Proficient or Advanced
X% ?A%
12 3 4
5 6 7Student outcomesIndicates whether 12th
graders are college andcareer ready.
School overview andstate test scores (CST)
Tells the studentcharacteristics of the
school and how particulargroups of students scoredon California Standards
Test (CST) in English andmath.
Instruction, schoolleadership, andschool culture
Measures importantschool characteristics thatare not captured by tests.
Student and parentconnection
Shows student and parentattitudes towards the
school.
Academic progressIndicates if students areon track for college and
skilled careers.
We want to ensure all teachers are improving the performance of their students.Specific calculation being developedQuality of teaching
A critical measure of a successful school is parents who are satisfied and engagedin their children’s learning.
We will use annual surveys to understand how parents feel about the schoolstheir children attend and how satisfied they are with the results.
Parent satisfaction
Schools should be for students and their success. We must ensure students learnand are also satisfied with their learning.
We will use annual surveys to understand how students feel about theirschools and how satisfied they are with their learning.
Student satisfaction
If students do not attend school, they are unlikely to learn and more likely to dropout.
The percentage of students who are in school at least 95% of the time(students who are absent fewer than 8 or 9 days a year).
Student attendance
Students and staff must feel safe for high quality learning to take place.We will develop annual surveys that measure how students and staff feelabout their safety and the campus environment.
Campus safety
Successful schools have very low absence rates of teachers and other staff whowork there.
The annual attendance rate of teachers, administrators, and staff at the school.Professional attendance
Test scores are very important but do not tell the whole story of how a school isdoing. We want to make sure we see a school’s strengths and how the school canbe improved.
We will develop a new, fair way of reviewing schools about teaching,leadership, and school culture.
Beyond test scores
We want to ensure 9th graders succeed and do not repeat 9th grade, which leads tomany of them dropping out of high school.
The percentage of 9th graders who have earned at least 55 credits by the endof their freshman year.
Freshmen andgraduation
If students do not pass the state graduation test, they cannot get a diploma. We wantthem to pass this exam as early as possible.
The percentage of 10th graders who have passed both the English and mathportions of the California High School Exit Exam (CAHSEE).
Sophomores passingexit exam
We want to make sure that high schools are keeping students on track to graduatewith the credits and courses needed to go to college or be prepared for a careerafter high school.
The percentage of 10th graders who have earned at least 115 credits and areon track to complete the “A-G” requirements with a "C" or better by graduation.
Sophomores on track
The Early Assessment Program is an optional part of the annual state test (CST) for11th graders. It tells them if they are ready for college, or what they must do as 12th
graders to get ready.
The percentage of 11th graders who are ready for college in English and mathas determined by California’s Early Assessment Program (EAP).
Juniors on track
Taking the SAT and getting a good score is another way we get high school studentsready for learning after high school.
The percentage of 12th graders who have taken the SAT test, which manyuniversities require, and the percentage who have scored at least 1400 out of2400.
Seniors on track
We want to make sure that English Learners are making progress toward becomingfluent in English.
The percentage of English Learners who improve their scores on the CaliforniaEnglish Language Development Test (CELDT).
English Learnersprogress
We want to make sure that students are making progress every year and that theyare on their way to scoring "Proficient" or "Advanced".
The percentage of students who improved their scores from the previous yearon the annual California Standards Test (CST) in English and math.
Progress on state tests
These are tests that tell how a student is doing on California's academic standards inEnglish and math. Every student should score "Proficient" or "Advanced" to succeedin high school and beyond.
The percentage of students scoring "Proficient" or "Advanced" on the annualCalifornia Standards Test (CST) in English and math.
Passing state tests
We want to be sure that students enroll in higher education or career training afterhigh school.
The percentages of graduates who actually enroll in a 2-year communitycollege, 4-year university, or other post-secondary training such as anapprenticeship or career training program.
College / career going
Students are much more likely to succeed in life if they attend college or trainingafter high school. They should finish high school ready to learn and succeed incollege or a skilled job.
The percentage of graduates who complete the “A-G” coursework with at leasta “C”. These are the classes a student must have completed to be eligible toapply to state universities.
College / careerreadiness
At a minimum, all students should graduate from high school; they should not dropout.
The graduation rate is the percentage of those students who started 4 or 5years ago and graduate. It is calculated by tracking each student usingstudent identifier numbers.
Students graduating
Why it is importantHow we measure itWhat is important
ACADEMIC PROGRESS
STUDENT OUTCOMES
STUDENT AND PARENT CONNECTION
INSTRUCTION, SCHOOL LEADERSHIP AND SCHOOL CULTURE
2007-20083-YEAR CHANGE FROM2004-2005 TO 2007-2008
SCHOOL OVERVIEW
• % African American• % American Indian• % Asian• % Filipino• % Latino• % Pacific Islander• % White (not Latino)
# of students: X
• % English Learners (EL)• % Special Education• % Gifted and Talented• % Economically disadvantaged• % Students moving in and out of this
school during the year
1-YEAR CHANGE FROM2006-2007 TO 2007-2008
College / career preparation -- 8th graders enrolled in Algebra I / passing with at least a "C" X% / Y% coming December 2009↑A% /↓B%
Student satisfaction -- students feeling satisfied and connected with their school and learning coming soon
Parent satisfaction -- parents feeling satisfied and connected with their child’s school and learning coming soon
High School readiness (2) – 8th graders scoring Proficient or Advanced on state test in history /science X% / Y% coming December 2009↑A% /↓B%
Progress on state tests -- students improving in English / math X% / Y% coming December 2009↑A% /↓B%
English Learners progress -- EL students improving on CELDT test X% coming December 2009↑A%
X%Professional attendance -- faculty and staff attendance rate coming December 2009↑A%
Student attendance -- students with 95% attendance rate (missed fewer than 8 or 9 days) X% coming December 2009↑A%
High School readiness (1) – 8th graders scoring Proficient or Advanced on state test in English /math X% / Y% coming December 2009↑A% /↓B%
Passing state tests -- students scoring Proficient or Advanced in English / math X% / Y% coming December 2009↑A% /↓B%
Schoolscore
coming soon
English Learners reclassification -- percentage of EL students reclassified as fluent in English X% coming December 2009↑A%
100African American100American Indian100Asian100Filipino100Latino100Pacific Islander100White (not Latino)100EL100Special Ed100Gifted and Talented100Economically disadv.
EnglishProficient orAdvanced
* Scores are not shown when number of students is 10 or less to protect student privacy and ensure statistical accuracy
100100100100100100100100100100100
STATE TEST SCORES BY GROUP (CST)
MathProficient orAdvanced
XX Middle School2007-08 School Year API: XX out of 1,000
Met AYP in 2008 (Yes/No)?: XXProgram Improvement status: X
Quality of teaching – quantitative metric to be developed coming December 2009
Beyond test scores -- review of teaching, leadership, and culture coming soon
Campus safety -- students feeling safe / faculty and staff feeling safe coming soon
How to read this report cardEach December, LAUSD publishes these school report cards for students, parents, community members, and school staff to understand whether students arebeing prepared to succeed in college and careers. Parents should work with the administration and teachers at their child's school to understand how theirchild is performing on these measures, and what can be done to improve performance. For more information regarding the measures you see on the reportcard, please visit www.lausd.net/reportcard
ate
How to read this report card
This report card is about a school, not an individual student. LAUSD will provide these report cards every December to make clear howeach school is doing, where it is succeeding, and where it needs to improve. Our goal is to make it easier for parents, students, communitymembers, and educators to know how schools are doing. We hope the report cards will generate a conversation about learning, that youwill talk to principals and teachers about the results, and that you will ask questions. More information is available atwww.lausd.net/reportcard.
1 School score: In future publications of this report card, each school will receivean overall score, based on a mix of actual performance and improvement. Thescore will be used by the district for school rewards, interventions, and supports.
Academic Performance Indicator (API): Score given to each school by thestate of California based on performance on standardized tests. Highest scorepossible is 1000, with the state target score of at least 800 for every school.This number represents the "2008 Growth API".
Meets Adequate Yearly Progress (AYP)?: To meet AYP, a school must meetfederally mandated targets under No Child Left Behind (NCLB) on standardizedtests, graduation rate, and participation rates for each group, e.g., economicallydisadvantaged.
2
3
4
5
Program Improvement (PI) Status: If a school does not meet the minimum AYPproficiency rates for 2 consecutive years, it enters Program Improvement status.Once a school is in PI, it can be subject to corrective actions by LAUSD.
Actual: 2007-2008 school performance.
One-year change from 2006-2007 to 2007-2008: Increase or decrease in schoolperformance compared to the 2006-07 school year.
3-year change from 2004-2005 to 2007-2008 : In future publications of this reportcard, this column will indicate the increase or decrease in school performancecompared to 3 years ago.
6
7
Student outcomesIndicates whether 8th
graders are prepared forhigh school.
School overview andstate test scores (CST)
Tells the studentcharacteristics of the
school and how particulargroups of students scoredon California Standards
Test (CST) in English andmath.
Instruction, schoolleadership, andschool culture
Measures importantschool characteristics thatare not captured by tests.
Student and parentconnection
Shows student and parentattitudes towards the
school.
Academic progressIndicates if students are
on track to be prepared forhigh school.
Preliminary Draft
ACADEMIC PROGRESS
STUDENT OUTCOMES
STUDENT AND PARENT CONNECTION
SCHOOL LEADERSHIP, INSTRUCTION AND SCHOOL CULTURE
2007-2008
XX Middle School: 2007-08 School YearAPI: XX out of 1,000Met AYP in 2008(Yes/No)?: XX
3-YEAR CHANGE FROM 2004-2005 TO 2007-2008
SCHOOL OVERVIEW
• % African American • % American Indian• % Asian• % Filipino• % Latino• % Pacific Islander• % White (not Latino)
# of students: X
• % English Learners (EL)• % Special Education• % Gifted and Talented• % Economically disadvantaged• % Students moving in and out of this
school during the year
ONE-YEAR CHANGE FROM 2006-2007 TO 2007-2008
College preparation – 8thgraders enrolled in Algebra I / Passing withat least a ‘C’ X% / Y% coming December 2009?A% /?B%
Beyond test scores --review ofteaching, leadership and culture coming soon
Campus safety --Students feeling safe/ faculty and staff feeling safe coming soon
Student satisfaction– students feeling satisfied with their school& learning coming soon
Parent satisfaction– parents feeling satisfied with their child’s school and learning coming soon
High School readiness (2) --8th graders at least proficient in state History / Science tests X% / Y% coming December 2009?A% /?B%
Progress on state tests --students improvingin English / Math X% / Y% coming December 2009?A% /?B%
English Learners progress --EL studentsimproving on CELDTtest X% coming December 2009?A%
X%Professional attendance --faculty and staff attendance rate coming December 2009?A%
Student attendance – students with 95% attendance rate (missed fewer than 9 days) X% coming December 2009?A%
High School readiness (1) --8th graders at least proficient in state English / Math tests X% / Y% coming December 2009?A% /?B%
Passing state tests --students scoring Proficient or Advanced in English / Math X% / Y% coming December 2009?A% /?B%
School score
coming soon Program Improvement status:XX
English Learners reclassification – percentage of EL students reclassified as fluent in English X% coming December 2009?A%
100Latino100Pacific Islander100White (not Latino)100EL100Special Ed
100African American100American Indian100Asian100Filipino
100Gifted and Talented100Economically disadv.
English Proficient or Advanced
* Scores are not shown when number of students is 10 or less toprotect student privacy and ensure statistical accuracy
100100100100100100100100100100100
STATE TEST SCORES BY GROUP (CST)
Math Proficient or Advanced
12 3 4
5 6 7
We want to ensure all teachers are improving the performance of theirstudents.
Specific calculation being developedQuality of teaching
These are tests that tell how a student is doing on California's academicstandards in English and math. Every student should score "Proficient" or"Advanced" to succeed in middle school and beyond.
The percentage of students scoring "Proficient" or "Advanced" on theannual California Standards Test (CST) in English and math.
Passing state tests
We want to make sure that students are making progress every year andthat they are on their way to scoring "Proficient" or "Advanced".
The percentage of students who improved their scores from theprevious year on the annual California Standards Test (CST) inEnglish and math.
Progress on statetests
We want to make sure that English Learners are making progress towardbecoming fluent in English.
The percentage of English Learners who improve their scores on theCalifornia English Language Development Test (CELDT).
English Learnersprogress
These are tests that tell how 8th graders are doing on California's academicstandards in history and science. Students who score "Proficient" or"Advanced" will do better in high school.
The percentage of 8th graders scoring "Proficient" or "Advanced" onthe annual California Standards Test (CST) in history and science.
High SchoolReadiness (2)
A critical measure of a successful school is parents who are satisfied andengaged in their children’s learning.
We will use annual surveys to understand how parents feel about theschools their children attend and how satisfied they are with theresults.
Parent satisfaction
Schools should be for students and their success. We must ensurestudents learn and are also satisfied with their learning.
We will use annual surveys to understand how students feel abouttheir schools and how satisfied they are with their learning.
Student satisfaction
If students do not attend school, they are unlikely to learn and are morelikely to drop out.
The percentage of students who are in school at least 95% of the time(students who are absent fewer than 8 or 9 days a year).
Student attendance
Students and staff must feel safe for high quality learning to take place.We will develop annual surveys that measure how students and stafffeel about their safety and the campus environment.
Campus safety
Successful schools have very low absence rates of teachers and other staffwho work there.
The annual attendance rate of teachers, administrators, and staff atthe school.
Professionalattendance
Test scores are very important but do not tell the whole story of how aschool is doing. We want to make sure we see a school’s strengths andhow the school can be improved.
We will develop a new, fair way of reviewing schools about teaching,leadership, and school culture.
Beyond test scores
Becoming fluent in English is critical to taking more challenging classes inmiddle and high school.
The percentage of English Learners in the school who meet therequirements to be reclassified as fluent in English.
English Learnersreclassification
These are tests that tell how 8th graders are doing on California's academicstandards in English and math. Students who score "Proficient" or"Advanced" will do better in high school.
The percentage of 8th graders scoring "Proficient" or "Advanced" onthe annual California Standards Test (CST) in English and math.
High SchoolReadiness (1)
Algebra is required for 8th graders and very important for any student goingon to high school math, college, and a skilled career.
The percentage of 8th graders taking Algebra 1 and the percentagepassing with at least a "C".
College / careerpreparation
Why it is importantHow we measure itWhat is important
STUDENT OUTCOMES2007-2008
3-YEAR CHANGE FROM2004-2005 TO 2007-2008
English Learners reclassification -- percentage of EL students reclassified as fluent in English X% coming December 2009
INSTRUCTION, SCHOOL LEADERSHIP, AND SCHOOL CULTURE
X%Professional attendance -- faculty and staff attendance rate coming December 2009
STUDENT AND PARENT CONNECTION
Student satisfaction -- students feeling satisfied and connected with their school and learning
Parent satisfaction -- parents feeling satisfied and connected with their child’s school and learning
Student attendance -- students with 98% attendance rate (missed fewer than 5 days) X% coming December 2009
6th grade readiness (2) -- 5th graders scoring Proficient or Advanced on state test in science X% coming December 2009
ACADEMIC PROGRESS
Progress on state tests -- students improving in English / math X% / Y% coming December 2009
English Learners progress -- EL students improving on CELDT test X% coming December 2009
Passing state tests -- students scoring Proficient or Advanced in English / math X% / Y% coming December 2009
1-YEAR CHANGE FROM2006-2007 TO 2007-2008
6th grade readiness (1) – 5th graders scoring Proficient or Advanced on state tests in English / math X% / Y% ↑A% /↓B%
↑A%
Beyond test scores -- review of teaching, leadership, and culture coming soon
↑A%
coming soon
coming soon
↑A%
↑A%
↑A% /↓B%
↑A%
↑A% /↓B%
Schoolscore
coming soon
coming December 2009
SCHOOL OVERVIEW
• % African American• % American Indian• % Asian• % Filipino• % Latino• % Pacific Islander• % White (not Latino)
# of students: X
• % English Learners (EL)• % Special Education• % Gifted and Talented• % Economically disadvantaged• % Students moving in and out of this
school during the year
100African American100American Indian100Asian100Filipino100Latino100Pacific Islander100White (not Latino)100EL100Special Ed100Gifted and Talented100Economically disadv.
EnglishProficient orAdvanced
* Scores are not shown when number of students is 10 or less to protect student privacy and ensure statistical accuracy
STATE TEST SCORES BY GROUP (CST)
MathProficient orAdvanced
100100100100100100100100100100100
XX Elementary School2007-08 School Year API: XX out of 1,000
Met AYP in 2008 (Yes/No)?: XXProgram Improvement status: X
Quality of teaching – quantitative metric to be developed coming December 2009
Campus safety -- students feeling safe / faculty and staff feeling safe coming soon
How to read this report cardEach December, LAUSD publishes these school report cards for students, parents, community members, and school staff to understand whether students arebeing prepared to succeed in college and careers. Parents should work with the administration and teachers at their child's school to understand how theirchild is performing on these measures, and what can be done to improve performance. For more information regarding the measures you see on the reportcard, please visit www.lausd.net/reportcard
ate
How to read this report card
This report card is about a school, not an individual student. LAUSD will provide these report cards every December to make clear howeach school is doing, where it is succeeding, and where it needs to improve. Our goal is to make it easier for parents, students, communitymembers, and educators to know how schools are doing. We hope the report cards will generate a conversation about learning, that youwill talk to principals and teachers about the results, and that you will ask questions. More information is available atwww.lausd.net/reportcard.
1 School score: In future publications of this report card, each school will receivean overall score, based on a mix of actual performance and improvement. Thescore will be used by the district for school rewards, interventions, and supports.
Academic Performance Indicator (API): Score given to each school by thestate of California based on performance on standardized tests. Highest scorepossible is 1000, with the state target score of at least 800 for every school.This number represents the "2008 Growth API".
Meets Adequate Yearly Progress (AYP)?: To meet AYP, a school must meetfederally mandated targets under No Child Left Behind (NCLB) on standardizedtests, graduation rate, and participation rates for each group, e.g. economicallydisadvantaged.
2
3
4
5
Program Improvement (PI) Status: If a school does not meet the minimum AYPproficiency rates for 2 consecutive years, it enters Program Improvement status.Once a school is in PI, it can be subject to corrective actions by LAUSD.
Actual: 2007-2008 school performance.
One-year change from 2006-2007 to 2007-2008: Increase or decrease in schoolperformance compared to the 2006-07 school year.
3-year change from 2004-2005 to 2007-2008 : In future publications of this reportcard, this column will indicate the increase or decrease in school performancecompared to 3 years ago.
6
7
Student outcomesIndicates whether
students are prepared formiddle school.
School overview andstate test scores (CST)
Tells the studentcharacteristics of the
school, and how particulargroups of students scoredon California Standards
Test (CST) in English andmath.
Academic progressIndicates if students are
on track to be prepared formiddle school.
Preliminary Draft
STUDENT OUTCOMES2007-2008
XX Elementary School: 2007-08 School YearAPI: XX out of 1,000Met AYP in 2008(Yes/No)?: XX
3-YEAR CHANGE FROM 2004-2005 TO 2007-2008
ONE-YEAR CHANGE FROM 2006-2007 TO 2007-2008
6thgrade readiness (1) --5th graders least Proficient on state tests in English / Math X% / Y% ?A% /?B%
English Learners reclassification – percentage of EL students reclassified as fluent in English X% coming December 2009?A%
SCHOOL LEADERSHIP, INSTRUCTION AND SCHOOL CULTURE
Beyond test scores --review of teaching, leadership and culture coming soon
Campus safety --Students feeling safe / faculty and staff feeling safe coming soon
X%Professional attendance --faculty and staff attendance rate coming December 2009?A%
STUDENT AND PARENT CONNECTION
Student satisfaction – students feeling satisfied with their school & learning coming soon
Parent satisfaction – parents feeling satisfied with their child’s school and learning coming soon
Student attendance – students with 98% attendance rate (missed fewer than 5 days) X% coming December 2009?A%
6thgrade readiness (2) --5th graders least Proficient on state science test X% coming December 2009?A%
ACADEMIC PROGRESS
Progress on state tests --students improving in English / Math X% / Y% coming December 2009?A% /?B%
English Learners progress --EL students improving on CELDTtest X% coming December 2009?A%
Passing state tests --students scoring Proficient or Advanced in English / Math X% / Y% coming December 2009?A% /?B%
School score
coming soon Program Improvement status:XX
coming December 2009
SCHOOL OVERVIEW
• % African American • % American Indian• % Asian• % Filipino• % Latino• % Pacific Islander• % White (not Latino)
# of students: X
• % English Learners (EL)• % Special Education• % Gifted and Talented• % Economically disadvantaged• % Students moving in and out of this
school during the year
100Latino100Pacific Islander100White (not Latino)100EL100Special Ed
100African American100American Indian100Asian100Filipino
100Gifted and Talented100Economically disadv.
English Proficient or Advanced
* Scores are not shown when number of students is 10 or less toprotect student privacy and ensure statistical accuracy
STATE TEST SCORES BY GROUP (CST)
Math Proficient or Advanced
100100100100100100100100100100100
12 3 4
5 6 7
Student and parentconnection
Shows student and parentattitudes towards the
school.
Instruction, schoolleadership, andschool culture
Measures importantschool characteristics thatare not captured by tests.
We want to ensure all teachers are improving the performance of theirstudents.
Specific calculation being developedQuality of teaching
These are tests that tell how a student is doing on California's academicstandards in science. Students who score "Proficient" or "Advanced" willdo better in middle school.
The percentage of 5th graders scoring "Proficient" or "Advanced" onthe annual California Standards Test (CST) in science.
6th Grade Readiness(2)
These are tests that tell how a student is doing on California's academicstandards in English and math. Every student should score "Proficient" or"Advanced" to succeed in elementary school and beyond.
The percentage of students scoring "Proficient" or "Advanced" on theannual California Standards Test (CST) in English and math.
Passing state tests
We want to make sure that students are making progress every year andthat they are on their way to scoring "Proficient" or "Advanced".
The percentage of students who improved their scores from theprevious year on the annual California Standards Test (CST) inEnglish and math.
Progress on statetests
We want to make sure that English Learners are making progress towardbecoming fluent in English.
The percentage of English Learners who improve their scores on theCalifornia English Language Development Test (CELDT).
English Learnersprogress
A critical measure of a successful school is parents who are satisfied andengaged in their children’s learning.
We will use annual surveys to understand how parents feel about theschools their children attend and how satisfied they are with theresults.
Parent satisfaction
Schools should be for students and their success. We must ensurestudents learn and are also satisfied with their learning.
We will use annual surveys to understand how students feel abouttheir schools and how satisfied they are with their learning.
Student satisfaction
If students do not attend school, they are unlikely to learn and more likelyto drop out.
The percentage of students who are in school at least 98% of the time(students who are absent fewer than 5 days a year).
Student attendance
Students and staff must feel safe for high quality learning to take place.We will develop annual surveys that measure how students and stafffeel about their safety and the campus environment.
Campus safety
Successful schools have very low absence rates of teachers and other staffwho work there.
The annual attendance rate of teachers, administrators, and staff atthe school.
Professionalattendance
Test scores are very important but do not tell the whole story of how aschool is doing. We want to make sure we see a school’s strengths andhow the school can be improved.
We will develop a new, fair way of reviewing schools about teaching,leadership, and school culture.
Beyond test scores
Becoming fluent in English is critical to taking more challenging classes inmiddle school.
The percentage of English Learners in the school who meet therequirements to be reclassified as fluent in English.
English Learnersreclassification
These are tests that tell how a student is doing on California's academicstandards in English and math. Students who score "Proficient" or"Advanced" will do better in middle school.
The percentage of 5th graders scoring "Proficient" or "Advanced" onthe annual California Standards Test (CST) in English and math.
6th Grade Readiness(1)
Why it is ImportantHow we measure itWhat is important
Appendix
28251388-00-LAUSD - Performance Management Accountability Overview_ COW_September 2008_FINAL PUBLIC.ppt
Potential dimensions of school reviews
Quality Instruction
School leadershipand operational
effectiveness
School climate
Parent andcommunityengagement
Teaching methods support learning and achievement, e.g.• Rigorous environment, e.g., level of teacher questioning• Student engagement and work• Standards aligned• Culturally appropriate
School leadership meets standards for increased decision-making, e.g.• Rigorous master calendar/matrix; workforce planning• Capacity building at school site
Climate is conducive to learning, e.g.• Safe environment for learning and teaching• Collegial attitudes• Strong adult relations
School is appropriately engaging parents and community• Participation and utilization of social programs, e.g. Healthy Start, vision screening• Parents prepare student for school day, e.g. dressed and rested
29251388-00-LAUSD - Performance Management Accountability Overview_ COW_September 2008_FINAL PUBLIC.ppt
• Classified• Other non-teaching
staff
• Collegialenvironment
• Safety
• School report card
Survey administered in Spring; reported on December report card
Surveys to be administered for report card
Who
Frequency
Topicsandpotentialconstructs
Reporting
Students
• Grades 3–12
• Peer relations• Academic rigor• Supportive adults• Safety
• School report card– Students
feeling safe– Student
satisfaction
Parents
• All parents
• Engagement andcommunication
• Quality andsupport ofacademicenvironment
• Safety
• School report card– Parent
satisfaction
Teachers
• All Teachers
• Collegialenvironment
• Prepared andrespectful students
• Personalmotivation andconfidence
• Safety
• School report card
Administration
• Principals• APs
• Collegialenvironment
• Personalmotivation andconfidence
• Safety
• School report card
1 2 3 5Classified staff4
Adults feeling safe on campus