achievement of the english learning. we focused on a tight assessment cycles and we worked with teacher. we paid attention to how kids were learning and support teachers to plan for next steps. we did lots of school visits and lots of feedback and we were working directly with the teachers themselves and factuality and grade level teams to figure out to bring district information as they do their important work. >> thank you. this is the data into its various sub groups and looking at the different programs as well as algebra participation and performance is what we're going to do next under equity. as we saw the overall district train was 9.7

percent and across the same time you can now see what the progress has been for african american, latino and samonia groups. every group is shown. that was ela and the same trend in math for grades two to seven. as you can see just in this chart if you look across the same period of time, african americans have for instance grown -- their proficiency read has increased by 11 percent verses its districts 9.8 percent. english language learners, this chart

should be looked at first with respect to designation read which has doubled in this last year and so you can see the 11.4 percent is now 22.2 percent so as we have redesignated more students we can see a flat line trend across english language art and math for english language learners. students with disabilities, you can see that as we introduce the cma, there were more students that started to take the cma as compared so the cst. the results are presented. for both ela and

for math. algebra participation, the participation read for algebra is now 94.3 percent and also the increase in performance is point .6 or 3. there was an increase in the algebra performance as well as an increase in the participation rate. in equity we like to recognize schools closing the achievement gap. we made our criteria pretty stretched where we said that the sub group should be showing a higher level of increase as compared to the schools overall growth in both subject areas ela and math and what we saw was for african american students which are the school's that are

closing the achievement gap, there were a lot of high schools, bolton, at the were the three that come. for latino students there was chavez and el dorado, san francisco, brett heart for latino students and we had english language learners. marshal, oconnel. at this point i like to invite assistance superintendent janet to present the high school best practices. >> good evening commissioners. i they think what we do in the high school school is how we would with the department chairs to make sure that we're

using all of our meeting time as learning opportunities, focus across the district priority where we share best practices, work with our partners and c and n and school support purposes to develop workshops where they're sharing. principals participate in professional learning communities that we organize and they lead them south so they're at each other schools doing walk-through visits and pushing each other and problems or practice. picking out one school that has multiple research based best practice, i would say burton where you see the growth. it's consistent growth overtime. you have stable leadership, a development of teacher leadership at the school site. teacher leadership both on site but also taking advantage of professional development, having coaching from the high school tsa and from curriculum and instruction and also having

that community school's approach just to name a few at burton and you can see all of those results as they've had that consistent steady growth. >> thank you. >> the superintendent zone five year trend compared to overall district, the superintendent zone continue to post double the gains in english language, arts and triples the games in math. here are the results. and even when we took it just from the time of implement tags of the superintendent zone we saw the same pattern so we conformed the numbers for the entire six years. it's from the time the zone was launched. in both ela and math, again as

i said, double the gains in ela for the six schools and triple the gains in math for the six schools. this is the school improvement grant that we have received money and resources from. at this point i like to invite our assistance carlene to present best practices. >> good evening. 5th superintendent for the superintendent for the district. here are the best practices. definitely since the beginning of the mission district we demonstrated the i iment plea men tags. it's aligned with the standards. so

it's engaging the students into looking at literacy in a more comprehensive and meaningful way. all of the teachers receive professional development and they still receive coaching and professional development around the leaders. the framework right now we definitely are looking at how do we concentrate on implementing those strategies across all of the schools. we also are concentrating on building leadership capacity through what we call learning network. i will mention two of these components. one is the instruction around and we have been trained in this school. they go to visit each others school. in the school site, the site that is hosting, they'll ask this is what we

want you to look at and we don't look at teachers practices alone, but we look at how are the students engaged in which one are interacted and how are the students responding and how do the students articulate what they're learning. our leadership team network once a month bring their problems of practices to a general meeting. they learn from each other. they present their problem. they coach each other and then they take the results of the planning that they are doing back to the school and the following month they report on that. >> thank you assistant superintendent. aguilara. some of the highlights he pointed out are across all of our zone schools whether they're baby or mission district. the things that

carlene pointed out are practices that you find going on in all of those school communities. so you heard just from a few of our assistant superintendents. certainly there are some promising practices that we want to point out from our middle schools and early education continues on their path toward building pre-k and literately. you're going to hear more about that in an upcoming presentation to the board and some of our other divisions who contribute to some of these outcomes whether it's our special education department or student family community support division. we're clear that a lot of those supports help to contribute to the overall outcomes that our students are experiencing. our next level of work, impact learning and impact lives. i invite our public and stakeholders to log onto the sfusd website. our plan is posted there. you will find

there our significance strategies for success and this really already even though we're closing in on the end of september can speak to how some of these are quite under way. our first one is implementing our curriculum. our curriculum instruction division, that's hit the ground running. they are continuing to orient our professionals around the common course state standards, continuing to articulate our district's core curriculum. so you see a lot of work continuing with our teacher leaders, particularly in english language arts and our mathematics continues to kickoff. our school support team think about how they're support willing cohers of school and all of us get refined about our use of student data to end gage in conversations and continuous improvement. all of that to say how we combine those resources, that's assets those supports towards making sure

our schools are really thinking about their student populations and making sure that we're meeting their academic and behavior needs, that they're articulating for themselves. we had a response and intervention model. today we had our second group of 19 schools who started their first day of a year long journey as teams learning deeper what it means to implement a response to instruction and intervention. both the superintendent and i had an opportunity to welcome them this morning. later this week we have our first year set of 20 school teams who are starting there year to discuss their tier two interventions and supports at the site level. that work continues to proceed. our clear vision for culture conditions for college and career readiness at all school levels, that's not just

a high school conversation, and the culture across the community is something we'll emphasis for strategy for successful. we had multi tier systems for support. continuing to think as analytically as possible about where we do apply -- any place we can supply resources and support. you see our school support teams have been enhanced this year, particularly in the elementary division. they're not working solo to try to support 20 schools. they have some additional specialist and directors to support our principals and leadership teams. we're able to add a half dozen principals in our schools who can benefit from support. we have our instructional coaches that are deployed to school. they're

meeting regularly. just a few examples of some of the ways that we continue to think about what role we can play at district leaders to supporting the work in our schools. human capital continues to be critical. retains highly qualified teachers and support staff continues to be an emphasis. and continuing the awareness to fully implement our family engagement. we're going to make that effort even more robust as we continue to move forward, combining that with our launch next phase of emphasis in community schools. we had a meeting earlier this week where our early adopters in that approach are thinking together as their own community of practice to see how we might be able to expand on a community approach across more of our schools. that's the

high level over view. they're things that we paid attention to. and things we're emphasizing in the upcoming school year. we're seeing how well they'll tie in with our improvement system also known as the mcbl level and the flexibility that allows us. we'll be more rigorous about it. we're excited to dive into the work of social and emotional indicators for our students and how we pay attention to those. that's a critical piece of work that san francisco in the eight districts will continue to have with our teams that are participating in that conversation. i'm going to pass it over for a closing statement to our superintendent. >> great. thank you deputy superintendent. what we've done is given a very quick, very high level sin nop see.

not only last year but the last five to six years. what we emphasize in working with the school communities it's much more informative and robust to take a longer term view in terms of trends for student achievement. that gives you more data on which you can act. it's not subject to changing circumstances one year to another. with that said there's a couple of messages and i want to be clear that our community knows right from the beginning. one of them is that and dr. conna referenced this one. she mentioned this from last year. it's not that accountability is going away. as of today, the accountability matrix are obsolete. we're

transitioning to the standards and along with those standards comes with a smarter balance assessment. what that means for us is that the state of california is currently in discussion about what and how and who will get these assessments in terms of pilot form in the coming months and years in the roll out. we in san francisco have been apart of some pilot. we're advocating strongly that we want to give the pilot smarter balance assessment to all of our students. we think it's important that our families have an indicators and understand even though it's pilot form how their children are doing. with that being said it's going to be increasingly incumbent upon our parents and our community to pay attention to the common learning assessment. the bench mark assessments that are given three times a year in english

arts and math. dr. conner have done a great job in aligning that in a real way. so parents will be able to get some real time feedback on how their students are progressing in terms of mastering state standards and the common state standards. i've been asked numerous times what's the big deal? why are we making a big deal about transitioning? at any time you transition you're going to have an i ama -- implementation. they're going to see a dip. that doesn't mean that students are doing worse. it means that they're adjusting and getting use to a new assessment, but let's make no mistake, the standards are much more rigorous and whereas in the past a student may have

read a paragraph and asked several questions about that paragraph, the common course standards are going to ask students to identify two or three sentences that indicate the author's intent around the meaning of that paragraph. it's a much deeper and rigorous intense way of looking and measuring students understanding of what they read. students are going to be required to write. students are going to be able to -- are going to be required to present. students are going to be required to read a passage from understanding that is nonfiction and be able to cite evidence within a passage to support their argument. so we're talking about increasing the level of rigger to a level that we in the united states haven't seen before. we think this is a good thing because we in san francisco have said we're committed to a college going or career ready outcome

for every one of our students. this is exciting but it is change and that comes lots of annotations. we will be sharing much more information about that as we go forward. the second thing that i think is very important for us to point out to the public is that you cannot look at student achievement in isolation. so it's not just what's taught in the classroom, but it's really the entire environment. it's the entire community if you will that the student learns in. that's why we are so committed to socially, emotional learning. we're committed to attendance and committed to identifying disproportionality or students are being under identified for instructional supports that they need which is why rti and

multi systems are important to us in the district. it means why this board and this community has put a big flag in the ground and said that student nutrition is extremely important to us. you cannot disassociate good student nutrition, good physical health from academic learning. you just can't. so it's important if we know that there are communities and there are segments of our community where students don't have access to healthy meals, to fresh choices. it's i incumbent upon us to make sure that the students have access to healthy meals. it's apart of our achievement moving forward. the third thing you'll hear a lot of information coming from the district as we move forward as well is this whole notion about how we create safe and healthy environments in our schools. we have said that the

first option is never ever to suspend a student from school. there are certain things that we're required by law to suspend but we know when we suspend a student we're depriving them of an instructional day. when you deprive students of instruction and students don't have the students don't have the attorney to end gage, they may go to the juvenile justice system or drop out. we said that's what we believe in san francisco so the board and the staff will be very, very rigorous about bringing forth some policies and some conversations about codifying that and memorializing that in our policies. it's an exciting time in san francisco and i can say with all confidence that if there is anywhere in the nation

that can actually payoff on this promise for equity and justice and educational outcome for our students it is absolutely san francisco. it is absolutely where we can do this. so we're really excited to share these results with you. we'll have them posted on the website and we will have numerous conversations going forward about the good work that's happening in san francisco. so thank you for your indulgence this evening and thank you for all the staff that prepared the presentation this evening. job well done. thank you so much. >> president norton. >> thank you for the presentation. all star group of superintendent and deputy superintendent. i would first like to say that i support what

our superintendent just said about the need to really have a multiple set of indicators in assessment. and when we're looking at cst, but that's one measure but it's how we're serving our students. i'm excited in general. with that said i have a couple of questions about the cst and what we're looking at. one thing i didn't see and i'd hope that we can put in whatever we have up online or you could send to the board is the -- i'm interested in the coherd data by sub group and if we have it by sub group and if you can put that up there and share that with us and if for african american students and latino students what growth we're seeing from each level and what movement compared to other students. in addition to that as we think about kind of our performance as a district and what we're looking at most

closely, i am interested in the broader set of measurements but i'm interested in where folks are when they leave our district. if they're moving up so if by the time they're in 11th and 12th grade we haven't gotten them to the proficient level or beyond that, i think that should be a measurement that we really pay a lot of attention to. in the way we say over five years that tells us something when we look overtime, we also should look at a student's progress overtime in particular where they end up when they leave us. i think that's an area where i like to see more tension. i have two questions quickly. obviously this year we didn't see the same level of growth that we seen in prior years and i understand we kind of look at that as a picture over time but i love to hear more about that and your thoughts about that. particularly when you mentioned

as compared to other parts of the state or the state as a whole and they see levels of growth so i love to hear why you think that's the case. if we saw differences across the different levels or whether we saw growth in other levels and not others. i would love to hear your take. the second thing was obviously that the schools where we did see a greater set of closing the achievement gaps and we heard about the strategies that are being used and how we move forward and learn from that and share that and extend the work in those schools to other schools and really repricate their progress and implement their progress. >> i think we shared a few slides where compared to the

larger districts in the state, there was an wide range trend. the dips were modest from what we've seen in the past. we're pleased that the schools for example in our superintendent schools, our six schools are identified intensive schools, you saw them listed. they showed some remarkable acceleration and continue to move the needle for particular sub group of students that we're concerned about and i think you're asking the right questions. what are the practices there? what are the structures that have helped to produce some of that work and we've continued to reflect on that all along the way. we've expanded on many of those practices. i'll give you an example. we know it's helpful

to have instructional coaches on site embedded and providing support and guidance to teachers and modeling lessons and providing some over the shoulder guidance and being apart of those instructional conversations. that was a role that existed in our school improvement grant schools. we've added additional positions, we've put more of those coaches across a greater number of schools even outside of the superintendent zone. that's an example. we know aligning our expanded learning, that works outside of school. a number of our schools that showed growth also had pretty robust summer learning opportunities for students as well in an environment where there really wasn't a budget for that and we were able to continue to offer that as well. that's a couple of examples,

but i think some of where i think we're getting a lot of attraction and will continue to emphasize is what you've heard from our assistant superintendent is really acting in very coherent ways and network with practice with our principals and school teams and being clear about what our focus areas are going to be whether it's literately in the elementary grade or focus on our warning data in the 9th grade and in the secondary. these are the practices that our principals are continually discussing with our superintendent as they meet on a regular basis and you saw they were not doing school improvement and isolation. we're not doing that. we want to learn from one another. they're getting into each others schools. we've trained more and more people so more and more people are integrated

that. when we get people observing and sharing the strategies they're using, you see data, student work all over the tables whenever you encounter teachers having conversations around our bench mark assess. this is apart of the culture of learning and continuous improve. we want to encouragement and support across our schools hopefully as the climate gets better. i'm highlighting this because we need to invest in these where they exist and make investments on those because you're right. this works in school for particular sub groups then how can we get them into additional schools so they have the benefits of those resources. >> i move with the movement for the groups