>> could afternoon, and welcome

to the regular meeting. congratulations on the reelection. i want to take a moment and thank our committee. i would like to take a moment to thank our liaison. he has been a joy to work with.

i think the committee had not been meeting as regularly. i think we have taken time, talking about shared responsibilities, and it does relate engendered the level of cooperation, so i am thank you for that. i think it is great we have had the opportunity.

we have zones that we are going to operate in the bay view

neighborhood and the mission, and we will look as if the progress being made in these zones and look at new equipment, so i want to welcome i want to welcome one of the most respected educators, dr. gray, the superintendent.

some of the strategies and goals for this effort and for each of our teams as well as prepared to talk about whatever di tella -- detail is your pleasure regarding some of the work we are engaged in. >> thank you. >> this is what the superintendent just mentioned. givethe district data announcesy

indicated how much they needed to do the zone. i do not have the data. each of the areas will have some schools that are in need of intensive support. however, the superintendent zones are 100% for schools that have high need. some of them are in the low- performing schools. ionly two of mine are considered for the next year, and we tried to meet the plan.

>> our district also made the case said by reorganizing our district, we could better respond by providing intervention to some low- performing schools, so they have identified five more schools. our theory of action is relates to say the superintendent zone where we dedicate our resources and will positively impact student learning and outcome. this could -- the specifics are what we are here to talk about today. this is split into two areas teams.

my team consists of various mainly in the mission district. >> i would like to go over some of the goals and strategies they have. we decided we would like to have all of the principles. we also are striving to have double-digit growth in the number of proficient students in

the bay view sound -- zone in mathematics and english. so improved student achievement is one of the district goals, and that is how we are going to meet that goal. improved student attendance is a district go, so we are going to have 95%, and we will go into how we do that -- is a district goal, so we're going to have 95%, and we will go into that. we will have 10% increase in the number of students selecting bayview schools as their no. 1 choice for school selection.

they will go through 56 different schools. we want to keep as many as possible in bay view, and we think by improving student attendance and the schools, we can make this happen. we want a 15% increase in may practice measures for non- mandated suspension, creating a positive school culture. restorative practices are what we can use so we can create a situation where our students have an opportunity to redeem themselves in ways where they are not mandated to have them in

the justice sittre -- justice system. what i have done is put together each of our goals -- improved attendance, improving school culture, and other eat -- under each one, you will see what we are doing to make that happen. we had not done all whole lot to be able to explain what we have done in september. this is a more in-depth explanation of what we are doing. you cannot read it on the screen. let me give you a copy.

we have enough. here is an extra one over here. without reading to you, i will talk a little bit about what we have here. the first thing is the core configuration and lesson planning, which was used to turn around frederick douglass

academy in harlem. i have used if previously in turning around the school, and so has my executive director, and we found the schools did use it, but we are implementing it and monitoring it, so we can ensure a lesson planning is occurring, and it creates a spirit of transparency so whomever walks in the classroom can see what is going on. it can be monitored by the students, by the administration, by anyone that comes into the classroom. the second one is that it-driven decision and instruction. we feel using data to drive instruction is a prescriptive way to make change in our schools. in general, that is our way of

making decisions. one example is a program out of standard. it is called -- out of stanford. it is called epgy. it tended to raise the level of thought, processes, and it is being used that almost all of our schools, and the schools we do not have it at, we are getting it as soon as possible. we use that weekly report given to the principals who give it to the teachers about how it is being used and if it is being used with fidelity, and we know this will make a difference.

the resulting cycle of inquiry, we analyze, implement, measure, and monitor, and evaluate what we are doing. it is a constant cycle of inquiry using data. we use all that to improve instruction to readers if we do not use its -- to improve instruction. we have measures of academic performance of students developed by the department to

measures didn't grow three times a year -- student gross three times a year to see what kind of process they are making. this gets at the point that we do not wait to see if the students have failed, but we have measurements, and it is not an autopsy fiorina -- an autopsy. we do as additional feedback. we walked through all of our schools with the district directors and the assistant superintendent, and we looked at classrooms and got together and discuss it and went over our results with the principle of the school. i know guadalupe as the same in his part of the zone.

we give feedback to students, including self reflection and revision. we are wanting to make sure a student gets a grade after he or she has had time to master an assignment. it is not just an f because they did not do it right, but this would be an f unless you want to revise it and give them an opportunity to master what they are doing. focus on the professional development across all content areas is just one example. we had press -- professional development across the zone, and they had five topics being revisited as professional development so we do not have drive-by professional

development. to improve attendance, we have really jumped on this. we want 95% attendance by the end of the year. we are doing some of the following things. we are insuring increase accuracy of attendance reporting. we find a lot of times scanning of attendance was not happening -accurately. when the student makes an effort, it is recognized as far as their progress and eventually reflected in possibly their graves. -- their graves -- grades. the director of community out rage and attendance -- outreach

and attendance and my attendance clerk, daniel davis, is working with miss thompson to support making home visits and calls to see why students are not in school. they also attend weekly meetings. the community approach has not done as well as it should have, so we are trying to make sure it meets the needs of the parents. we are doing other parents of workshops. we hope sooto increase scores by using support.

the research planning and development is insuring that data director has a form for tracking discipline referrals that do not necessarily end in suspension, so we can have a record of that. we want to advertise our schools' successes so they are hearing the good along with what is not so good. we cannot have these unless we have improved school culture at our schools, so we are going to use a tear in response of student -- tiered response to student misconduct. as i mentioned earlier, the practice is a primary tool when

working with students. we are doing administrative walk-throughs and giving feedback. we are increasing the number of higher order task to increase riggeour, and we are working on professional wellness. i will turn this up to -- over to guadalupe, and he will answer questions. >> i also have the opportunity to lead a small area team, which includes the executive director for instruction. we are also seeking a new director of outreach to help lead a network of new coordinator positions in each of are six schools. each team also has a number of

content specialists. we also have a data policy analyst as well as some support staff. it is worth mentioning both teams are supported by identified office liaisons' as well as weekly work groups. our theory of action really focuses on if we create student center learning when fireman's and engage in curriculum, affective -- when the students engage in curriculum. if we focus on transformational leadership, if we are sure to support non-academic needs, and if we engage students and the larger community, we will be

able to affect outcomes. we have global goals. we are looking to more specific measures over the winter break with the board of education, but our goal is really focusing on greater rates of academic proficiency. each year we would expect to see a ranking of schools in api to exceed the district average. we have an end goal of students graduating college-ready, making sure we reduce truancy and ensure all of our schools are high-performing community schools. we are developing as a high- function carry a team. we are spending a lot of time developing real estate capacity. we bring them together on a

regular basis. we meet together regularly in study inquiry groups. we bring them together with each instructional leadership team once a month also so we have a coherent approach across are eight schools. we are only going to be successful if we invest in human capital. we know if we are going to be successful, we really have to make sure and support and provide professional development to our teachers. we are dedicating instructional coaches to provide a demonstration, feedback within classrooms, and making sure they have collaboration with their peers. one glaucous to make sure we are effectively providing

reading and instructions. when we are taking on a balance literacy approach and sequencing of what that should look like in each classroom. we want to make sure we have a menu of intervention and support for students, so we are deploying specialists intervention teachers to push into the classroom so there is a second of gold in the classroom as well as finding times in or out of the school day to target students on specific skills. we have an expanded learning element, so we are continuing to work with after-school providers as far as extending the school day for invited students with staff, who are part of the school day but also working after hours to provide

additional academic support. we have arranged of assessments we are using for those purposes and spent quite a bit of time and energy analyzing that data and implications for lesson- planning. we continue to have a focus on college and courier readiness. we know we have to focus on in powering our parents, so we are beginning to develop a sequence of workshops and other opportunities within each school to understand what the expectations are so they can speak in an informed way with their teachers to lead and ask the kinds of questions we want them to be asking. we are taking of full community approach. we believe we are going to be successful if we align on existing aspects of the

community. we have a lot of partnerships already existing and are continuing to identify new ones. we are happy to take questions from any of supervisors or commissioners. we are also prepared to go a little bit more into detail. we also included an additional handouts that hopefully provide and more description on the school improvement grantham and detailed some of those categories on where initial investments are going. >> let me say how enjoyable it was to pick up a favor and see about how this san francisco school district is doing so much better in terms of a drop out if, and i wonder if you can talk about that and the strategy.

>> as i mentioned earlier, the director and her attendance clerk coaches school's daily. they meet with the attendants clerks, and we have found so much of what is not happening is the intensive focus on insuring the process was done with fidelity and in a timely manner, and we found that was not happening. she also found some students were not coming to school, and somehow they have fallen through as far as people making false or home visits. this is k-12. they have not focused on kindergarten as much, but they find that is the