as a result of orient cycle of inquire or continuous improvement the equality gaps in stanford university is in the narrowly at a suv accelerating pace aside from the work that happens within the school community we believe that the central office plays a role if reversing those trends the way that staff cult elevates and manages the available resources and minors and gages the partners for the core are all key legislators within our atmosphere of influence the leaders to identify the gaps and reflect on the central office leaders are expected to do the same site administrators look at the scorecard that identifies key

action steps we intend to take that addresses the organizational gaps in identified area tonight you'll hear hear us articulate our version 3.0 verification strategy 4 it talks about a multi tier system of support fundamentally a support of a system wide strategy for dpaevent and personal listing support for schools based on the needs through a broad and more comprehensive assessment we recognize our schools are unique context within their school community and want to recognize those conditions earlier you heard in a delack report that he recognize the last thing learned vary from site to cite

we're going to cover a few areas tonight first give you a sense of the more robust way we look at our schools boarder data profile that helps to inform our approach as ash multi system of data, and, secondly, 3 key components one the types of direct interventions and services we support, and, secondly the way we responded as a school system and organization to provide a heightened level of care and attention and articulate what those supports look like we're going to conclude where we are headed we're going to start up of off by doing a data dive

behind the sfusd and dr. will walk us through that. >> good evening, commissioners what is excited about this is that it is users data to actually allocate resources supports and focus them in the needs of data so that is the most exciting part about this school data profile the other exciting component is it when you going to the federal and the state indexes they all are a driven by a single measure of they take performance and growth into account not one index that takes the inputs or the input variables that go into a school take into account we've tried to do that here we really

proud of our index i'm sorry about the it's not clear do i have it. >> the picture- >> (inaudible). >> okay just a visual but i've memorized it that i am walk us through in terms of the important vabldz we looked at two important variables the student and teacher characteristics with regards to the student we looked at primarily all the characteristics of students that have been underserved in our district so they would include all the problematic factors and the ethnic factors within that profile the other thing not just the percentage but also the size the population at the school was

considered ♪ earthquakes the two variables looked at was stability and experience so how many first and second year teachers does the school have what's the turnover over the last 3 years so those were some of the computed vashld with the teacher and student characteristics that the school has inform control over they were considered in order to allocate resources in terms of the output vashld we looked at our whole child index not only the academic factors but the social and emotional climate factors in terms of the academics factors every benchmark assessment was considered along with the submit of assessments looking at trend over a few years and the

achievement grandpa so those are the academic factors open the social and emotional budget climate all things from satisfaction to attention to suspensions were considered >> here is our new accountability system again upcoming recapping for you some of the means the academic domain and social and emotional and san francisco unified school district as a member of the four district does have a score of 60 percent of the academic domain and the 40 percent of the domain all the ones highlighted in blue like the suspension and redesignation under the social and emotional factors will be

indexs or measures considered in the coming year other than the input vashld there's another component that research has proved and shown us to have an impact and this is what is commonly called the 5 essential support by bright and so the 5 seeshldz are elements within a school that do contribute to the schools success and to the schools outcomes include. >> yeah. go ahead. >> so expand on the 5 essential support we know in order for a school to engage with the accelerated profit that certain capacity have to exist when

those 5 conditions are in place the school community is best posed to show attraction those are acceptable supports to do a more qualify active work along the conundrum. >> just to states the 5 essential the first is leadership the second is and again, we talk about leadership it talks about the facilitated as well as the organizational management components of leadership the second component that it talks about is is structural and the third is parent school communicated ties the fourth is the culture climate of the school and last but not least is professional development is is it so professional development

and collaboration at a school site our leaders did actually work with principles open doing assessment at each school sites on every one the sites and gave a rating that is constituent which looking for advocating support and resources okay again what does it come down to the okay he can variables reading skldz schools were put into tiers or teetered those schools based on how they would cluster

mothers challenging schools were called the terse support schools where you need to offer the most support and resources to those two or three schools and the practices that we want to again building and institutionalize in those schools were practices that were proven from the previous intervention which was the superintendent zoned where we saw 50 percent of our superintendant zoned were double the amount of predicted growth that was expected or with would have think outside the box predicted as well as the 10 schools identified in the last cluster analyze also showed movement. >> in terms of what action or what was the specific supports and resources i am going to i'm

going to turn it over to leslie our executive director who will give us more matt haney to the data. >> thank you just as a note you're not intended to read this small text on the slide this is american people image of what a sample report might look like not to get you to subsistence to the sweden i wanted to let you knows it's not tint for you to read it two of the things we look at the data we wanted to do a affirmative areas of strength so maintain or celebrate and learn from and the lasts piece to consider as we go into how we transmitted the data the lessons from the superintendent zebras and lessons from the support we've provides water for the more intensive schools and the

second piece some schools in move that is not net e necessarily because the conditions mid-market because of the persistence system ethic champs we have to solve you'll be able to see in the next session what we're going to expose some of the challenges so as mentioned 3 components of m t ss one we're all most familiar with which is the direct intervention and services that are provides water to schools and the second is around how we as a system organ ourselves and again, our focus and tier 3 support schools and so is it fair to say interesting to listen to the pack around the desire for transparent and in particular as direct intervention and services in addition to the value and hold

integrity to a process year by year is very important to us in the months of january february people will be matching that up to the supports we've provides water in the past and be able to see that and witness how they have been effective and where my additional supports might be needed this is an area to affirmative and approve and going into the next academic year those services will provide almost 3 ftes that is a 26 point one million dollar investment above the weighed student formula from the family liaisons that are working on building the parent ties and engaging our families for councils and social

workers we're supporting the wellness of our students to the favorites and the literacy coaches that are working hard to build the capacity of our leaders in those regards but as we know given the sites ftes is not enough we are intentional as a school system about building clarity around the tension of those goals and the alignment is meant to be and gifblg them the skill sets for the tools inform efficiently support the staff so under both rp a and our community team we have a coaching literacy coaches that is robust and meet regularly to build their skills and better learner the practice those practice and that happens in our

student family workshop well, some of the impactful work that leads to the acceleration are things we want to continue as we transition from the superintendent zone structure and those have been circle as we designed our co-hoert horticulture structure i want to share what some of those are they come from our principles one the permutation and the responsive on the ground support this is critical for many of our schools that have new staff and leaders to be able to have a school support team that respondents quickly given the cohort size the roles like the listcy and academic fascinate

our and the structural leadership teams and the last two pieces i think are important because they bear fruit in what the impact lives will live on because the consistency of the core strategies over time improving and refine and city of chicago with that a hallmark that led to the acceleration and the last piece around the central office beyond lead supports our schools directly and so moving forward with our school network structure features were important in the way we designed it but we are heard if our leaders there are other things one to reduce the isolation factors in geographyic areas in small network that important for the trust and

learning that can happen in other schools as question move into next year under our superintendant you'll see the groupings of the schools with the next time you may have one cohort george washington carve in the same court with mira loma not the case last year and other transition to really establish some additional pragmatic we've got a lot going on in the middle dwradz where our k is one example similarly united airlines some the programs at about lastly i think again, it we'll be remiss not to say that we want to pay very special attendance to the schools who have been in the superintendent zone or in the intensive support

tier who have not moved and one of the things that we have been talking about at the central office how we can better know the xekts to better personalize our support not only through lead but through the central office so one of the things we've piloted last week what the high schools and will continue on our kwerl cycles of with our tier 3 supports schools a tremendous opportunity for many folks to sit around a table with our high schools and for them to tells us where they've been and where they are and where some of the barriers to limit or support they need to get through so we can be fine tuned about the monitoring of the performance alongside them. >> so closing off that

informational to give you a quick update in our evolution what is key here that oftentimes the conditions of our schools are systematic of a broad system issues things as the board as policymakers written with to insure we're ronald to the context of the schools the unique champs that they face in their community and better serve the exact students that walk through their schools everyday some of the ways to continue to evolve our systemic challenging challenge how do we centrally as a con - about the differentiating of our support to schools that's the high-level of quality of schools and what care and attention and for the

most underserved school what is above and beyond for those tier 3 schools and make the navigation of the central office as helpful and supportive as possible by insure they have a single point of contact so have their needs voids and best to strategize and address them so we know there is also some trends in systemic behaviors we need to address particularly with our most challenged schools that need the support we know that and this was topic in tonight's conversation some days there are unintended consequences and the demographics despite our commitment to serve everyone we have policies and student transfers and student mobility issues that effect who the teachers have in front of them

during the course of a given school year and school leadership matters but attended educator is a real factor in making sure we recruit the educators with the skill sets and compassion and the commitment the call to action to be a part of sort of a developing capacity that will transform some of our neediest schools we make sure that schools that most need the access to limp and coaching they have that in a way they have the time and space to engage in mr. haney we provides water them with coaches and find a way to do that as a previous we started to prototype this open about directing your attention 2015-2016 how do we take some of the larger problems of practice

begin to desecond those and importantly create a two-way feedback we've hearing how we're rovnd to the needs tonight a glipz we certainly want to contribute to a broader understanding of the multi tiered approach to data and schools out to i think what the board will continue to see and the public had see in a transparent manner as question publish the next book a side by side islamic's the interventions and resources as provides water to the board in the past year and parlor to insert something our pack raise as a deserve to make sure they are receiving a full narrative of the rational you've heard it provides water to the school community so we're

barbecue being transparent this is something to be on the look out for so sort in conclusion here what we want to suppress by considering a broader set of quantify and quality active indicators right by incorporating the feedback we think we can gain a clear understanding of our schools capacities and their conditions and together trouble shot what's the best provision of interventions and finding ways to prioritize those for the school exultance to better insure that our charge remains incomplete until all the students joy the outcomes so we'll continue to refine the art and science what we refer to as m t sf we as a school responder to the needs of our unique

school community thank you commissioners. >> thank you for that presentation i don't have any public comment cards on this agenda item comments or questions from the colleagues colleagues. >> thank you for the presentation the work you're doing is exciting and important and i guess i want to reiterate that i think that is so important to get in analysis in a public way so parents and the broader community can understand how those school data sheets how our interpreting that data it is profound it is that people i mean not everybody but the small percentage of nerdy people that geek out on this stuff is

thinking it is important and interesting that is important for our constituencies to see the close up and in daily i guess the question that i have for i you know as our having those conferences with school leaders about this data and showing them the in depth analysis what is coming out of those conversations you know you don't have to be specific about a particular school but a revolution how does that change the administration for the school. >> i'll use an e to illustrate the themes i'll dictate as a example all ask the to be reading at grade level the data indicates in our reading assessment not all students are

reading at grade level this points to the support guidance so do we make literacy codes are there coaching circles is there an opportunity for teachers to collaborative and think about their lessons what are some of the second tier supports other secondly support in accelerate kids in developing they're reading behaviors and depending on what school you're talking about actually, the students doesn't have the readiness so certainly our early education who they enter our schools how do we make sure we are providing an appropriate held level of so for the for the students

certainly the students supporting the educators and in some cases providing more staff is it get open pawar what their peers and it is important that our principle are empowered in their schools that applies they need destruction so give our promises opportunity to visit others schools and engage in gaining the knowledge providing feedback and support and supervision of their teachers that's one small example when we think about all the students reading at grade level. >> i'll offer another example i line the synergy last week with the high schools some high school relatively new staff when they did their capacity review and looked at it where they were given in the it structures

that's something that the principle recognized and he had around him but brand new teachers that were spending their time after school providing opportunity for students one of the conversations with the instructor we're not under the experience on the staff is not there to build that and be able to match that with the agents of change and the fte we can allocate to and not being a strong match that was one of the comments that team made around us hearing the feedback and being able to provide it bans the reflection of the data. >> we've had end of data conferences with the teams now

again, one principle who brought 12 of the teachers and so that was the most interesting conference. >> good right. >> excellent. >> that's what we want to happen right and there's been parents that have come and you know have accompanied to see the dictated of conference the reactions a lot of enthusiasm and interest in the fact that entity variables were included in if declaration so it was exciting if a school saw now the 16 percent how do i embarrass to the district schools am at the average or low or high knowing that perspective was adding more data in the school knowledge

that was one component the second component again you know we are doing this backwards but they were able to say those are some of the practices that led to the relatives we see in the program investing in the kindergarten and first grade gave us a success in m mp they actually articulated the strategies that led to some of those results and into if you can articulate it you can replicate it you know that was another success and third was what lupe and others have referred to focusing resources so actually looking at the mine attention e attendance read not just