SCHOOL QUALITY REVIEW REPORT FOR
WEST OAKLAND MIDDLE SCHOOL 991 14th St., Oakland, CA 94607 Oakland Unified School District Principal: Ron Smith 2012-2013 School Quality Review Lead and Report Author Olga Pineda/ Quality Community School Development Office School Quality Review Visiting Team Members Robert Dousa/ Family, School, Community Partnerships Ann Gallagher/ Leadership, Curriculum & Instruction Cleo Protopapas/ High School Network Peter Van Tassel/ Assistant Principal, Westlake Middle School Gerald Williams/ African American Male Achievement
CONTENTS OF THE REPORT BACKGROUND TO OUSD’S SCHOOL QUALITY REVIEW WORK PART 1: THE SCHOOL CONTEXT PART 2: THE SCHOOL’S QUALITY OUTCOMES PART 3: FINDINGS - SUMMARY EXPLANATION OF RUBRIC RATINGS PART 4: FINDINGS - FOCUS STANDARDS RATINGS CHART PART 5: FINDINGS - NARRATIVE OF STRENGTHS AND CHALLENGES APPENDIX 1: DATA PROFILE APPENDIX 2: SCHOOL SELF-REFLECTION APPENDIX 3: RUBRICS FOR SCHOOL QUALITY FOCUS STANDARDS
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BACKGROUND TO THE SCHOOL QUALITY REVIEW WORK During 2010-2011, fourteen task forces were formed with representation from a variety of stakeholders ranging from students and parents, to teachers, administrators, and community partners throughout Oakland. The Quality Community Schools Development Task Force was formed to define and set out a work plan to move the community toward a common vision of quality in Oakland’s schools. The Quality Community Schools Development Task Force created a set of School Quality Standards, comprised of six Quality Indicators delineating sixty-one Quality Standards. This work incorporates findings from other task forces (Teaching Effectiveness, Effective Leadership, Full Service Community Schools, Experience and Achievement, and African American Male Achievement) that were also addressing elements of quality in schools. At the end of the year, the School Quality Standards and the School Quality Review (SQR) process were incorporated into the District Strategic Plan, which was adopted by the OUSD Board of Education in May 2011. The 2011-2012 was Year 1 of School Quality Review implementation. The goal of the Quality Community Schools Development office for year 1 was “to implement a successful pilot of 15 schools for School Quality Reviews across 3 regions in grades K-8.” In this “pilot” year, in addition to completing the 15 SQR reports, the emphasis was on design, capacity building, promoting district-wide awareness of the new process, and aligning it to District tools and systems. For Year 2 in 2012-2013, the plan is to begin reviewing high schools as well and complete reviews on a total of 21 schools (eleven elementary, five middle and five high schools). Revision of tools and processes continues, but the SQR Teams will again focus on select, “high leverage” school quality standards and not every standard. High school reviews will be designed to align with the high school WASC accreditation process. About this report: The following report provides a description of this school’s strengths and challenges in its development toward the school quality defined in the OUSD School Quality Standards. This report does not offer specific recommendations for further improvement or growth. A key goal of the School Quality Review is for schools to “see” what they do well and what needs improvement. It is the school community, in coordination with central supports, that should identify what should be done next to improve the quality of services the school provides students and families. These next steps need to be carefully planned and prioritized by the various stakeholders of the school and incorporated into the Community Schools Strategic Site Plan (CSSSP).
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PART 1: THE SCHOOL CONTEXT Location/Neighborhood and Community Description/Description of School Facilities West Oakland Middle School, located on 14th street between Market and Adeline Streets, sits next to Lowell Park and shares the campus with Kipp Bridge Charter School, a public charter middle school. 14th street is wide and divided by an island; although not much traffic was observed during the day, mornings were busy with cars stopping in front of the school to drop off students. Some parents parked in front of the school, while others dropped their children on the other side of the island and students had to cross the street to come into the school. West Oakland Middle is in very good condition; renovated within the last few years with voterapproved Measure B Facilities Bond dollars administered by OUSD. Classrooms are located on one main two-story building with 6th graders on the first floor and 7th and 8th graders on the second floor. The school is equipped with a Science and a Computer lab also located on the second floor. A library, located in front of the main building, is available, but not staffed or used by students. The cafeteria is to the left, as you enter the bright blue steel gates of the school and is shared with Kipp following a pre-arranged schedule for both breakfast and lunch. Behind the cafeteria are the gym and a large open space with basketball hoops where students engage in physical education activities and free play during lunch. This same space is used by the school during emergencies and fire drills. In the back lays the recently (11/1/12) inaugurated school-based health clinic and family resource center, made possible thanks to multiple partnerships with Lifelong Medical Care, Alameda County, the City of Oakland, and Safe Passages. The health center offers comprehensive medical, dental health, health education and youth development services under one roof, as well as a resource center that provides family support and educational services. The expansion of health and family services include a triage room, two medical exam rooms, a dental exam room, separate medical and dental laboratories, an area for medical providers to chart, a conference room and three confidential consult rooms. Student Demographics At the time of the December School Quality Review visit, approximately 180 students were enrolled at West Oakland Middle. This enrollment signified a steady enrollment not quite reaching 200 for the past four years. Seventy five percent of West Oakland students were African American and the highest enrollment group for the past five years. Ten percent were Latino, the second largest group that has remained steady at the school. Asian/Pacific Islander students comprised 6% of West Oakland’s enrollment. White and other/mixed race/no response comprised the remaining 9% of the students. West Oakland Middle School School Quality Review 2012-2013
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There has been a slow but steady increase in the percentage of English Learners at the school over the last 5 years. In 2008-09, the percentage was 9%; this year it is 15%. The highest two languages of this population, equally distributed, are Arabic and Spanish. The school’s Special Education population has also been increasing. In 2008-09, the percentage was 6%; this year it is 11%.
School Leadership Ron Smith is the principal at West Oakland Middle School and this is his second year at the school. He was born and raised in Oakland and comes from a family of educators that have served Oakland students for many years. Mr. Smith has worked in Oakland Unified for 13 years, nine of those years as an administrator (2 years as Assistant Principal at Claremont, 5 years as Principal at Laurel and 2 at West Oakland Middle). He shared with us his passion about “giving kids a different lens to see a school as a positive place to enjoy people and to be productive”. He understands very well that students in West Oakland need a safe place where all their needs (academic as well as socio-emotional) can be addressed. Additionally, the principal is supported by an Assistant Principal, Ms. Brandi Patterson. She works hand in hand with the principal in all areas of school leadership, but especially around coaching teachers, supervising students, discipline, and professional development. Furthermore, the school is supported by the RJOY (Restorative Justice Oakland Youth) “Restorative Justice” coordinator, the YMCA After School Program Director and the Safe Passages/Elev8 Project Coordinator. Their roles are key in changing the reputation and the quality of services that students at West Oakland Middle receive. These positions are also possible through partnerships the school has developed. Teaching Staff West Oakland Middle employs eight teachers in general education. Additionally, the school employs a part-time Reading Intervention Specialist, and a Special Education teacher. West Oakland Middle teaching staff can be described as a fairly new staff with the majority of teachers being at the school for one to two years (70%). Additionally, four of the seven (57%) newer teachers have less than five years of teaching experience. There are three teachers on staff who have an average of 21 years of teaching experience. Furthermore, the teaching staff represents the ethnic backgrounds of the students, both ethnically and gender wise. Instructional Program West Oakland Middle is a Science, Technology, Engineering and Mathematics (STEM) cohort school. STEM Schools focus on these subjects to help youth gain the skills required to succeed in today's challenging world. This includes the ability to think critically, solve complex problems, and drive advancements in science and technology. As such, the school offers an engineering West Oakland Middle School School Quality Review 2012-2013
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class for 7th graders once per week through the after school program, computer classes, and has a working Science lab that lends itself for more hands-on Science projects. Additionally, there is a focus on Math and Science through Writing and Interactive technology through the use of Promethean Boards and Smart Pen. West Oakland Middle has embraced the adoption of the SpringBoard curriculum in both English Language Arts and Mathematics. SpringBoard is a pre-AP curriculum being implemented this year in all English and math classes as the core curriculum. Presently, teachers attend the district’s professional development opportunities and have begun to institute group work and the gradual release of responsibility teaching model. This teaching model has four phases of instruction: 1) Demonstration where the teacher models, explains, and shows “how to do it” while students listen, observe, and participate on a limited basis. 2) Guided practice where teacher leads, suggests, and ensures students understand key learnings. 3) Independent practice where teacher hands over responsibility of learning to student with scaffolds and validation and allows them to practice the new information and 4) Application where students engage in projects/activities to apply what they have learned while teacher confirms that students are on the right track. As teachers receive more training, they can increase the level of rigor in the curriculum they use with students. English Language Learners (ELLs) are serviced through the intervention program because of the small numbers in CELDT levels 1 and 2 (9 students). CELDT level one students (4 students) receive services using the System 44 computer program and CELDT level 2 (5 students) use the Read 180 program. Students receive the rest of their academic subjects through the regular education program. Teachers use the technique of sitting ELL students next to someone who speaks their language for additional support. Students with disabilities receive services using both the pull out as well as the push in methods through the Resource Specialist Program (RSP) either by the RSP teacher or the Special Education aide. The RSP teacher uses the same curriculum used in the regular program and scaffolds the materials to make it accessible. YMCA sponsors the afterschool program at West Oakland Middle. This program adopted three areas of focus: youth development, healthy living, and social responsibility, and as such, offers classes and clubs as mentioned below: Youth Development • Academic Support & Intervention- all students participate in this program by adding the class to their daily schedule under “health” • Sports • Creative Arts • Photography & Yearbook • Urban Gents Manhood Development • Urban Flowers Womanhood Development West Oakland Middle School School Quality Review 2012-2013
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•
Phoenix rising Gameroom
Healthy Living • Gardening & Nutrition • Fit Club Social Responsibility • Student Government & Leadership • Model United Nations • Service Learning Projects Recent “School Quality” Story West Oakland Middle School opened its doors 5 years ago replacing Cole Middle School on the Lowell campus. The school was created to give the community a public school option in West Oakland. The campus at the time was only open to a high performing charter school which continues to co-exist on the same campus. After being open for three years, West Oakland Middle continued to struggle with three different principals, a flux in enrollment, and a violent past. Many families chose to leave the site and the enrollment fell to a very small number. At that time, the question of keeping the school open resurfaced. At the end of the third year, Ron Smith, who was making impressive gains as principal at Laurel Elementary, was invited to lead West Oakland Middle School. He accepted the challenge to change the learning experiences of students in West Oakland and to change the belief in students, parents, and teachers that all students can succeed regardless of where they live. Presently, he is in his second year as principal and as many understand, it takes three to five years of constant work focused on change to see the gains of this work. Last year, the focus was on transforming the climate of the school; this year, it is to set systems and expectations that facilitate learning in the classrooms and to begin to address the quality of academic experiences that students have at West Oakland Middle School. He and his staff have high hopes that their work will soon show positive academic results in their students. West Oakland Middle School’s vision revolves around building a school that addresses closing the achievement gap and changing the lives of the kids in West Oakland by offering an engaging and rigorous curriculum and building strong relationships between parents, students, staff, and community. The school is dedicated to developing leaders, who will create a more positive, compassionate, and giving society. In order to achieve this vision, West Oakland Middle is involved in three primary initiatives: 1. STEM philosophy and activities to increase the number of students that attend college. 2. SpringBoard in both ELA and Math to increase the level of rigor students are exposed to in classrooms. 3. Use of Restorative Justice to reduce suspension rates, especially for African American students and allow them more time in the classroom. West Oakland Middle School School Quality Review 2012-2013
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PART 2: THE SCHOOL’S QUALITY OUTCOMES Academic Performance Index (API) West Oakland Middle School has not achieved its California academic targets in the past three years, schoolwide or in any of its significant subgroups. The school has experience a drop in API scores since 2009 after increasing 100 API points that year. Presently, West Oakland Middle has an API score of 552 when the API target for 2012 was 740 (See Data Profile – Accountability section). Annual Yearly Progress (AYP) West Oakland Middle School did not meet AYP Annual Measurable Objectives (AMOs) targets schoolwide or in any of its significant subgroups, either by meeting the expected target in English Language Arts (78.4% proficiency for 2012) and Mathematics (79% proficiency for 2012) or through the safe harbor method in which the school moves 10% of their student population into proficiency. The school met 6 of 13 AYP criteria; criteria met were participation criteria (See Data Profile – Accountability section). Balanced Literacy: English Language Arts Overall in English Language Arts, 14% of students scored “proficient or advanced” on the 20112012 California Standards Test (CST). This is a decrease of 4% from the 2011 score and a decrease of 8% from the 2010 scores. The school, in comparison to the previous year, has made some progress in decreasing the number of students in the Far Below Basic category.
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English Language Arts CST 2-Year Cohort Growth data 2010-11 and 2011-12 Group Grew or Stayed at Slid or Stayed “Advanced” “Proficient, Basic, or Stayed “Far Below Basic” Below Basic” All Students 26% 38% 36% 6th grade 25% 44% 31% th 7 grade 16% 34% 50% th 8 grade 34% 39% 27% African American 24% 40% 36% Latino 27% 27% 45% English Learner 29% 36% 36% The above table represents cohort information using CST data. In ELA, students showed mixed progress over a two year time span: o 7th graders showed weaker performance, with half of the students sliding down a performance band or staying at Far Below Basic. o 8th graders showed better progress with one-third of the students either growing or holding at the advanced band. o African American represents the biggest subgroup at the school (75%). While 40% of the students stayed flat, 36% slid or remained at the Far Below Basic level. o English Learners represent a small percentage of the school (15%). 29% showed growth or stayed at the advanced level; 36% remained flat; and 36% slid or remained at the Far Below Basic level. Math & Science (STEM focus) Overall, in Mathematics, 6% of 6th and 7th grade students scored “proficient or advanced” on the 2011-12 CST; Data also reflects the school is decreasing the amount of students in the Far Below Basic category. In the Algebra test, 2% of 8th graders scored “proficient or advanced”. This challenge is presently being addressed by the school focusing on SpringBoard Math 8 curriculum for 8th grade students.
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Mathematics CST 2-Year Cohort Growth data 2010-11 and 2011-12 Group Grew or Stayed at Slid or Stayed “Advanced” “Proficient, Basic, or Stayed “Far Below Basic” Below Basic” All Students 7% 36% 56% 6th grade 8% 46% 46% th 7 grade 14% 44% 42% th 8 grade 2% 19% 79% African American 7% 39% 54% Latino 10% 90% English Learner 14% 29% 57% The above table represents cohort information using CST data. In Mathematics, students showed mixed progress over a two year time span: o In every grade, more than 86% of the students stayed or slid and did not show progress over a two year time span at the school. o 14% of 7th graders showed the most progress by showing growth or staying in the “advanced” band. On the Science portion of the 2011-12 CST, (only administered to 8th graders), 21% of students scored “proficient or advanced”. This score is the same as the district’s overall Science 8th grade results. In the school’s self-reflection, the school acknowledges, “Last year we put a strong emphasis on science being a STEM school and we saw results”.
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Attendance (See Data Profile – Page 41) • • • •
West Oakland’s Average Daily Attendance (ADA) during the 2011-2012 school year was 92.8%; this percentage is lower than the district’s average ADA for 6th – 8th grade of 95.98% for the same school year. In 2011-12, 64% of students attended school at least 95% of school days. This is 13 percentage points lower than the 77% district percentage for all 6-8 students. In 2011-2012, 20% of students were chronically absent, meaning they missed more than 10% of school days. This is 11 percentage points higher than the 9% chronic absence rate for all 6-8 students. The attendance data for the school’s two largest student sub-groups, African American and Latino students, reflects a deep disproportionality and supports the challenges described on the first bullet of the school’s overall attendance rate. o In 2011-12, 65% of African American students attended school at least 95% of school days. This is 22 percentage points higher than the 43% of Latino students who attended school at least 95% of school days. o In 2011-2012, 23% of African American students were chronically absent, meaning they missed more than 10% of school days. This is 9 percentage points higher than the 14% chronic absence rate for Latino students. o In 2011-2012, 8% of African American students were severely chronically absent, meaning they missed more than 20% of school days. Latino students did not have any students in this category.
Suspensions and Expulsions •
•
•
In 2011-12, student suspensions drastically decreased to a rate of 15.9%, compared to an approximate average of 50% suspension rate in the previous three years. West Oakland Middle was one of two schools in Oakland Unified to make such impressive growth in decreasing the number of suspensions. The 2011-12 suspension data shows African Americans being the only subgroup suspended. Based on the fact that 75% of the students enrolled at the school are African American, this fact is not surprising. The data also shows an impressive two-thirds decrease in suspensions for this group as compared to the previous two years. The 2011-12 Disciplinary Hearing Panel (DHP) data shows one students being referred for disciplinary action. This is an 83% decrease from the previous year. This student was African American.
Physical Fitness Test (PFT) The PFT test is only administered to 7th grade students. Based on the two charts included in this section, students scored highest in trunk extension followed by flexibility. Although students are improving over a two year time span in most areas tested, they are not meeting West Oakland Middle School School Quality Review 2012-2013
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the healthy rates in all six areas tested. In fact, most students reach proficiency in two of the six areas.
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PART 3: FINDINGS - SUMMARY EXPLANATION OF RUBRIC RATINGS Focus Standard 1.1
Focus Standard Meaningful and Challenging Curriculum
Rubric Placement Beginning
1.2
Safe and Nurturing Learning Experiences
Developing
1.4
Active & Different Types of Learning
Beginning
1.7
Students Know What They are Learning, Why, and How it can be Applied
1.8
Academic Intervention & Enrichment Support
West Oakland Middle School School Quality Review 2012-2013
Beginning
Developing
Explanation of Ratings • As a STEM school, one Engineering class is offered to 7th grade students as an elective. The school does not receive support from district to fully implement the engineering class and relies on community partnerships. • Implementation of SpringBoard in Math and English Language Arts departments is in its beginning stages and shows potential to increase rigor and high level of engagement experiences for students as teachers receive more training and support. • The use of uniforms supports a positive environment in/out of the classroom. • Restorative Justice plays an important role in addressing discipline. Staff uses the 10-10 rule where students spend the first and last 10 minutes in their assigned class, but can be sent to the RJ coordinator, to another classroom, or to the computer lab to refocus. • Students were observed being sent out of class and/or waiting outside in the hall. Most were African-American boys. • Although the school is moving to engage in two high leverage practices of working in groups and using the gradual release practice, there are inconsistencies in the use of these practices across the school. • All classrooms have Promethean boards to increase the level of interactive instruction. Presently, most teachers use them to present information and not to engage students in active learning. • Most students interviewed had an answer to “What are you learning?” although their answers ranged from the activity they were doing to the objective of the day. • Fewer students had an answer for why they were learning specific information or how this learning connected to long term outcomes. • Students needing extra support in reading were identified using CST and SRI data and were placed in intervention classes using Read 180, System 44, and Achieve 3000 programs. • Math intervention has not been developed. The team observed 8th grade students being administered a series of pre-tests and/or practicing basic skills using CST released problems. 14
1.10
Equitable Access to Curriculum
Developing
1.11
College-going Culture & Resources
Developing
2.1
Safe & Healthy Center of Community
Sustaining
2.2
Coordinated & Integrated System of Academic Learning Support Services
2.5
Identifies At-Risk Students & Intervenes
Developing
2.6
Inclusive, Welcoming & Caring Community
Developing
West Oakland Middle School School Quality Review 2012-2013
Developing
• All students take advantage of the general education curriculum (English, Math, History, Science, and PE) regardless of their academic status. • The first hour of the after school program is mandatory and varies by grade level. • Based on students’ interviews, students like “tutoring help” in order to finish their homework but don’t always get it depending on their grade level. • The school established Fridays as a “College Day” where teachers wear college gear as part of creating a college and career environment. • The after school program involves 8th graders in a variety of college activities through “Destination Promotion” curriculum. • Majority of teachers do not make explicit to students that certain skills and dispositions (e.g., peer collaboration, study/organizational habits) particularly prepare students to be successful in college and careers. • Systems to prepare students for emergencies are in place. All classrooms have emergency backpacks. • The school has partnerships with multiple agencies to address students’ academic, health, enrichment, and socio-emotional issues at the school. • The school has the capacity to address health and social-emotional issues through COST, the Family Resource Center, and the newly inaugurated health clinic fully staffed to address students’ issues in one place. • The after school program addresses the youth development component. • Advisory is in place to support students; there is no curriculum for this course and it is implemented differently from classroom to classroom. • School has a new school-based health and family resource center, made possible by Lifelong Medical Care, Alameda County, the City of Oakland, Elev8 and Safe Passages that provides a variety of health and socio-emotional services to students. • School employs a Restorative Justice coordinator to support climate at the school. • An achievement gap continues and students don’t always connect their learnings to future plans. • The school is beginning to implement a behavior management system with rewards and celebrations to recognize improvement with support of the Restorative Justice coordinator. • A schoolwide formal discipline policy had not been finalized at the time of the SQR, although the principal and assistant principal were on the same page in addressing 15
3.1
Collaboration
Beginning
• •
3.2
Data Development & Analysis
3.4
Professional Learning Activities
Beginning
Developing
• • • •
4.2
Working Together in Partnership
Developing
• • •
4.5
Student/Family Engagement on Student Progress
Beginning
•
• • 4.6
Family Engagement on Academic Expectations and Opportunities
Beginning
•
• West Oakland Middle School School Quality Review 2012-2013
discipline and the PD plan revealed opportunities for staff to engage in these conversations during second semester. The staff engaged in a two day retreat at the beginning of the school year focused around data, curriculum planning, climate, and team building. Looking at student work to improve academic achievement is still not a practice of PLCs schoolwide. Teachers shared they “use data a lot” and mentioned SpringBoard rubrics, SRI, CST, Achieve 3000 and Read 180 as types of data they look at. The SQR team did not hear how this data is transforming instruction in every classroom. The school’s ILT helps design the professional development opportunities for the staff. Their focus is around data, SpringBoard, climate and culture systems, and instruction. Professional Development continues to be around the development of systems for the school and not around topics that can transform the quality of education for students and closing the achievement gap. The school has a Family Resource Center staffed to provide workshops and supports to parents such as cooking, healthy relationship building, etc. There is great turnout from parents for special events such as the Black History program and monthly award ceremonies. Few parents take advantage of the services and workshops provided to parents due to geography, stigma, and employment that keeps them from coming to the school. Several systems have been created to connect with parents and share student progress. Although these systems recognize improvement, they do not engage all students and their families (weekly academic progress reports, online programs, etc.) in knowing how students are progressing. Counselors and support providers reach out to parents via telephone calls to inform them of their student’s progress. Could not determine the level of effectiveness of these techniques because of minimal parent input during the SQR visit. Although practices are in place to share academic opportunities, especially by the Principal via weekly robo-calls, and the Sp. Ed. teacher calling to share progress on IEP goals, it is not enough to share academic expectations and opportunities with parents, especially around attending college. Positive calls to homes by teachers are inconsistent. 16
4.7
Standards of Meaningful Engagement
Beginning
5.2
Partners with Students and Families in Decision Making
Beginning
5.4
Vision Driven
5.5
Focused on Equity
5.6
Supports the Development of Quality Instruction
Developing
5.9
Culture of Mutual Accountability
Beginning
5.10
Organizational Management
Sustaining
West Oakland Middle School School Quality Review 2012-2013
Developing
Developing
• Few parents take advantage of the FRC trainings and resources. • The school employs a bilingual (Spanish-English) Administrative Assistant that is available to speak to Spanish-only families. • The school has not yet engaged in conversations as to how to engage more parents at the school; FRC needs the support of teachers/school staff to increase parent participation. • The school complies with mandated parent groups such as School Site Council. Other than this, the school does not have systems to engage parents in decision making. • Students interviewed shared that they are not asked for their opinion regarding activities that concern them. • The school has a vision addressing closing the achievement gap, offering an engaging and rigorous curriculum and building strong relationships between parents, students, staff, and community; and dedicated to developing leaders. • The school has not set school wide measurable goals (short term and long term) to determine the progress the school is making toward achieving their vision. • The school has identified “focal students”, has collected data that informs the school about their needs and has provided supports as necessary. • School staff understands well the challenges of their students and is beginning to identify how to address their gaps and close the achievement gap beginning with reading. • Administration (principal and assistant principal) are in classrooms daily; they provide teachers with feedback to improve their practice. • District coaches support ELA and Math teachers in the implementation of SpringBoard via district professional development. • The school staff has not yet developed clear student outcomes and goals for learning. • The school has not identified specific targets of academic performance, nor measures of academic or interpersonal behavior. • School funds are allocated adequately in staff and programs that support students.
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PART 4: FOCUS STANDARDS RATINGS CHART Quality Indicator 1 1 1 1
Focus Standard 1.1 1.2 1.4 1.7
1 1 1 2 2
1.8 1.10 1.11 2.1 2.2
2 2 3 3 3 4 4
2.5 2.6 3.1 3.2 3.4 4.2 4.5
4
4.6
4 5
4.7 5.2
5 5 5 5 5
5.4 5.5 5.6 5.9 5.10
Focus Standard Meaningful and Challenging Curriculum Safe and Nurturing Learning Experiences Active & Different Types of Learning Students Know What They are Learning, Why, and How it can be Applied Academic Intervention/ Enrichment Equitable Access to Curriculum College-going Culture & Resources Safe & Healthy Center of Community Coordinated & Integrated System of Academic Learning Support Services Identifies At-Risk Students & Intervenes Inclusive, Welcoming & Caring Community Collaboration Data Development & Analysis Professional Learning Activities Working Together in Partnership Student/Family Engagement on Student Progress Family Engagement on Academic Expectations and Opportunities Standards of Meaningful Engagement Partners with Students and Families in Decision Making Vision Driven Focused on Equity Supports the Development of Quality Instruction Culture of Mutual Accountability Organizational Management
West Oakland Middle School School Quality Review 2012-2013
Rubric Rating Beginning Developing Beginning Beginning
Undeveloped
Beginning X X X
Developing X
Developing Developing Developing Sustaining Developing
X X X
Developing Developing Beginning Beginning Developing Developing Beginning
X X
X
X X
X
Beginning
X
Beginning Beginning
X X
Developing Developing Developing Beginning Sustaining
X
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Sustaining
X
X X
X X X X
Refining
PART 5: FINDINGS - NARRATIVE OF STRENGTHS AND CHALLENGES The School Quality Review team spent three days (December 3, 4, and 5, 2012) observing classrooms, school-wide activities, and various parts of the campus inside and outside the building. The team carried a variety of interviews (individually and in groups) with students, parents, teachers, classified staff, administrators, and community partners. The team also reviewed the school’s materials, data binder, and budget. The information in this section reflects such findings. The following narrative presents the general conclusions by the School Quality Review Team on how the school is developing toward the School Quality Standards. As a summary it does not include much of the specific evidence that supports these conclusions. To see this detail, the reader must consult the Rubric Analysis in the following Part 3 of the report. Each section of the Summary begins with a description of the specific focal standards for which the SQR Team gathered evidence and made its evaluation. The Team did not gather evidence on every School Quality Standard, as described above on page 3. The following narrative relies on specific language of each standard’s rubric and the developmental scale for the ratings. That scales is:
Undeveloped
There was little evidence found that the school implemented the practice(s) and/or built the conditions described in the standard.
Beginning
There was some evidence found that the school implemented the practice(s) and/or built the conditions described in the standard.
Developing
There was substantial evidence found that the school implemented the practice(s) and/or built the conditions described in the standard.
Sustaining
Refining
There was strong & consistent evidence found that the school implemented the practice(s) and/or built the conditions described in the standard. There was strong & consistent evidence found that the school implemented the practice(s) and/or built the conditions described in the standard, and the school has implemented systems to review and improve these practices/conditions.
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Quality Indicator 1: Quality Learning Experiences for All Students For Quality Indicator 1, the School Review Team investigated how a school is developing toward the quality described in 7 focus standards: Standard 1: A quality school provides students with curriculum that is meaningful and challenging to them. Standard 2: A quality school provides safe and nurturing learning environments. Standard 4: A quality school uses instructional strategies that make learning active for students and provide them with different ways to learn. Standard 7: A quality school ensures that students know what they're learning, why they're learning it and how it can be applied. Standard 8: A quality school provides academic intervention and broader enrichment supports before, during, and after school. Standard 10: A quality school provides and ensures equitable access to curriculum and courses that prepare all students for college. Standard 11: A quality school has a college-going culture with staff and teachers who provide college preparedness resources. Standard 1.1: A quality school provides students with curriculum that is meaningful and challenging to them. (BEGINNING) While looking at West Oakland Middle School classrooms, the following conditions were observed that capture the presence of meaningful and challenging curriculum in classrooms (outlined in the rubrics in Appendix 3). The rates presented below are based on classroom observations of at least 20 minutes during a three day visit to the school. In 62% of the observations conducted by the Team, learning built on students’ prior knowledge, skills, and experiences. In 38% of the observations conducted by the Team, students applied learning to questions or problems connected to their interests, goals, experiences, and communities. In 29% of the observations conducted by the Team, students communicated their thinking, supported by teacher/peers, using the language and reasoning of the discipline. In 38% of the observations conducted by the Team, the curriculum reflected an academic push, from the teacher, to have all students progress far and attain high levels of mastery. While overall the team observed some evidence of meaningful and challenging curriculum, the above statistics represent consistently enough evidence of its absence to conclude that West Oakland Middle was still developing toward such curriculum being strong and consistent across the school. In the school’s Self-Reflection, the adoption of SpringBoard curriculum in both English Language Arts and Mathematics and being a STEM (Science, Technology, Engineering, Mathematics) West Oakland Middle School School Quality Review 2012-2013
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school were identified as initiatives adopted to “accelerate student learning, to prepare students for the changes in education that are taking place for the future, and to address the achievement gap”. At the same time, the school recognized that “new curriculum while still building a climate of learning can create a stressful learning environment for both students and teachers”. During teachers’ interviews, the SQR Team learned that although SB gives students more access to a rigorous curriculum, teachers were challenged by the fact that they needed to develop more explicit scaffolding and re-teaching of essential skills not provided by SpringBoard curriculum. As a STEM school, the SQR Team learned that technology (Doc cameras and Prometheus Boards) was integrated into the classrooms, students engaged in “hands-on experiments” in the Science Lab, and 7th graders participated in a once per week Engineering class. The SQR Team observed the use of Doc cameras and Prometheus Boards by some teachers but only to support their own delivery of a lesson. Furthermore, during the visit, the team did not observe any students engaged in hands-on experiments in the Science Lab. Furthermore, the SQR team heard that the engineering class offered through the after school program was increasing in size: “Last year, we only had 10 students in this class. This year we have a full class. The plan is to keep building and having more [Engineering] classes”. Standard 1.2: A quality school provides safe and nurturing learning environments. (DEVELOPING) While looking at school’s classrooms, the following conditions were observed that capture the presence of safe and nurturing learning environments in classrooms (outlined in the rubrics in Appendix 3). The rates presented below are based on classroom observations of at least 20 minutes during a three day visit to the school. In 67% of the observations conducted by the Team, students were safe and learned free from intimidation, bullying, and/or discrimination. In 48% of the observations conducted by the Team, classroom routines and structures supported students to build positive relationships across different individual and cultural “lines”, so that they could effectively work and learn together. In 43% of the observations conducted by the Team, the classroom was an “accepting” environment in which the contributions, culture and language of each student is validated, valued, and respected. In 24% of the observations conducted by the Team, all students managed their emotions to persist through difficult academic work. In 95% of the observations conducted by the Team, the physical environment of the classroom was clean and organized to be safe and supportive of learning. In addition to this evidence of safe and nurturing learning experiences in classrooms based on above statistics, the SQR Team also observed evidence of Restorative Justice messages (in an easel in front of a classroom) to students; these messages changed on a daily basis. One such message read: “What other people think of you IS NOT your business. If you make it your West Oakland Middle School School Quality Review 2012-2013
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business, you will be offended the rest of your life”. The SQR Team also learned that there is a fully staffed Restorative Justice room where teachers and/or students opt to send/go when students were not being successful in their class. This could only be done after the first 10 minutes of class and students had to return to their classrooms the last 10 minutes of class. In this room, students received additional guidance and a quiet room to concentrate and finish their work. Additionally, the SQR team observed students sent to a “Buddy Teacher” and placed outside of classrooms. Students placed outside of classrooms were there for a few minutes, mostly because the principal and assistant principal monitored halls constantly during the school day. Standard 1.4: A quality school uses instructional strategies that make learning active for students and provide them with different ways to learn. (BEGINNING) While looking at school’s classrooms, the following conditions were observed that capture the presence of instructional strategies that make learning active and provide students with different ways to learn (outlined in the rubrics in Appendix 3). The rates presented below are based on classroom observations of at least 20 minutes during a three day visit to the school. In 62% of the observations conducted by the Team, students actively “worked”—reasoning, reading, writing, and/or speaking the language of the discipline more than 50% of the time. The SQR team did not observe students engaged in “working” together in the discipline, nor did we observe students collaborating to further facilitate deep learning. In 33% of the observations conducted by the Team, students learned using various learning modalities and/or multiple intelligences. In 38% of the observations conducted by the Team, students used language support scaffolds (sentence frames, multiple choice oral responses, diagrams and other representations) to engage in learning. In 10% of the observations conducted by the Team, students developed questions, posed problems, made connections, reflected on multiple perspectives, and/or actively constructed knowledge. The SQR team did not observe students engaged in explaining or revising their thinking or in building on or evaluating the thinking of others. In 38% of the observations conducted by the Team, the pacing of learning reflected an academic push to have all students complete learning activities and reach expected high levels of mastery (i.e., reflected that “every minute was used well”). In 52% of the observations conducted by the Team, various technologies were used to make learning active and to meet the learning needs of students. While overall the team observed some evidence that students were experiencing active and different ways of learning in the classroom based on the information above, there was consistently enough evidence of its absence to conclude that West Oakland Middle may benefit from engaging in conversation around this standard. West Oakland Middle School School Quality Review 2012-2013
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The SQR Team observed a few, potential examples of lessons that could become “active and different way of learning” (discussions led by teacher about graffiti as art or vandalism, lesson on volume, learning about different types of rocks, and writing a paragraph using the word “proud”), but in general did not observe it happening widely across the school. Two specific areas the SQR Team looked for during the visit involved students “actively working” (reasoning, reading, writing, and/or speaking the language of the discipline) and students engaged in revising their thinking and building on and evaluating the thinking of others. In general, the SQR team observed teacher driven lessons where teachers were working hard trying to make the lessons relevant and calling on students to read or to answer a question while many students were disengaged, did not participate in the discussion because they were having personal conversations, or saw students working quietly in skilled worksheets, copying vocabulary definitions, and listening to the teacher read or lecture. Students were typically sitting in groups, but not discussing the content of the lesson nor making meaning or struggling together to make meaning. For example, during a lesson that engaged students working with a partner in practicing multiplication facts, the focus was on getting the right answer and on who got more answers correct; the fact that it was done with another person did not improve their understanding of multiplication. In another example in which students in the after school program were writing a “college paragraph”, students were instructed to write a paragraph using the word, “proud” several times. In this observation, students read their writing to another student, but did not engage in providing feedback on how to improve their writing nor were they required to further improve their paragraph based on feedback. Standard 1.7: A quality school ensures that students know what they're learning, why they're learning it and how it can be applied. (BEGINNING) The SQR Team briefly talked to 44 students about what they were learning and why during classroom observations during the day program as well as during 7th period sponsored by the after school program. In 86% of the short interviews conducted by the SQR Team, students interviewed had a response to the question “what are you learning?” These answers did not coincide with the daily objective, but reflected the work students were engaged in (for example, students responded “math problems” when the objective was “volume” or graffiti being art or vandalism, when the objective was writing a persuasive essay). In 59% of the short interviews conducted by the SQR Team during classroom observations, students recognized the connection between the day’s learning and longer-term outcomes. For students to know what they are learning and why, a teacher must be explicit about making this connection. The SQR Team looked for the explicit ways that teachers made the objective, goal, or target of learning clear to students. In 86% of the observations conducted by the Team, teachers posted the learning target on a section of the board. Such space was available in all classrooms. In 25% of the observations conducted by the Team, teachers made a clear reference to the objective to their students. In these classrooms, students were able to connect their learning to the learning objective of the day. In its majority, teachers were often not clear or specific with West Oakland Middle School School Quality Review 2012-2013
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students about what learning a specific activity was trying to promote. The SQR Team also looked for the explicit ways that West Oakland Middle teachers checked the understanding of students and thereby clarified what understanding they were looking for and what it looks like to know or perform “well”. In 33% of the classroom observations, the SQR Team found that students had their learning checked with immediate feedback regarding their progress toward the day’s learning objectives. Standard 1.8: A quality school provides academic intervention and broader enrichment supports before, during, and after school. (DEVELOPING) West Oakland Middle had classroom strategies and school-wide systems that identified which students were struggling and needed academic support. The SQR Team found substantial evidence that school-wide systems efficiently referred students to needed academic supports, monitored their effectiveness, and adjusted them—ensuring that students “got in and got out” as progress occurred. The SQR Team also found that classroom and school-wide strategies— before, during, and after school—provided a variety of academic supports. These included: Universal academic supports such as the reading intervention teacher who worked with 6th to 8th grade students, including English Learners, for an hour twice per week using programs (Read 180, System 44, and Achieve 3000) which are research based and proven to raise reading achievement for struggling readers. Intensive academic supports such as the Special Education Resource program. Strong after school program with YMCA as the service provider. All students were included in the academic portion (7th period) in homogeneous gender groups. The school has made available additional funds for teachers to support additional students after school. The SQR Team also found some evidence that patterns of shared student characteristics (such as second language learner and special education status) were considered when identifying student academic needs and providing supports. In contrast to these strengths, the Team did not find evidence of strategies and systems that identified which students were mastering targets and needed academic enrichment. Nor did the Team find evidence of system wide support for students that struggled in mathematics. Furthermore, based on “shadowed students” interviews, students shared a need to receive “homework help”, not just a place to finish homework during 7th period. Standard 1.10: A quality school provides and ensures equitable access to curriculum and courses that prepare all students for college. (DEVELOPING)
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Diverse groups of students were represented in the general education academic program (English, Math, History, Science, and Physical Education) and there were programs and practices that ensured that different groups of students received the support they needed to be successful (see Standard 1.8 above). The intervention reading program was not a replacement program and allowed all students to receive instruction using the content standards. All students were enrolled in a mandatory homogenous gender class in the after school program. This hour was used differently depending on the grade level; while some students spent time in “homework club”, others participated in “Destination Promotion” activities that involved writing a personal statement and other “college and high school” activities. The SQR Team heard students wanting help to finish their homework and not just a space to do their homework. Standard 1.11: A quality school has a college-going culture with staff and teachers who provide college preparedness resources. (DEVELOPING) The school wrote in their self-reflection, “The strongest point is the environment that has been created. When you walk the halls you have a feeling that you are someplace where going to college is not an option, it is a requirement”. The SQR Team observed a variety of college banners and other college items in front of classrooms promoting local as well as national universities. The after school program through their “Destination Promotion” units worked with 8th graders in preparing them for high school and college. Students in this program practiced filling out college applications, writing a personal statement and “earn being promoted to the 9th grade”. The SQR team observed students engaged in the beginning of writing a personal statement by writing a paragraph using the word “proud” several times. Yet, when students were asked why their learning was important, less than 10% (4 of 44) students interviewed made the connection to college and/or careers. Similarly, they did not report that their teachers explicitly talked about getting ready for college. In fact, in 19% of classroom observations, the SQR Team heard teachers being explicit that certain skills and dispositions learned in their classrooms prepared students to be successful in college and careers.
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Quality Indicator 2: Safe, Supportive & Healthy Learning Environment For Quality Indicator 2, the School Review Team investigated how a school is developing toward the quality described in 4 focus standards: Standard 1: A quality school is a safe and healthy center of the community, open to community use before, during, and after the school day. Standard 2: A quality school offers a coordinated and integrated system of academic and learning support services, provided by adults and youth. Standard 5: A quality school identifies at-risk students and intervenes early, to help students and their parents develop concrete plans for the future. Standard 6: A quality school creates an inclusive, welcoming and caring community, fostering communication that values individual/cultural differences. Standard 2.1: A quality school is a safe and healthy center of the community, open to community use before, during, and after the school day. (SUSTAINING) The SQR Team found substantial evidence that the campus (inside and out) was well maintained and attractive and that adults and students contributed to keeping the facilities this way. During campus observations of the cafeteria and fields, the SQR Team admired how clean and well maintained the school was. We also observed several students helping in the cafeteria after lunch. Additionally, constant supervision by the principal and assistant principal helped maintained a safe environment both in the halls as well as in the public areas. The SQR Team found evidence that safety procedures were in place and evident and that they were known and followed by stakeholders. During our visit, the SQR Team experienced the practice of a fire drill, mainly because the school lost electricity and fire alarms ring when this happens. Students exited their classroom in line to their pre-determined space and stayed there until the principal gave the signal that the emergency was resolved and it was safe for students and staff to return to their classrooms. Afterwards, the principal followed by making an announcement using the PA system and informed everyone that the school did not have electricity and the lights of the alarms could not be re-set/stopped until electricity resumed. The SQR team also observed emergency backpacks in every classroom. The school is used by a variety of people that provide services to the school (health center, family resource center, YMCA after school program, Elev8, Safe Passages, etc.). Few parents were observed during the three days of the SQR visit. The SQR Team learned that the newly inaugurated Family Resource Center was working to bring more parents into the school. Standard 2.2: A quality school offers a coordinated and integrated system of academic and learning support services, provided by adults and youth. (DEVELOPING)
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The SQR Team found substantial evidence that the school offered comprehensive medical, dental health, health education and youth development services under one roof, as well as a resource center that provided family support and educational services thanks to multiple partnerships with Lifelong Medical Care, Alameda County, the City of Oakland, Elev8 and Safe Passages. The recently inaugurated health and family services at West Oakland Middle School included a triage room, two medical exam rooms, a dental exam room, separate medical and dental laboratories, an area for medical providers to chart, a conference room and three confidential consult rooms. The Family Resource Center spread between two floors, provided offices for mental health services, a space with equipment for families to exercise, on-site laundry, multiple training and workshop rooms, and a kitchenette. The SQR Team found evidence that the school benefited from a Coordination of Services Team (COST). The SQR Team learned that COST focused on three main areas: mental health, family advocacy and the extended day program; they met on a regular basis and have spelled out the referral, intake, assessment, service delivery and monitoring process, and ways to evaluate their services. Because of the increase of personnel recently, communication of systems to provide services and to evaluate progress continued to be discussed and agreed during COST meetings. The school’s master schedule displayed the presence of advisory four times per week (M,T,Th,F) for 20 minutes each day. The SQR Team found that this period was created to: 1) Have a place to practice using planners and reviewing school expectations. 2) Having a place for students to connect to an adult and, 3) once developed, presenting lessons that support values or youth development. During classroom observations, the SQR Team observed inconsistent use of this time ranging from an extension of class, preparing for a substitute, and free time for students to talk to their friends. The school has also implemented a “Second Chance” breakfast time at the beginning of second period where students have a chance to go and eat breakfast in the cafeteria if they did not arrive early enough to eat before school began. The SQR Team observed 50-60 students taking advantage of this time. For the rest of students, this time was a short ten minute break. Standard 2.5: A quality school identifies at-risk students and intervenes early, to help students and their parents develop concrete plans for the future. (DEVELOPING)
(Note: This standard complements Quality Indicator 1, Standard 8, which focuses on systems of academic support services to promote student learning. This Quality Indicator 2, Standard 5 focuses on health, safety, and social-emotional services to support at-risk students.)
The SQR Team found evidence that the school had a COST team to oversee socio-emotional supports available at the school. Once services have been allocated, it was the responsibility of a specific person or service to make connection with the home, write goals and steps to reach those goals and to monitor growth. The team also heard that COST continues to streamline the West Oakland Middle School School Quality Review 2012-2013
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identification process and to share progress toward achieving goals. The school has the services of a Restorative Justice coordinator, which the team observed modeling an activity with staff during a staff meeting. Although these services exist at the school, there continues to be an achievement gap, students sent out of classrooms and students not always connecting what they learn in classrooms to future plans. Standard 2.6: A quality school creates an inclusive, welcoming and caring community, fostering communication that values individual/cultural differences. (DEVELOPING) The SQR Team found some evidence that students and staff felt safe and free from threat, bullying, and/or discrimination. In interviews, students reported generally that they felt safe inside of the school. They identified several staff members (both during the day and in the afterschool program) that they could go to when they had problems. Multiple students mentioned the Restorative Justice person as one that supported them and was there for them. The SQR Team heard similar comments from staff: “There is a real effort on the part of staff and administration for students and staff to feel safe” and “adults care about one-another as well as their students”. The SQR Team found some evidence that the school had some systems, programs, and structures in place to address behavior management school-wide (rewards, progressive discipline plan, celebrations to recognize improvement/ achievement, daily routines that reinforced the culture of the school, etc.) and that they were reducing suspensions, especially those of African American students substantially. The staff spent part of their August retreat making agreements around behavior expectations and practices. Some of these practices included: Use of the buddy system, having an open room where students could be sent out to reflect on what happened and to get ready to get back to class following the 10-10 practice (never out of class the first and last 10 minutes of class), consistent expectations of the use of uniforms, teachers being in the halls during passing time, use of locker time, and walking to/from class in line. Although great progress had been made in these areas, classroom management continues to be inconsistent among all teachers either in following their policies or because teachers needed support with classroom management.
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Quality Indicator 3: Learning Communities Focused on Continuous Improvement For Quality Indicator 3, the School Quality Review Team investigated how a school is developing toward the quality described in 3 focus standards: Standard 1: A quality school makes sure that teachers work together in professional learning communities focused on student progress. Standard 2: A quality school ensures that staff regularly analyzes multiple kinds of data about student performance and their experience of learning. Standard 4: A quality school provides professional development that models effective practices, promotes teacher leadership, and supports teachers to continuously improve their classroom practice. Standard 3.1: A quality school makes sure that teachers work together in professional learning communities focused on student progress. (BEGINNING) The SQR Team found evidence that teachers gathered at least once a month as a whole staff for collaborative planning and discussions around students’ programs and expectations and to discuss “how focused students were progressing”. The SQR Team heard that some departments met on the second Wednesday around SpringBoard. The Team also heard that the 3rd and 4th Wednesdays of each month were allotted to staff to work in curriculum areas and that one Wednesday was given to teachers for planning. Teachers met regularly and worked together; the question was whether that collaboration matched the habits and outcomes of professional learning communities as explained in the SQR rubrics (See Introduction to Quality Indicator 3 in Appendix 3 at the end of this report). One procedure that all teachers at West Oakland Middle followed was designing and posting outside their classrooms their six week instructional plan. This practice showed transparency and kept the entire community informed of what was being taught inside every classroom. In this regard, the SQR team noticed that although these instructional plans were posted, some of them were outdated by at least two weeks. We also heard how much teachers appreciated collaborating with the Special Education teacher around students with Individualized Learning Plans (IEPs) because it helped them better serve this population’s needs. Standard 3.2: A quality school ensures that staff regularly analyzes multiple kinds of data about student performance and their experience of learning. (BEGINNING) The SQR Team gathered substantial evidence that West Oakland Middle staff analyzed multiple kinds of data (CST, SRI, SpringBoard embedded assessments, Read 180, Achieve 3000, and writing assessments.) about student performance and their experience of learning. This practice varied among staff and was done inconsistently depending on the passion and West Oakland Middle School School Quality Review 2012-2013
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experience of individual teachers. The Team did not find evidence of how this data was then utilized individually or systematically to plan and implement effective differentiated re-teaching and extension learning experiences. Standard 3.4: A quality school provides professional development that models effective practices, promotes teacher leadership, and supports teachers to continuously improve their classroom practice. (DEVELOPING) The SQR Team found some evidence that professional learning activities at the school were embedded in practice. They were useful to teacher practice with students and modeled effective strategies. English and Math teachers participated in professional development opportunities around SpringBoard. Also, the first semester Professional Development calendar provided to the SQR Team reflected opportunities for staff to engage in conversations around Restorative Justice, data, schoolwide expectations and discipline, academic interventions, and expectations for rigor. The professional development opportunities for second semester were designed with three main goals in mind: 1) Embark upon strategic planning of common classroom management strategies to provide consistency of expectations and practices to support student learning, teacher instruction and redirection of student behavior. 2) Deeply explore proven classroom management and student participation systems to improve and systemize student-learning and support, and 3) Grow as a team to support one another and hold each other accountable supportively. The second semester professional development calendar showed evidence of the school recognizing the inconsistencies in teacher practice of school policies and the absence of other systems and policies that were imperative to be in place (discipline, engaging strategies, and building a culture among teachers of observing each other) in order to improve the quality of rigorous learning opportunities in every classroom.
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Quality Indicator 4: Meaningful Student, Family and Community Engagement/Partnerships For Quality Indicator 4, the School Review Team investigated how a school is developing toward the quality described in 4 focus standards: Standard 2: A quality school shares decision-making with its students, their families, and the community, as part of working together in partnership. Standard 5: A quality school works with students, their families, and the community, to know how the student is progressing and participating in school. Standard 6: A quality school provides opportunities for families to understand what their child is learning; why they're learning it; what it looks like to perform well. Standard 7: A quality school builds effective partnerships by using principles of student and family/community engagement. Standard 4.2: A quality school creates the structures and mechanisms to work in partnership with students, families and community. (DEVELOPING) The SQR Team found sufficient evidence that the school offered quality activities and strategies which built the capacity of students, families, and community to work together in partnership. For example, the school recently inaugurated the Family Resource Center. The Family Resource Center spread between two floors, provided offices for mental health services, a space with equipment for families to exercise, on-site laundry, multiple training and workshop rooms, and a kitchenette. This center was staffed with a family advocate and supported by the COST lead. The family advocate explained that the center had three goals: 1) to increase the capacity of parents, 2) to improve the family structure by offering parent education classes on relationship building and cooking classes, and 3) to engage parents in both formal and informal conversations with other parents. The afterschool program (YMCA) organized and carried out activities for families such as Back to School, Open House nights, holiday activities, and cultural celebrations like the Black History Month event. The principal sent weekly messages through the “all call phone system” and kept families informed of the events and activities that were taking place at the school. The SQR Team heard that, although parents and families had a good turn-out for large events, it was harder to attract parents for the weekly training and smaller events. The Team heard comments such as: “We often engage 10-15 parents;” “Right now parents participate in social activities but do not connect academically;” “The geography of the school population is a challenge;” and, “ We have not done a great job of engaging the other parents that have multiple jobs and can’t show up.” A parent volunteers to the Family Resource Center when asked if the families of the school widely used this center shared, “No, more of the community uses it rather than the families. Don’t know why. That’s one of the projects that I’m working on….how to have more engaging families with what is going on with the school and their children. I know that some of those parents have been let down sometimes in their school years”. Agencies, like Our Kids and West Oakland Middle School School Quality Review 2012-2013
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Elev8 played an active role in the school, and in coordination with the principal reported that they had a voice in shaping priorities for the services they provided. Standard 4. 5: A quality school works with students, their families, and the community, to know how the student is progressing and participating in school. (BEGINNING) The SQR Team found some evidence that the school provided some activities and strategies which engaged students and their family in knowing how each student was progressing academically. These included Back to School Night, Student Study Team (SST) meeting, and phone calls by teachers and support service providers to inform parents of student progress. School staff also shared they hold monthly student celebrations for grades, reading and attendance improvement where parents are invited. Although these activities are in place, the school shared a challenge in bringing parents into the school for other than social events and award ceremonies. Furthermore, the school did not have a school-wide system to inform parents how students were progressing (weekly progress reports, online systems such as ABI or Jupiter, etc.). Standard 4.6: A quality school provides opportunities for families to understand what their child is learning; why they're learning it; what it looks like to perform well. (BEGINNING)
(Note: This standard draws a contrast with Standard 5 in the way that the school engages with families, not only about how their child is progressing academically and socially, but about the what, why, and “so what” of the academic program. Typically in this stage of development, a school engages with parents and families to discuss their overall academic vision and mission, to clarify what it looks like to do well academically and socially, and to map out toward what goals this quality of work is taking a student.)
The SQR Team gathered little evidence that the school engaged with families about the what, why, and “so what” of the academic program. One activity in which the school engaged 8th grade students to learn more about high school and college opportunities was “Destination Promotion,” through the afterschool program. The program had plans to extend these activities to include field trips to colleges and universities and to involve parents in conversations around opportunities for students to know the requirements for post-secondary education. Standard 4.7: A quality school builds effective partnerships by using principles of student and family/community engagement. (BEGINNING) The SQR Team found that the school was beginning to build systems that engaged parents in their children’s education. The establishment of the Family Resource Center showed promise West Oakland Middle School School Quality Review 2012-2013
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of bringing more parents into the school; the school’s support services staff were people who understand well the reality of the neighborhood and their families and planned activities that had the potential to attract parents and families into the school. For example, cooking classes, access to the food bank, and recycling. The principal made weekly recorded phone calls to keep parents and families informed of the activities and events taking place weekly at the school. The administrative assistant was bilingual Spanish and answered calls for Spanish speaking families in their language. Students had a planner that was filled with homework daily and was required to be signed by parents on a daily basis. Although, all of these techniques were in place, the school continued to experience the challenge of bringing high percentages of parents into the school. Also, the SQR Team was not able to assess the effectiveness of these systems because of little parent participation during its visit.
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Quality Indicator 5: Effective School Leadership and Resource Management For Quality Indicator 5, the School Review Team investigated how a school is developing toward the quality described in 5 focus standards: Standard 2: A quality school has leadership that shares school improvement and decisionmaking with students and their families. Standard 4: A quality school has leadership that ensures that the school’s shared vision is focused on student learning, grounded in high expectations for all. Standard 5: A quality school has leadership that creates and sustains equitable conditions for learning and advocates for interrupting patterns of historical inequities. Standard 6: A quality school has leadership that guides and supports the development of quality instruction across the school. Standard 9: A quality school has leadership that collaboratively develops outcomes, monitors progress, and fosters a culture of accountability. Standard 10: A quality school has leadership that develops systems and allocates resources in support of the school’s vision. Standard 5.2: A quality school has leadership that shares school improvement and decisionmaking with students and their families. (BEGINNING) The SQR Team gathered some evidence that the school complied with mandated parent groups such as the School Site Council (SSC) but that “Information that gets presented at SSC doesn’t get shared well…only by word of mouth by parents that attend”. The SQR team also learned through interviews, that the “school does not have a Parent organization (PTA, PTO, PTSA, etc.) but that there is a parent that wants to start one”. Beyond these mandated bodies, there was no evidence of parent involvement in other leadership structures. The afterschool program had started a student council with the purpose of developing leadership skills, engaging in public speaking, and preparing students to interact with other students and adults, including the mayor and superintendent. That said, students interviewed shared that they were not asked for their opinion regarding activities that concern them. Standard 5.4: A quality school has leadership that ensures that the school’s shared vision is focused on student learning, grounded in high expectations for all. (DEVELOPING) The school’s vision, as expressed in the School Self-Reflection and articulated in the school’s strategic site plan (CSSSP), was: “We are building a school that addresses closing the achievement gap. We are changing the lives of the kids in West Oakland by offering an engaging and rigorous curriculum and building strong relationships between parents, students, staff, and community. We are dedicated to developing leaders, who will create a more positive, compassionate, and giving society”. West Oakland Middle School School Quality Review 2012-2013
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During the School Quality Review, it was very evident that the principal and assistant principal lived this vision and all of their actions revolved around the vision. Students, parents, support providers, and the teaching staff described them as engaged, supportive, and caring. They also shared how their actions helped design programs that supported students and made a “huge difference” in the school as compared to the past. Furthermore, the degree to which other stakeholders (students, parents, support providers, etc.) understood and supported the vision varied. These people recognized the school was changing dramatically; they took pride in the work they did toward the vision; and/or they engaged in conversations in making the school a better place for students. Standard 5.5: A quality school has leadership that creates and sustains equitable conditions for learning and advocates for interrupting patterns of historical inequities. (DEVELOPING) The SQR Team gathered substantial evidence that the leadership of the school guided, monitored, and supported curricular choices, instructional practices, and interventions based on expected student learning outcomes and the school vision. School leadership embraced West Oakland Middle as a STEM (Science, Technology, Engineering, Mathematics) school and was using its personal resources to keep the engineering class for 7th graders. Also, the intervention supports for students not at grade level in reading did not pull them away from the regular standards based curriculum. The SQR Team found evidence of the staff identifying “focal students” and engaged in dialog around supports and progress they were making. Although they all knew of the inequalities in academics that their students experienced and were systematizing discipline systems to continue to reduce suspensions for African American males that would allowed them to spend more time in the general education classroom, the SQR team could not gage the extent to which they engage in conversation about these inequities in PLCs or in whole school professional development opportunities. Standard 5.6: A quality school has leadership that guides and supports the development of quality instruction across the school. (DEVELOPING) The SQR Team gathered substantial evidence that leadership played an active role in providing teachers with feedback to improve their practice. During the three-day visit, the SQR Team observed both the principal and assistant principal in classrooms. Furthermore, district coaches supported English Language Arts and Math teachers in the implementation of SpringBoard by providing professional development opportunities and support. The school also had a Restorative Justice coordinator that supported teachers and students in developing fair discipline practices and opportunities.
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Standard 5.9: A quality school has leadership that collaboratively develops outcomes, monitors progress, and fosters a culture of accountability. (BEGINNING) The SQR Team gathered little evidence that the school had developed a plan of outcomes, how to monitor progress, or a culture of student accountability that ensured students were progressing and closing their achievement gap. Although the intervention program had the goal of improving reading levels by 150 lexile points as measured by the benchmark assessments of the reading programs it used (Read 180, System 44, and Achieve 3000), we did not hear how the rest of the school ensured that all students were progressing. The SQR Team observed the administration and staff involved in the scoring of the district’s performance writing test and wonders how these results are used across the school (grade levels and departments) in setting goals, shifting the focus of instruction, or how they are shared with students. During teacher interviews, the SQR team heard that the school uses grades, SRI and CST scores to measure student progress, but did not hear if the school engages in conversations about the number of D and F grades, attendance or discipline and how to improve/decrease those numbers. Standard 5.10: A quality school has leadership that develops systems and allocates resources in support of the school’s vision. (SUSTAINING) The SQR Team gathered substantial evidence that West Oakland Middle had leadership that developed systems and allocated resources in support of the school’s vision. Beyond the resources allocated for classroom teachers, the SQR Team found that school financial and human resources expanded to hire an assistant principal, a Restorative Justice Coordinator, and an Intervention Reading Specialist. The SQR Team gathered strong and consistent evidence that the school leadership effectively used the district’s budgeting systems (RBB, IFAS, etc.) to maximize use of state and federal funds in service of the school vision and received district support to employ services beyond the allocated funds.
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APPENDICES
APPENDIX 1: DATA PROFILE
APPENDIX 2: SCHOOL SELF-REFLECTION
APPENDIX 3: RUBRICS FOR SCHOOL QUALITY FOCUS STANDARD
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WEST OAKLAND MIDDLE SCHOOL DATA PROFILE
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SCHOOL QUALITY REVIEW School Self-Reflection West Oakland Middle School
November 26, 2012
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1
What is the school’s “story”?
Consider the following: When you tell someone about your school, what do you say? How did your school come to be? What’s the “journey” your school has been on over the last several years? What are 3 “internal” strengths & challenges that impact that journey? What are 3 “external” strengths & challenges that impact your school’s journey? Where do you see your school headed? West Oakland Middle School was formed on the old Lowell campus 5 years ago. It was created to give the community a public school option. The campus at the time was only open to a charter school that is still here to this day. The school has had many struggles with four different principals in 5 years, a flux in enrollment, and a violent past. Many families chose to leave the site and the enrollment fell to a very small number. For many, the question of keeping the school open came up especially since there was a high achieving charter school on the campus. Three internal strengths: 1- Dedicated support staff that has been with the school since it opened. 2- New staff and administration dedicated to change and moving forward with our STEM focus. 3-New dedication from students, families, and staff to create and build a strong middle school in the middle of West Oakland. Three internal challenges: 1-Changing the beliefs of the kids and families around the importance of education. 2-Implement new curriculum and programs with limited resources. 3-Building sustained program and vision that shows accelerated academic growth. Three external strengths: 1-Strong sense of community 2-Many community resources and advocates willing and wanting to support the site 3-Community wants a strong public school option Three external challenges: 1-Violence in the community 2-Past perception about the school 3-Building a learning culture in the community Even with all the challenges I see a bright future for the site. We have a growing enrollment, strong support from community, new curriculum and STEM focus, and dedicated staff and students wanting to get better.
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2
School Vision
What is your school’s vision of a quality school? How is that vision defined and shared with all staff, students, and families? At West Oakland Middle School we are building a school that addresses closing the achievement gap. We are changing the lives of the kids in West Oakland by offering an engaging and rigorous curriculum and building strong relationships between parents, students, staff, and community. We are dedicated to developing leaders, who will create a more positive, compassionate, and giving society. The vision is shared throughout the school year. We mention our PBIS strategies in all announcements to parents, students, and staff. We reinforce it as much as possible so people can learn and live it. Who are the people on campus who “hold” that vision? All members of the site hold the vision. The principal and administration make sure that it is implemented daily. Students, staff, and community are still building their understanding, but we are building on a daily basis.
3
What are the school’s current improvement initiatives?
Please describe current initiatives.
How and why was each initiative chosen?
How successful has it been thus far, and what are the indicators of success?
What is the strategic focus for your school?
We have three main initiatives: 1-Springboard Math and ELA 2-STEM 3- Restorative Justice All three areas were selected to accelerate student learning, to prepare students for the changes in education that are taking place for the future, to address the achievement gap, and to address violence and suspensions of African Americans at the school. We are off to a strong start. Our suspensions are down; we have full implementation of the new curriculum and STEM classroom procedures; and we have learning taking place daily which wasn't happening in the past. Our indicators are: we had the greatest reduction of suspension last year in the district, our attendance is up, our conflicts on site are down, and our site data shows better performance from our students. Strategic focus: accelerated learning in both Math and ELA. We are also continuing our school-wide focus on climate and learning environment. West Oakland Middle School School Quality Review 2012-2013
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4
What are the school’s quality outcomes?
Please describe the overall strengths and challenges in the outcomes of your school.
How are students achieving/progressing toward defined academic and social-emotional goals?
Describe any patterns of achievement/progress that you are aware of? What do you believe accounts for these patterns?
Does your school have a strategic focus on any specific group(s) of students? How and why? What actions are being taken to address their needs?
Our students are in year two of the transition. We are seeing stronger social-emotional growth and a slower academic push. We have seen stronger reading scores based upon the district assessment and with the new curriculum expect to see stronger academic gains. We haven't seen the academic gains through the first year except in science. Last year we put a strong emphasis on science being a STEM school and we saw results. We are looking for the same this year in Math and Reading. We have a focused reading group that meets twice a week and are building additional interventions in math. Currently we have online intervention for our algebra class. We have our lead ELA teacher creating a reading class that supports targeted students.
Quality Indicator 1: Quality Learning Experiences for All Students 5
Describe the quality of curriculum and instruction at your school. 4
Evaluation:
Excellent
3
2 X+
1 Unsatisfactory
Briefly describe the curricula you use in each subject area. Are there specific “programs” in use? Do you create or amend adopted curriculum in anyway? How is your curriculum structured across the day or week? Any common curricular themes across a grade or between grades? Any intervention structures (push in or pull out)? Briefly describe any common instructional strategies, language, procedures, etc. we should expect to see across teachers, content areas, or grade levels? We are a full Springboard STEM school. We are one of two schools in Oakland that uses the curriculum for both ELA and Math. We are part of the STEM corridor that is preparing our students for the future working as a unit from Elementary through Middle and on to High school. We follow the Spring curriculum and the district pacing guides. We have a reading intervention class daily, resource classes for Special Education, computer math intervention, and gender based learning daily during our last period. West Oakland Middle School School Quality Review 2012-2013
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Common strategies: All classes have common blackboard configurations with the do now, daily lessons, homework, and learning targets. We start every class session with five minutes of silence and students writing work down in planners. All teachers meet students at the door and address them as they enter the room. Students in most classes should be seated for collaborative learning. All teachers should be using interactive technology in the classroom with Promethean boards and internet support. Which of these elements of your curriculum and instruction, described above, are particular strengths? What evidence tells you this? We are fully implementing the Spring Board curriculum and strategies. The students’ use of their books and the conversations that take place in the classroom are indicators of success. Which of these elements are particular challenges? What evidence tells you this? The same area that is a strength, it’s a challenge. New curriculum while still building a climate of learning can create a stressful learning environment for both students and teachers.
6
Describe the quality of the school’s strategies and resources (before, during, and after school) to ensure that all students are academically successful. 4
Evaluation:
Excellent
3 X
2
1 Unsatisfactory
How does your school identify students who are struggling to meet expected learning targets (please note specific assessment strategies), identify why students are struggling, refer struggling students to supports that address their need(s), and provide supports (before, during, and after school) to struggling students? We identify students based upon district and site assessments. We used their SRI scores to build our reading intervention groups. We are using our Springboard data to show progress and growth of the students throughout the school year. Many students come to the site already behind academically. We must identify students and refer them to whatever resource we have to support their learning. Many students are 2 plus years behind so in class and out of class intervention is needed. We refer students through our COST team. From this group we make SST, counseling, and other intervention service referrals. We have a strong after school program with YMCA as our service provider. All students are included in the academic portion of the after school session. We have begun an online support system as well as West Oakland Middle School School Quality Review 2012-2013
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academic support during 7th period. We have daily reading intervention classes using the Read 180 program. Identified students attend these sessions. Individual teachers have specific tutoring to support additional students. 7
Describe the quality of the school’s efforts to create a college-going culture with students and their families. 4
Evaluation:
3
2
1
X
Excellent
Unsatisfactory
What strategies, programs, and/or resources support students and their families to plan for college? Which are the strongest features, and why? Which most needs improvement? We have a new strong and growing family resource center. With our family advocate we support families on a weekly basis to grow and guide them through their career pathways. This is one of our strongest programs and they are able to support students and families outside the walls of the school. We have a college going atmosphere where students are placed in a college like setting daily. The strongest point is the environment that has been created. When you walk the halls you have a feeling that you are someplace where going to college is not a option, it is a requirement. We still are growing as far as changing people’s idea about school and college. Far too many students and families don’t. What strategies, programs, and/or resources support students to connect how the knowledge, skills and dispositions they are learning prepare them to succeed in college? Which are the strongest features, and why? Which most needs improvement? One area we must improve is communication on a daily /weekly basis. We have the environment but we must communicate with students the pathways to college on a more consistent basis.
Quality Indicator 2: Safe, Supportive, & Healthy Learning Environments 8
Describe the quality of the school’s strategies to be a safe, supportive and healthy learning environment for students and families. 4
Evaluation:
Excellent
3 X
2
1 Unsatisfactory
What strategies does the school use to be a safe, supportive, and healthy learning environment for students and families—before, during, and after school? Consider strategies that Keep students focused and ready to learn; Keep students safe from physical/emotional threat or bullying; West Oakland Middle School School Quality Review 2012-2013
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Keep families informed of and involved in efforts to support their child; Provide healthy food, health-focused physical activity, and health education to students and their families. Which are the strongest strategies, and why? Which most needs improvement?
We are a school in transition that for many years was dangerous and violent. The community violence and way of thinking would leak into the school and classrooms. This also led to far too many suspension and outrageous student behavior. Below are systems, programs, and structures put in place to support student learning and success: 1. Restorative Justice: We are in year 2 of the program and continue to see a decrease in incidents both physical and verbal. 2. PBIS - This positive behavior support allows teachers and students a language to support them when a conflict or other situation that needs attention arises. 3. Consistent daily routines: Uniforms, meeting students at the door, lines before entering, structures for transitions and bathrooms, blackboard configurations, consistent classroom structures for questions and conversations, and conflict resolution have helped support the school as we move towards a safer environment. 4. Counselors: We have a very strong counseling staff that supports the social emotional needs of our kids and families. 5. Strong After School Program: Giving the kids a place that is safe and they can enjoy until 6 is critical to the environment of the site. The program has a strong program leader and good teachers. This allows students a more relaxed setting that is still structured. 6. Family Resource Center: This is an area that provides support to our families thus supporting the daily learning. 7. Healthy Eating: We are attempting to provide healthy choices for our students. We have a second chance breakfast for those who didn't eat and our food is cooked on site. 8. Health Clinic: We have a full service Health Center that services all the health needs of our students and provides outside referral services if needed. I believe all areas can be improved; we are in year two of these systems. Many take 2-3 years to be considered strong. One area we still struggle with is being consistent with students. They must know what to expect daily so they can be prepared and ready for their learning.
9
Describe the quality of the strategies and services (before, during, and after school) to support the emotional and social needs of students? 4
Evaluation: West Oakland Middle School School Quality Review 2012-2013
Excellent
3 X
2
1 Unsatisfactory 50
How does your school identify students who are struggling for social-emotional reasons, identify why students are struggling, refer struggling students to supports that address their social-emotional need(s), and provide supports (before, during, and after school) to these struggling students? Monitoring in classroom and teacher COST referrals. Admin COST referrals. Advisory/opening circle check-in. Restorative Justice classroom observations. Restorative Justice session to address emotional. On-site counselors: classroom observation, group and individual sessions to address adolescent concerns. Health/Tabaco presentations and sessions to educate and inform youth of options and safety. What strategies does your school use to create an inclusive, welcoming and caring community? Which are the most effective strategies, and why? Which most needs improvement? Friendly, welcoming environment highlighting student achievement, parent and community news. Open campus for student tours lead by student council. Teachers post unit plans and objectives in hallways to support parents with knowing the current learning of their students. Positive phone call program where staff makes 5 positive phone calls weekly. ILT to address staff needs and concerns.
Quality Indicator 3: Learning Communities Focused on Continuous Improvement 10
Describe the quality of professional learning at the school. 4
Evaluation:
Excellent
3 X
2
1 Unsatisfactory
How do teachers collaborate together to focus on student progress, reflect on their practice, and to learn and plan more effective curriculum and instruction? What collaboration has been most effective, and why? What has been least effective, and why? Any patterns to its effectiveness—by content area, by grade level, by specific support, etc.? Monthly central office with site follow through. On site subject monthly planning and support. Peer observations and support. ILT staff concerns addressed in meeting and next steps disseminated to staff through teachers. Organic teacher collaboration weekly during weekly staff potluck. Lead teacher developed reading program schoolwide and support all staff with instructional strategies. West Oakland Middle School School Quality Review 2012-2013
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What professional development activities have staff participated in this year (whole staff, groups, individuals)? Which have been the most effective activities, and why? Which activities need improvement, and why? Beginning of the year Napa retreat for planning. Schedule of on-site and off-site PD with evidence of implementation. What supports exist to organize, facilitate, and/or reflect on the effectiveness of professional learning (TSA, coach, central resource, professional network, etc.)? It reflects on compilation of staff professional development reflections and makes adjustments. Admin team weekly debrief of meetings and evidence of implementation.
Quality Indicator 4: Meaningful Student, Family, and Community Engagement 11
Describe the quality of the school’s engagement with students, parents & community. 4
Evaluation:
3
Excellent
2 X
1 Unsatisfactory
How often do teachers communicate with parents? What kinds of information do they communicate? What methods do they use to communicate with parents/guardians? Which are the most effective strategies, and why? Which most needs improvement? Teachers communicate daily with parents. Need improvement with positive communication and academic progress. Many teachers call home directly from class, personal cell phones. A few teachers use email communication. A few teachers have websites to communicate academics and expectations. How often does the school (school and volunteer leaders, specific staff, etc.) communicate with parents? What kinds of information do they communicate? What methods do they use to communicate with parents/guardians? Which are the most effective strategies, and why? Which most needs improvement? We communicate with parents on a weekly basis through telephone messages as well as family advocate events and meetings. How are families actively involved as school leaders, support providers, and/or audiences at the school (or in other locations) to support students and school programs? Which is the most effective involvement, and why? Which most needs improvement? Parents participate in monthly school site celebrations. Parents assist with monitoring the halls and yard once a week. West Oakland Middle School School Quality Review 2012-2013
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Parents assist with preparing out going documents occasionally. Parents post information to share with others. Parents participate in on site family and parenting courses. Parents sit on classes. How are families engaged by the school to be knowledgeable of and involved with their children’s learning? Which is the most effective engagement, and why? Which most needs improvement? Published outside of teachers doors and updated monthly. Invited to reading circles and advisory lessons to support the whole child. Provided school structures to help be informed and support students learning: student planner to be filled out by students of homework each period, checked by afterschool staff for completion, signed by parents nightly. How does the school share decision-making with students, their families, and the community? Which is the most effective, and why? Which most needs improvement? SAME How does the school coordinate resources and services for families, students, and the school with businesses, agencies, and other groups, and provide services to the community? Which is the most effective, and why? Which most needs improvement? COST, Elev8, YMCA, clinic, Life Long Medical
Quality Indicator 5: Effective School Leadership & Resource Management 12
Describe the quality of the school’s leadership and management of the school. 4
Evaluation:
Excellent
3 X
2
1 Unsatisfactory
Describe how leadership is organized at this school. Who makes what kinds of decisions about what parts of the school? Administrative Team: approval of most Leadership team structures. Makes all financial decisions. Leadership Team: climate and culture activities and systems, instructional support systems, and student celebrations. Describe how school leadership guides and supports the development of quality curriculum & instruction. Admin coaches subject of strength, lesson plans, demo lessons, informal feedback and observations. Admin participates in instructional PD on and off site to be knowledgeable of support West Oakland Middle School School Quality Review 2012-2013
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Which are the strongest features of leadership and management, and why? School systems Accountability Modeling and reflection What aspects of leadership and management most need improvement? We must work on clarity of communication. At times we rush items to the teachers or staff so we must make sure we are clear on what is needed. We must also be careful not to overwhelm our teachers and staff as we have many programs going at the same time.
13
Describe the fiscal, human, and in-kind resources the school uses beyond those resources presented in the district data systems (IFAS, AERIES, etc.).
What are these resources? How did the school come to have them? Who manages them and how? Which resources are most effective, and why? Which most need improvement?
We use IFAS for ordering and Aeries as our data tracking system. We have our reading specialist provided through the district LCI.
14
Describe the steps the school took to complete this SQR Self-Reflection.
Administrative Team collaborated to respond to question. Solicited responses from lead teachers.
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APPENDIX 3: RUBRICS FOR SCHOOL QUALITY FOCUS STANDARDS
Quality Indicator 1: Quality Learning Experiences for All Students The Oakland Unified School District is committed to supporting high levels of learning for every student, ensuring that students are prepared for success in college, in their careers, and as citizens. Central to this commitment is the creation of quality learning experiences for all students. “Quality Learning Experiences for All Students” happen when every child is engaged and learns to high standards. The quality school makes sure that the school curriculum is challenging and connects to the needs, interests, and cultures of its students. It ensures that students learn in different ways inside and outside the classroom, including having opportunities to work with their peers, to investigate and challenge what they are taught, and to develop knowledge and skills that have value beyond the school. The quality school supports students to take risks and intervenes when they struggle. It inspires students to see how current learning helps them achieve future goals. In a quality school, each child’s learning is regularly assessed in different ways. This assessment information is used to plan their learning, to provide strategic support, and to empower the students and their families to manage their academic progress and prepare for various college and career opportunities. The following rubrics enable key school stakeholders to assess the development of a school toward the “quality learning experiences” standards, based on evidence from a range of sources. In addition, school leaders, central office personnel, and coaches will use these rubrics to design improvement strategies and support schools’ ongoing development. The unit of analysis for these rubrics is the school, not individuals within the school. These rubrics will not be used for the evaluation of school leaders, teachers, or other school personnel. Undeveloped
There was little evidence found that the school implemented the practice(s) and/or built the conditions described in the standard.
Beginning
There was some evidence found that the school implemented the practice(s) and/or built the conditions described in the standard.
Developing
There was substantial evidence found that the school implemented the practice(s) and/or built the conditions described in the standard.
Sustaining Refining
There was strong & consistent evidence found that the school implemented the practice(s) and/or built the conditions described in the standard. There was strong & consistent evidence found that the school implemented the practice(s) and/or built the conditions described in the standard, and the school has implemented systems to review evidence of these practices/conditions. And improve these practices and conditions
Definitions Learning experiences: Structured learning experiences found in the classroom during the day; in on-campus academic intervention and enrichment opportunities before, during, and after the school day; in mentoring, internship, and work-based learning opportunities organized by the school. West Oakland Middle School School Quality Review 2012-2013
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Standard Standard 1: Meaningful and Challenging Curriculum A quality school provides students with curriculum that is meaningful and challenging to them. Such curriculum is shaped by student input, targets their assessed learning needs, and takes advantage of their strengths and experiences. It educates them about their history and culture, and that of others. It shows how what is learned in school can help students to solve real problems in their lives. Standard
Quality Indicator 1: Quality Learning Experiences for All Students
Undeveloped
There is little evidence of the standard as described in the “Sustaining” column.
There is some evidence of the standard as described in the “Sustaining” column.
Beginning
Developing
There is substantial evidence of the standard as described in the “Sustaining” column.
Sustaining
The school provides learning experiences that show strong and consistent evidence of the following: a. Learning builds on students’ prior knowledge/ skills/ experiences. b. Students apply learning to questions or problems connected to their interests, goals, experiences, and communities. c. Students communicate their thinking, supported by teacher/peers, using the language and reasoning of the discipline. d. Curriculum reflects an academic push, from the teacher, to have all students progress far and attain high levels of mastery.
Refining There is strong and consistent evidence of the standard as described in the “Sustaining” column. In addition, the school has implemented systems, including student input, to review evidence of these practices to ensure that all students experience meaningful and challenging curriculum across the day and across the campus.
Sustaining Refining The school provides learning experiences that show strong and consistent evidence of the following: There is strong and consistent a. Students are safe and learn free from Standard 2: Safe and Nurturing evidence of the standard as intimidation, bullying, and/or discrimination. Learning Experiences** There is There is described in the “Sustaining” There is little b. Routines & structures support students to build A quality school provides safe some substantial column. evidence of positive relationships across different individual and nurturing learning evidence of evidence of the standard and cultural “lines”, so that they can effectively environments where adults and the standard the standard In addition, the school has as described work and learn together. students care for each other, feel as described as described implemented systems, including in the c. The classroom is an “accepting” environment in trust, and have relationships in the in the student input, to review evidence “Sustaining” which the contributions, culture and language of that fully engage students in “Sustaining” “Sustaining” of these conditions to ensure that column. each student is validated, valued, and respected. their learning and inspire them column. column. all students experience safe and d. All students manage their emotions to persist to work hard and push toward nurturing learning experiences through difficult academic work. higher levels of achievement. across the day and across the e. The physical environment of the classroom is campus. clean and organized to be safe and supportive of learning. **Note that this standard is focused on conditions in the classroom (or locations where the core activities of teaching and learning are happening). Broader, school-wide conditions of safety and nurture are addressed in Quality Indicator 2. West Oakland Middle School School Quality Review 2012-2013
Undeveloped
Beginning
Developing
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Quality Indicator 1: Quality Learning Experiences for All Students Standard
Standard 4: Active and Different Ways of Learning A quality school uses instructional strategies that make learning active for students, that provide them with different ways to learn, and that respond to their different learning needs (including language and literacy needs). Instruction is geared toward the construction of meaning, disciplined inquiry and the production of writing and problem-solving that has value beyond the school.
West Oakland Middle School School Quality Review 2012-2013
Undeveloped
There is little evidence of the standard as described in the “Sustaining” column.
Beginning
There is some evidence of the standard as described in the “Sustaining” column.
Developing
There is substantial evidence of the standard as described in the “Sustaining” column.
Sustaining The school provides learning experiences that show strong and consistent evidence of the following: a. Students actively “work”—reasoning, reading, writing, and/or speaking the language of the discipline. b. Students “work” together in the discipline, and their collaboration facilitate deep learning. c. Students learn using various learning modalities and/or multiple intelligences. d. Students use language support scaffolds (sentence frames, multiple choice oral responses, diagrams and other representations) to engage in learning. e. Students develop questions, pose problems, make connections, reflect on multiple perspectives, and/or actively construct knowledge. f. Students explain and revise their thinking and build on and evaluate the thinking of others. g. The pacing of learning reflects an academic push to have all students complete learning activities and reach expected high levels of mastery. (“Every minute is used well.”) h. Various technologies are used to make learning active and to meet the learning needs of students.
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Refining
There is strong and consistent evidence of the standard as described in the “Sustaining” column. In addition, the school has implemented systems, including student input, to review evidence of these strategies to ensure that all students experience active and different ways of learning.
Quality Indicator 1: Quality Learning Experiences for All Students Standard Standard 7: Students Know What They are Learning, Why, and How it can be Applied A quality school ensures that students know what they're learning, why they're learning it and how it can be applied. It ensures that students understand what it looks like to know, perform, and interact “well” (i.e. with quality). It makes sure that students play an active role in managing and shaping their learning and in developing an individualized learning plan for improvement.
West Oakland Middle School School Quality Review 2012-2013
Undeveloped
There is little evidence of the standard as described in the “Sustaining” column.
Beginning
There is some evidence of the standard as described in the “Sustaining” column.
Developing
There is substantial evidence of the standard as described in the “Sustaining” column.
Sustaining The school provides learning experiences that show strong and consistent evidence of the following: a. Students know the learning objectives for the lesson. b. Students recognize the connection between today’s learning and long-term outcomes. c. All students have their learning checked with immediate feedback regarding their progress toward the day’s learning objectives. d. Students make “real world” connections about how their learning can be applied. e. Students understand what it looks like to know or perform “well”. f. Students can accurately assess how close they are to mastering expected learning outcomes.
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Refining There is strong and consistent evidence of the standard as described in the “Sustaining” column. In addition, the school has implemented systems, including student input, to review evidence of these strategies to ensure that all students know what they are learning, why they are learning it, and how that learning can be applied.
Quality Indicator 1: Quality Learning Experiences for All Students Standard
Standard 8: Academic Intervention and Enrichment Supports** A quality school provides resources and programs before, during, and after school that ensure that all students have the academic intervention and broader enrichment supports they need to be academically successful and engaged as a whole person.
Undeveloped
There is little evidence of the standard as described in the “Sustaining” column.
Beginning
There is some evidence of the standard as described in the “Sustaining” column.
Developing
There is substantial evidence of the standard as described in the “Sustaining” column.
Sustaining There is strong and consistent evidence that the school provides: a. Classroom strategies and school-wide systems identify which students are struggling and need academic support and which students are mastering targets and need academic enrichment. b. Classroom strategies and school-wide systems identify specifically why students are struggling to reach expected learning targets. c. School-wide systems efficiently refer students to needed academic supports, monitor their effectiveness, and adjust—ensuring that students “get in and get out” as progress occurs. d. Patterns of shared student characteristics are considered when identifying student academic needs and providing supports. e. Classroom and school-wide strategies—before, during, and after school—provide a variety of: “Universal” academic supports (e.g., classroom & on-line resources, teacher “office” hours, ASP homework help, advisory class); “Targeted” academic supports (e.g., classroom push-in or pull-out homogeneous grouping, specific EL supports, ELD or intervention class, 504 accommodations, Saturday or summer programs); “Intensive” academic supports (Small-group intervention class, assigned tutor or mentor, Special Ed IEP and class) f. Classroom and school-wide strategies—before, during, and after school—provide a variety of academic enrichment opportunities for identified students (e.g., “elective” or ASP academic content; leadership; technology; media).
Refining
There is strong and consistent evidence of the standard as described in the “Sustaining” column. In addition, the school has implemented systems, including student input, to review evidence of these supports to ensure that all students experience needed academic intervention and enrichment.
**This standard and rubric describe how a school provides a coordinated and integrated system of academic supports and enrichment that promote quality learning experiences for all students. In Quality Indicator 2, Standard 2, the standard and rubric describe how the school provides a coordinated and integrated system of other supports and enrichment—specifically health, safety, social-emotional, and youth development services—that are necessary to promote quality learning experiences for all students.
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Quality Indicator 1: Quality Learning Experiences for All Students Standard
Undeveloped
Beginning
There is little evidence of the standard as described in the “Sustaining” column.
There is some evidence of the standard as described in the “Sustaining” column.
Developing
Standard 10: Equitable Access to Curriculum A quality school provides curriculum and courses (including A-G and AP courses at the high school level) that prepare students for college, and it ensures equitable access to such curriculum and courses, for all students, through academic interventions that catch and support students to complete a college preparatory course work.
West Oakland Middle School School Quality Review 2012-2013
There is substantial evidence of the standard as described in the “Sustaining” column.
Sustaining There is strong and consistent evidence that the school provides the following: a. Diverse groups of students are proportionally represented in the academic programs. b. The school offers academic interventions that identify and support specific learners who experience ongoing discrimination or who are part of historically lower-achieving groups, which gives them access to challenging curriculum and enables them to achieve high standards. c. These specific students are fully integrated into a challenging core curriculum with appropriately trained teachers. d. All teachers and staff in key gatekeeping roles (e.g., counselors) have received training about access and equity issues, and operate with clear guidelines for ensuring full access.
Refining
There is strong and consistent evidence of the standard as described in the “Sustaining” column. In addition, the school has implemented systems, including student input, to review evidence of these supports to ensure that all students have equitable access to curriculum.
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Quality Indicator 1: Quality Learning Experiences for All Students Standard
Undeveloped
Standard 11: College-going Culture and Resources A quality school has a collegegoing culture with staff and teachers who provide college preparedness resources to inform students and families about the importance of college, their college options, the entrance requirements, and the supports needed to successfully complete college.
West Oakland Middle School School Quality Review 2012-2013
There is little evidence of the standard as described in the “Sustaining” column.
Beginning
There is some evidence of the standard as described in the “Sustaining” column.
Developing
There is substantial evidence of the standard as described in the “Sustaining” column.
Sustaining The school provides learning experiences that show strong and consistent evidence of the following: a. Students connect how their learning in class prepares them for future college and/ or career opportunities. b. Teachers are explicit that certain skills and dispositions (e.g., peer collaboration, study/organizational habits) particularly prepare students to be successful in college and careers. c. School staff helps students develop concrete plans for the future and counsels them about college and career options. d. Students use a variety of resources to understand the importance of college, their college options, the entrance requirements, and the supports needed to complete college. e. Families use a variety of resources to understand the importance of college, their college options, the entrance requirements, and the supports needed to complete college.
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Refining
There is strong and consistent evidence of the standard as described in the “Sustaining” column. In addition, the school has implemented systems, including student input, to review evidence of these conditions to ensure that a college-going culture and resources are experienced by all students.
Quality Indicator 2: Safe, Supportive, & Healthy Learning Environments The Oakland Unified School District is committed to supporting high levels of learning for every student, ensuring that students are prepared for success in college, in their careers, and as citizens. Central to this commitment is the creation of learning environments that are safe, supportive, and healthy for all students. “Safe, Supportive, and Healthy Learning Environments” recognize that all members of the school community thrive when there is a broad, coordinated approach to identifying and meeting the needs of all members. The quality school is a safe, healthy center of its community. Its students, their families, the community, and school staff feel safe because school relationships, routines, and programs build respect, value individual and cultural differences, and restore justice—in the classrooms, hallways, and surrounding neighborhood. Its members are healthy and ready to learn, work, and parent because they have access to services—before, during, and after the school day—that address their academic, emotional, social, and physical needs. In such a quality school, the adults in the community coordinate their support so that students plan for and are prepared for future success. The following rubrics enable key school stakeholders to assess the development of a school toward the “Safe, Supportive, & Healthy Learning” standards, based on evidence from a range of sources. In addition, school leaders, central office personnel, and coaches will use these rubrics to design improvement strategies and support schools’ ongoing development. The unit of analysis for these rubrics is the school, not programs or individuals within the school. These rubrics will not be used for the evaluation of school leaders, teachers, or other school personnel.
Undeveloped Beginning Developing Sustaining Refining
There was little evidence found that the school implemented the practice(s) and/or build the conditions described in the standard. There was some evidence found that the school implemented the practice(s) and/or build the conditions described in the standard. There was substantial evidence found that the school implemented the practice(s) and/or build the conditions described in the standard. There was strong & consistent evidence found that the school implemented the practice(s) and/or build the conditions described in the standard. There was strong & consistent evidence found that the school implemented the practice(s) and/or build the conditions described in the standard, and the school has implemented systems to review evidence of these practices/conditions.
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Quality Indicator 2: Safe, Supportive, & Healthy Learning Environments Standard Standard 1: Safe and Healthy Center of Community A quality school is safe and a healthy center of the community. Safety procedures are in place to maintain order and keep all members safe. It is an open, fun and attractive space for the community to use before, during, and after the school day.
Undeveloped
There is little evidence of the standard as described in the “Sustaining” column.
West Oakland Middle School School Quality Review 2012-2013
Beginning
There is some evidence of the standard as described in the “Sustaining” column.
Developing
There is substantial evidence of the standard as described in the “Sustaining” column.
Sustaining The school provides learning environments that show strong and consistent evidence of the following: a. The campus (inside and out) is well maintained and attractive. Adults and students contribute to keep the facilities this way. b. Safety procedures are in place and evident (emergency plan, supervision schedules, responses to safety concerns, custodial schedules, drills, etc.); they are known and followed by respective stakeholders. c. Mechanisms are in place to communicate about and manage district/school staff/families/ community partners regarding emergencies/incidents affecting the site in a timely way. d. Systems are in place for community to access facilities before, during, and after the school day and to ensure space is taken care of. e. The school is utilized by parents, students and community before, during, and after the school day.
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Refining There is strong and consistent evidence of the standard as described in the “Sustaining” column. In addition, the school monitors, reviews, and adjusts these practices with input from the various stakeholders of the school, including students, in order to ensure that the school functions as a safe and healthy center of the community.
Quality Indicator 2: Safe, Supportive, & Healthy Learning Environments Standard
Standard 2: Coordinated and Integrated System of Support Services A quality school provides 1) health and social-emotional services and 2) a youth and community development component to help students acquire the attitudes, competencies, values, and social skills they need to facilitate academic learning.
Undeveloped
There is little evidence of the standard as described in the “Sustaining” column.
West Oakland Middle School School Quality Review 2012-2013
Beginning
There is some evidence of the standard as described in the “Sustaining” column.
Developing
There is substantial evidence of the standard as described in the “Sustaining” column.
Sustaining The school provides learning environments that show strong and consistent evidence of the following: a. A broad menu of on-site strategies, services and partnerships respond to student/family needs. b. Students are provided healthy food and health-focused physical activity. c. Health education is integrated into classrooms, programs, and services. d. The school has a youth development component (citizen/values programs, advisory, leadership class, student council, internships, etc.) to help students acquire the attitudes, competencies, values, and social skills they need to facilitate academic learning. e. Strategies and/or organizational structures (e.g., houses, academies, etc.) provide social supports for all students. Staff can modify these strategies/ structures to meet student needs. f. All services at the school are coordinated efficiently and effectively to support student learning.
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Refining There is strong and consistent evidence of the standard as described in the “Sustaining” column. In addition, the school monitors, reviews, and adjusts these practices with input from the various stakeholders of the school, including students, in order to ensure that the school provides a coordinated and integrated system of academic and learning support services.
Quality Indicator 2: Safe, Supportive, & Healthy Learning Environments Standard
Undeveloped
Sustaining Refining The school provides learning environments that show strong and consistent evidence of the following: There is strong and a. Systems are in place to identify which students are consistent evidence of the Standard 5: struggling and why they are struggling and to support standard as described in the Identifies At-Risk Students their health/social emotional issues. “Sustaining” column. and Intervenes* There is little There is some There is b. Systems are in place to refer students to the supports In addition, the school A quality school identifies evidence of evidence of substantial that address their need(s) following the RTI model. monitors, reviews, and at-risk students and the standard the standard evidence of the c. Systems are in place to identify service gaps and seek adjusts these practices with intervenes early, to help as described as described standard as resources to fill them. input from the various students develop concrete in the in the described in the d. Teachers are part of these strategies/services and stakeholders of the school, plans for the future to “Sustaining” “Sustaining” “Sustaining” provide/work closely with these services to ensure including students, in order counsel them about college column. column. column. student needs are met. to ensure that the school and career options, and to e. Parents/families are engaged as partners with the school provides a coordinated and engage parents in this in supporting their students and know how their children integrated system of advising. are being supported. academic and learning f. At-risk students receive the necessary support to ensure support services. that they have access to college and career options. * This standard complements QI-1.8 (systems of academic support services to promote student learning). This standard focuses on health, safety, and social-emotional services to support at-risk students in accessing student leaning, including access to college and career options.
West Oakland Middle School School Quality Review 2012-2013
Beginning
Developing
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Quality Indicator 2: Safe, Supportive, & Healthy Learning Environments Standard
Undeveloped
Sustaining The school provides learning environments that show strong and consistent evidence of the following: Standard 6: a. Students and parents feel safe and free from threat, Inclusive, Welcoming, and bullying, and/or discrimination. Caring Community* b. Students and parents trust staff. A quality school creates an c. Students and their families are “known” by school staff. inclusive, welcoming, safe, d. Procedures and practices support new students and their caring and nurturing families to quickly feel like members of the school community which: 1. Fosters There is little There is some There is community. respectful communication evidence of evidence of substantial e. Staff, students, and their families intentionally build among students, families, the standard the standard evidence of the caring and supportive relationships across different staff, and community. 2. as described as described standard as individual and cultural “lines”. Values individual and cultural in the in the described in the f. Interactions are characterized by caring communication. differences. 3. Engages and “Sustaining” “Sustaining” “Sustaining” g. Procedures and practices support students to resolve partners with students, column. column. column. and heal conflicts and “restore justice” to the school families, and community. 4. community. Creates a positive school h. Structures and activities before/during/and after school climate that includes behavior create a safe and inclusive environment for students management as well as (main office, playground, hallways, cafeteria, etc.) structures that recognize i. The school has effective behavior management schoolimprovement, achievement, wide that creates a positive school climate (rewards, and growth. progressive discipline plan, celebrations to recognize improvement/ achievement, daily routines that reinforce culture of the school, etc.) *This standard addresses systems and practices outside of the classroom and it complements QI 1.2
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Beginning
Developing
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Refining
There is strong and consistent evidence of the standard as described in the “Sustaining” column. In addition, the school monitors, reviews, and adjusts these practices with input from the various stakeholders of the school, including students, in order to ensure that students and their families experience an inclusive, welcoming, safe, caring and nurturing community.
Quality Indicator 3: Learning Communities Focused on Continuous Improvement The Oakland Unified School District is committed to supporting high levels of learning for every student, ensuring that students are prepared for success in college, in their careers, and as citizens. We believe that thriving schools consistently endeavor to develop as robust learning communities. A “Learning Community Focused on Continuous Improvement” describes a school that consistently and collaboratively works to improve the school and to produce higher and more equitable outcomes by students. The school staff – in collaboration with students, families and the broader community – study, reflect, and learn together to strengthen their individual and collective efforts. They consistently look at data, plan, monitor, and evaluate their work. Through these efforts, they share decision-making, responsibility, and accountability. OUSD’s approach to learning communities is rooted in the literature on Professional Learning Communities (PLCs) developed by Richard DuFour, Rebecca DuFour, and Robert Eaker. They define a PLC as “characterized by a set of core beliefs and practices: a commitment to the learning of each student and structures that support teachers’ focus on student learning. When a school functions as a PLC, adults within the school embrace high levels of learning for each student as both the reason the school exists and the fundamental responsibility of those who work within it.” This Learning Communities rubric focuses on the members of the community whose primary responsibility is student learning: teachers and those that support teachers. This group of individuals is not de facto a learning community; however, they develop into a learning community as they collaborate, build trust, challenge one another, and support one another – in service of student learning. This rubric enables schools to self-assess against the quality school learning community standards, based on evidence from a range of sources. In addition, the Quality Community School Development office, other central office personnel, and coaches will interact around this rubric to develop growth plans and support schools’ ongoing development. The unit of analysis for this rubric is the school, not individuals or teams within the school.
Undeveloped Beginning Developing Sustaining Refining
There was little evidence found that the school implemented the practice(s) and/or built the conditions described in the standard. There was some evidence found that the school implemented the practice(s) and/or built the conditions described in the standard. There was substantial evidence found that the school implemented the practice(s) and/or built the conditions described in the standard. There was strong & consistent evidence found that the school implemented the practice(s) and/or built the conditions described in the standard. There was strong & consistent evidence found that the school implemented the practice(s) and/or built the conditions described in the standard, and the school has implemented systems to review and improve these practices/conditions.
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Quality Indicator 3: Learning Communities Focused on Continuous Improvement Standard
Standard 1: Professional Learning Communities A quality school makes sure that teachers work together in professional learning communities (PLC) focused on student progress
West Oakland Middle School School Quality Review 2012-2013
Undeveloped
There is little evidence of the standard as described in the “Sustaining” column
Beginning
There is some evidence of the standard as described in the “Sustaining” column
Developing
There is substantial evidence of the standard as described in the “Sustaining” column
Sustaining There is strong and consistent evidence of the following: a. Most teachers meet in Professional Learning Communities at least once a month for collaborative planning and inquiry focused on student learning. b. Teachers use PLC time to map curriculum backwards from high leverage, important learning goals/outcomes/standards; collaboratively make curricular choices; and plan instruction and assessments. c. Teachers in PLCs regularly look at evidence of student learning (formative and summative assessment data or student work) to understand students’ level of mastery of the learning objectives. d. Based on this evidence of student learning, teachers in PLCs share best practices, trouble shoot dilemmas, and plan re-teaching and extension activities. e. All teachers take responsibility for creating and maintaining a quality PLC by participating fully, supporting a clear agenda, recording notes and decisions, and following-up with assigned tasks.
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Refining There is strong and consistent evidence of the standard as described in the “Sustaining” column. In addition, the school has implemented systems to review and improve the practices that ensure effective Professional Learning Communities focused on student progress.
Quality Indicator 3: Learning Communities Focused on Continuous Improvement Standard
Standard 2: Data Collection and Analysis A quality school ensures that staff members regularly analyze multiple kinds of data about student performance and their experience of learning and then employ this analysis to improve student learning.
West Oakland Middle School School Quality Review 2012-2013
Undeveloped
There is little evidence of the standard as described in the “Sustaining” column
Beginning
There is some evidence of the standard as described in the “Sustaining” column
Developing
There is substantial evidence of the standard as described in the “Sustaining” column
Sustaining
There is strong and consistent evidence of the following: Individually and collectively, staff members frequently – a. Collect multiple kinds of data about student performance and their experience of learning. b. Use their data analysis to identify specific needs for reteaching, intervention, and extension for individual students. c. Use their data analysis to identify trends and patterns among groups of students to inform programmatic decisions, personnel deployment, curricular choices, and instructional strategies.
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Refining There is strong and consistent evidence of the standard as described in the “Sustaining” column.
In addition, the school has implemented systems to review and improve the practices that ensure effective data collection and analysis.
Quality Indicator 3: Learning Communities Focused on Continuous Improvement Standard
Standard 4: Professional Learning Activities A quality school has professional learning activities that are embedded in practice, promote teacher leadership, and support teachers to evaluate and revise their classroom practices.
West Oakland Middle School School Quality Review 2012-2013
Undeveloped
There is little evidence of the standard as described in the “Sustaining” column
Beginning
There is some evidence of the standard as described in the “Sustaining” column
Developing
There is substantial evidence of the standard as described in the “Sustaining” column
Sustaining There is strong and consistent evidence that high quality professional learning activities help teachers improve student learning. Professional Learning Activities at the school are: a. Embedded in practice. They are useful to teacher practice with students, and model effective instructional strategies. b. Aligned to the vision and mission of the school. c. Targeted towards and responsive to the current needs of students and teachers. d. Developmental and differentiated to meet the needs of all teachers at the school. Professional Learning Activities at the school: e. Promote teacher leadership. f. Support teachers to evaluate and improve their classroom practices. g. May include: • Whole staff learning opportunities • Individual or small group coaching • Supervision • Peer Coaching • Peer observations • Lesson study • Training in a specific item • PLCs • Participating in protocols such as “Looking at Student Work”, “Tuning”, Etc. • Study groups or book studies
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Refining
There is strong and consistent evidence of the standard as described in the “Sustaining” column. In addition, the school has implemented systems to review and improve the practices that ensure high quality professional learning activities for teachers.
Quality Indicator 4: Meaningful Student, Family and Community Engagement/Partnerships The Oakland Unified School District is committed to supporting high levels of learning for every student, ensuring that students are prepared for success in college, in their careers, and as citizens. Central to this commitment is meaningfully engaging students, families, and communities as key partners in this work. “Meaningful Student, Family, and Community Engagement/Partnerships” result when the school staff ensures that students, families and the community are partners in creating quality learning experiences for all students and a “full-service” school for the community. A quality school draws on the strengths and knowledge of the students, their families, and the community to become a center of support to the community and to meet the needs of all its members. Students, families, and community groups are “at the table”—giving voice to their concerns and perspectives; looking at data; planning, monitoring, evaluating the quality of the school; and participating in key decisions. The following rubrics enable key school stakeholders to assess the development of a school toward the “Meaningful Student, Family and Community Engagement/Partnerships” standards, based on evidence from a range of sources. In addition, school leaders, central office personnel, and coaches will use these rubrics to design improvement strategies and support schools’ ongoing development. The unit of analysis for these rubrics is the school, not programs or individuals within the school. These rubrics will not be used for the evaluation of school leaders, teachers, or other school personnel.
Undeveloped Beginning Developing Sustaining Refining
There was little evidence found that the school implemented the practice(s) and/or built the conditions described in the standard. There was some evidence found that the school implemented the practice(s) and/or built the conditions described in the standard. There was substantial evidence found that the school implemented the practice(s) and/or built the conditions described in the standard. There was strong & consistent evidence found that the school implemented the practice(s) and/or built the conditions described in the standard. There was strong & consistent evidence found that the school implemented the practice(s) and/or built the conditions described in the standard, and the school has implemented systems to review evidence of these practices/conditions.
Definitions Leaders: Principals are the primary leaders of their schools; some schools have assistant principals, coaches, and/or teachers who also have formal roles as leaders. In addition, every member of a school community has opportunities to function as a leader, depending on the school’s needs and the individual’s specific skills. School Staff: Staff includes the principal, other administrators, and teachers (certificated), as well as other adults who work in the school (classified). School Community: The community includes school staff, students, students’ families, individuals from the neighborhood, community-based organizations, and support providers who are associated with the school. Leadership Groups: Schools have a variety of groups that provide guidance for and make decisions regarding the school. All schools have school site councils (SSCs) that are responsible for strategic planning, and many schools have additional structures, such as an Instructional Leadership Team, which guide and support the ongoing work of the school.
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Quality Indicator 4: Meaningful Student, Family and Community Engagement/Partnerships Standard Standard 2: Working together in Partnership A quality school creates the structures and mechanisms to work in partnership with students, families and community; as part of working together, they share information, influence, and support the creation of policies, practices, and programs that affect students, thus becoming agents of change.
Undeveloped
Beginning
Developing
There is little evidence of the standard as described in the “Sustaining” column.
There is some evidence of the standard as described in the “Sustaining” column.
There is substantial evidence of the standard as described in the “Sustaining” column.
West Oakland Middle School School Quality Review 2012-2013
Sustaining There is strong and consistent evidence of the following: a. The school has high-quality activities and strategies which build the capacity of students, families, and community to work together in partnership. b. The school creates structures and mechanisms to bring families of all racial, ethnic, socio-economic backgrounds which are representative of the student body as volunteers into the school. c. The school creates structures and mechanisms which continuously engage families, including those who are less involved to get their ideas, input, and involvement. d. Student, family, and community groups (Coordination of Services Team, After School programs, community agencies, etc.), in partnership with the school, set clear and measurable goals that are aligned with the school wide vision and goals.
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Refining
There is strong and consistent evidence of the standard as described in the “Sustaining” column. In addition, the school has implemented systems to monitor the effectiveness of these practices to ensure that a school works together in partnership.
Quality Indicator 4: Meaningful Student, Family and Community Engagement/Partnerships Standard Standard 5: Student/Family Engagement on Student Progress A quality school communicates with families effectively so they know how the student is progressing and how they participate in the school community. It allows clear two-way channels for communication. The school uses strategies that help families overcome the language, cultural, economic, and physical barriers that can limit their full participation.
Undeveloped
There is little evidence of the standard as described in the “Sustaining” column.
West Oakland Middle School School Quality Review 2012-2013
Beginning
There is some evidence of the standard as described in the “Sustaining” column.
Developing
Sustaining
Refining
There is substantial evidence of the standard as described in the “Sustaining” column.
There is strong and consistent evidence of the following: a. The school has multiple high-quality activities and strategies which engage students and their family in knowing how the student is progressing academically and engaging in the school community. b. Families and school staff have trusting relationships and engage in regular, two-way, meaningful communication about student progress. c. These activities and strategies are designed to minimize language, cultural, economic, and physical barriers that can limit students and their families’ full participation. d. The school has created and implemented policies that encourage all teachers to communicate frequently with families about student academic progress and student engagement in the school community. These policies are well communicated with staff and families.
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There is strong and consistent evidence of the standard as described in the “Sustaining” column. In addition, the school has implemented systems to review evidence of the effectiveness of these practices to ensure effective student/family engagement on student progress.
Quality Indicator 4: Meaningful Student, Family and Community Engagement/Partnerships Standard Standard 6: Family Engagement on Academic Expectations and Opportunities A quality school provides opportunities for families to understand what their child is learning (grade level standards); why they are learning it; what it looks like to know, perform, and interact “well” (i.e. with quality); and what potential career/college pathways are before them.
Undeveloped
There is little evidence of the standard as described in the “Sustaining” column.
Beginning
There is some evidence of the standard as described in the “Sustaining” column.
Developing
Sustaining
Refining
There is substantial evidence of the standard as described in the “Sustaining” column.
There is strong and consistent evidence of the following: a. The school engages with families, not only about how their child is progressing academically and socially, but about the what, why, and “so what” of the academic program. That includes the overall academic vision and mission, what it looks like to do well academically and socially, and to map out toward what goals this quality of work is taking a student. b. These strategies help each student and their families overcome the language, cultural, economic, and physical barriers that can limit full understanding.
There is strong and consistent evidence of the standard as described in the “Sustaining” column. In addition, the school has implemented systems to review evidence of these practices to ensure effective family engagement on student learning.
Note: This standard draws a contrast with Standard 5 in the way that the school engages with families, not only about how their child is progressing academically and socially, but about the what, why, and “so what” of the academic program. Typically in this stage of development, a school engages with parents and families to discuss their overall academic vision and mission, to clarify what it looks like to do well academically and socially, and to map out toward what goals this quality of work is taking a student.
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Quality Indicator 4: Meaningful Student, Family and Community Engagement/Partnerships Standard
Undeveloped
Beginning
Developing
There is little evidence of the standard as described in the “Sustaining” column.
There is some evidence of the standard as described in the “Sustaining” column.
There is substantial evidence of the standard as described in the “Sustaining” column.
Standard 7: Standards of Meaningful Engagement A quality school builds effective student, family, and community partnerships by implementing standards of meaningful student and family/ community engagement, which are developed and approved by these local key stakeholders.
West Oakland Middle School School Quality Review 2012-2013
Sustaining There is strong and consistent evidence of the following: a. The school has developed/adopted and implemented standards of meaningful engagement (either school or district approved) to build effective student, family, and community partnerships. b. The school sets goals and plans activities annually to bring students, families and community into the school and become authentic co-owners of the school and share responsibility for students’ learning. c. The school has programs and activities in place to support student engagement around events and decisions that affect them at school and in the community. d. The school has programs and activities in place to build student leadership and voice and teach children to become their own advocates in education.
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Refining
There is strong and consistent evidence of the standard as described in the “Sustaining” column. In addition, the school has implemented systems to review evidence of these practices to insure standards of meaningful engagement.
Quality Indicator 5: Effective School Leadership and Resource Management The Oakland Unified School District is committed to supporting high levels of learning for every student, ensuring that students are prepared for success in college, in their careers, and as citizens. We believe that the leaders of a school play a critical role in this success: supporting students, nurturing and guiding teachers, and empowering families and the community – thriving together as a full service community school. “Effective School Leadership & Resource Management” happens when school leaders work together to build a vision of quality and equity, guiding the efforts of the school community to make this vision a reality. Leaders focus the school community on instruction, ena bling positive academic and social-emotional outcomes for every student. Leaders guide the professional development of teachers and create the conditions within which teachers and the rest of the community engage in ongoing learning. These leaders manage people, funding, time, technology, and other materials effectively to promote thriving students and build robust, sustainable community schools. This rubric enables schools to self-assess against the quality school leadership standards, based on evidence from a range of sources. In addition, the Quality Community School Development office, other central office personnel, and coaches will interact around this rubric to develop growth plans and support schools’ ongoing development. The unit of analysis for this rubric is the school, not individuals within the school. A separate tool guides the development of individual leaders, based upon OUSD’s Leadership Dimensions. This rubric will not be used for the evaluation of school leaders. Undeveloped Beginning Developing Sustaining Refining
There was little evidence found that the school has implemented the practice(s) and/or build the conditions described in the standard. There was some evidence found that the school has implemented the practice(s) and/or build the conditions described in the standard. There was substantial evidence found that the school has implemented the practice(s) and/or build the conditions described in the standard. There was strong and consistent evidence found that the school has implemented the practice(s) and/or build the conditions described in the standard. There was strong and consistent evidence found that the school has implemented the practice(s) and/or build the conditions described in the standard, and the school has implemented systems to review and improve these practices/conditions.
Definitions Leaders: Principals are the primary leaders of their schools; some schools have assistant principals, coaches, and/or teachers who also have formal roles as leaders. In addition, every member of a school community has opportunities to function as a leader, depending on the school’s needs and the individual’s specific skills. School Staff: Staff includes the principal, other administrators, and teachers (certificated), as well as other adults who work in the school (classified). School Community: The community includes school staff, students, students’ families, individuals from the neighborhood, community-based organizations, and support providers who are associated with the school. Leadership Groups: Schools have a variety of groups that provide guidance for and make decisions regarding the school. All schools have school site councils (SSCs) that are responsible for strategic planning, and many schools have additional structures, such as an Instructional Leadership Team, which guide and support the ongoing work of the school.
West Oakland Middle School School Quality Review 2012-2013
76
Quality Indicator 5: Effective School Leadership and Resource Management Standard
Undeveloped
Beginning
Developing
Sustaining
Refining
Standard 2: Partners with Students and Families in Decision Making A quality school has leadership that shares school improvement and decisionmaking with students and their families when together they look at data, develop key school plans (e.g., the master schedule, the school’s code of conduct, restorative justice strategies), monitor programs, and participate in hiring and evaluating staff. Students and their families share leadership through mandated representative bodies (e.g., School Site Council, English Language Advisory Council) and through other collaborative strategies as well.
There is little evidence of this standard as described in the “Sustaining”" column.
There is some evidence of this standard as described in the “Sustaining”" column.
There is substantial evidence of this standard as described in the “Sustaining” column.
There is strong and consistent evidence that: a. Students and their families are involved, through various leadership structures, in monitoring results of school programs and creating/revising improvement plans. b. Students and their families participate in key school planning decisions in support of student outcomes. c. Students and their families provide input in hiring and evaluation processes. d. Students and their families participate in both mandated representative bodies (SSC, ELAC, etc.) and other collaborative structures.
Standard
Undeveloped
Beginning
Developing
Sustaining
There is substantial evidence of the standard as described in the “Sustaining” column.
There is strong and consistent evidence of the following: a. The school’s vision is focused on student learning and high expectations for all students. b. The school’s vision guides all aspects of the school’s programs and activities. c. The school’s leadership engages all constituents in aligning their efforts to the vision. d. Members of the school community are knowledgeable about and committed to the vision. e. School leaders consistently act on core beliefs which reflect the vision and mission.
Standard 4: Vision Driven A quality school has leadership which ensures that the school’s shared vision is focused on student learning, grounded in high expectations for all students, and guides all aspects of school life.
West Oakland Middle School School Quality Review 2012-2013
There is little evidence of the standard as described in the “Sustaining” column.
There is some evidence of the standard as described in the “Sustaining” column.
There is strong and consistent evidence of this standard as described in the “Sustaining”" column. In addition, the school has implemented systems to review and improve the practices that ensure that there is shared reflection and decisionmaking with students and families.
Refining
77
There is strong and consistent evidence of this standard as described in the “Sustaining”" column. In addition, the school has implemented systems to review and improve the practices that ensure that all aspects of the school are guided by the shared vision, focused on student learning and high expectations for all.
Quality Indicator 5: Effective School Leadership and Resource Management Standard
Undeveloped
Beginning
Developing
Sustaining
There is substantial evidence of the standard as described in the “Sustaining” column.
There is strong and consistent evidence of the following: a. The school leadership consistently articulates the need to interrupt patterns of inequities. b. School leadership guides the development and quality of services that support all students to have equal access to learning (including academic, social-emotional, health, family well-being, adult attitudes, etc). c. The school staff consistently engages in practices that interrupt patterns of inequity. d. The school staff frequently collects and analyzes learning data by subgroup in order to monitor and adjust practices designed to interrupt patterns of inequity. e. The school staff has implemented programs to address specific subgroup needs based on their learning data. f. Resources are used to meet the needs of all students equitably: staffing, technology, materials, space, etc. g. School leadership fosters an ongoing dialogue among school and community constituents across race, class, age, and school and community to engage in bold change to achieve equitable school results. h. School leadership acts in concert with allies to systematically address inequities; help others navigate the system and remove or circumvent institutional barriers to student opportunity and achievement.
Standard 5: Focused on Equity A quality school has leadership that creates and sustains equitable conditions for learning and advocates for interrupting patterns of historical inequities.
There is little evidence of the standard as described in the “Sustaining” column.
West Oakland Middle School School Quality Review 2012-2013
There is some evidence of the standard as described in the “Sustaining” column.
Refining
78
There is strong and consistent evidence of this standard as described in the “Sustaining”" column. In addition, the school has implemented systems to review and improve the practices that ensure that the leadership is focused on equity.
Quality Indicator 5: Effective School Leadership and Resource Management Standard
Standard 6: Supports the Development of Quality Instruction A quality school has leadership that guides and supports the development of quality instruction across the school to ensure student learning.
Standard
Standard 9: Culture of Mutual Accountability: Collaboratively develops outcomes & monitors progress A quality school has leadership which collaboratively develops outcomes, monitors progress, and fosters a culture of mutual accountability.
West Oakland Middle School School Quality Review 2012-2013
Undeveloped
There is little evidence of the standard as described in the “Sustaining” column.
Undeveloped
There is little evidence of the standard as described in the “Sustaining” column.
Beginning
Developing
There is some evidence of the standard as described in the “Sustaining” column.
There is substantial evidence of the standard as described in the “Sustaining ” column.
Beginning
Developing
There is some evidence of the standard as described in the “Sustaining” column.
There is substantial evidence of the standard as described in the “Sustaining ” column.
Sustaining There is strong and consistent evidence that the leadership of the school (principal, specialists, ILT, etc.): a. Guides, monitors, and supports curricular choices and interventions based on expected student learning outcomes and the school vision. b. Guides, monitors, and supports instructional practices that engage all students in high quality learning, are aligned with the school vision. c. Ensures that there is adequate professional learning, coaching, and supervision to develop quality instruction across the school.
Sustaining There is strong and consistent evidence that: a. The school staff has developed clear student outcomes and goals for learning and behavior b. The school staff has developed clear professional expectations and goals for staff c. The school staff monitors students’ progress d. The school staff monitors staff expectations e. The school staff follows clear processes and procedures to hold themselves accountable to one another and the goals and expectations f. There is a culture of mutual accountability within the staff – staff members have productive difficult conversations that continually improve their collaboration and work with students and families.
79
Refining There is strong and consistent evidence of this standard as described in the “Sustaining”" column. In addition, the school has implemented systems to review and improve the practices that ensure the development of quality instruction across the school to ensure student learning.
Refining There is strong and consistent evidence of this standard as described in the “Sustaining”" column. In addition, the school has implemented systems to review and improve the practices to collaboratively develop outcomes, monitor progress and have a culture of mutual accountability.
Quality Indicator 5: Effective School Leadership and Resource Management STANDARD
Standard 10: Organizational Management A quality school has leadership which develops systems and allocates resources (time, human, financial, and material) in service of the school’s vision.
West Oakland Middle School School Quality Review 2012-2013
Undeveloped
There is little evidence of the standard as described in the “Sustaining” column.
Beginning
There is some evidence of the standard as described in the “Sustaining” column.
Developing
There is substantial evidence of the standard as described in the “Sustaining ” column.
Sustaining There is strong and consistent evidence that: a. The school’s resources are allocated in service of the school vision b. The school’s resources are maximized in service of the vision c. The school leadership effectively leverages district and community resources, grants and partnerships in service of the school vision d. The school leadership effectively uses the district’s budgeting systems (RBB, IFAS, etc.) to maximize use of state and federal funds in service of the school vision e. The assignment and use of TSAs, coaches, etc. are appropriate, effective, and focused in service of the school vision f. The school leadership seeks out additional resources to meet identified student needs and aligned to the school vision.
80
Refining
There is strong and consistent evidence of this standard as described in the “Sustaining”" column. In addition, the school staff regularly reflects on their approach to resource allocation, and has adjusted their approach and systems to better allocate resources in service of the school’s vision.
