PART 4: FINDINGS - SUMMARY EXPLANATION OF RUBRIC RATINGS Focus Standard 1.1

Focus Standard Meaningful and Challenging Curriculum

Rubric Placement Developing

Summary Explanation of Ratings

 

1.2

Safe and Nurturing Learning Experiences

Beginning





 1.4

Active & Different Types of Learning

Beginning

 



1.7

Students Know What They are Learning, Why, and How it can be Applied

 Undeveloped



East Oakland PRIDE Elementary School School Quality Review 2013-2014

In 78% of the observations conducted by the Team, learning built on students’ prior knowledge, skills, and experiences. In sixty-two percent of the observations conducted by the Team, students communicated their thinking, supported by teacher/peers, using the language and reasoning of the discipline. In some of the classrooms implementing CSC, special attention was paid to concepts such as “unity” or habits such as saying “good morning” to classmates and using positive language. In 46% 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 34% of the observations conducted by the Team, all students managed their emotions to persist through difficult academic work. The strengths in this standard were evident in two areas: support scaffolds and active working. However, in some classrooms student behavior derailed instruction completely, while in others, the teacher did all the “heavy lifting,” limiting students to brief moments of participation. In slightly over one-fourth 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. Objectives were often not rigorous or clearly stated, making it difficult to have an academic push. In 34% of the observations conducted by the Team, teachers posted and/or explicitly described the learning target. In 34% of the interviews conducted by the SQR Team, the PRIDE students interviewed knew the learning objectives for the lesson.

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1.8

Academic Intervention & Enrichment Support

 The SQR Team also found that there were some classroom and school-wide Beginning



1.10



Equitable Access to Curriculum Developing

1.11

2.2

2.6

3.1

College-going Culture & Resources

Coordinated & Integrated System of Academic Learning Support Services



 Undeveloped

 Developing  

Inclusive, Welcoming & Caring Community

Beginning

Collaboration

Beginning

 

3.4

Professional Learning Activities

East Oakland PRIDE Elementary School School Quality Review 2013-2014

Developing



strategies—before, during, and after school—which provided academic supports. These included: language development strategies for all students 30 minutes each day; push-in tutorials provided by Americorp tutors; pullout services provided by Faith Network; and Special Education and resource services. The SQR Team found little evidence that all services at PRIDE were coordinated efficiently and effectively to support student learning or that anyone person had information about all services and partnerships on campus. The SQR Team found some evidence that these specific students were fully integrated into a challenging core curriculum with appropriately trained teachers. The School Self-Reflection said, “African American students, as a sub-group, are not being served equitably. Cultural competence is needed and matters of equity for all students must be discussed and tackled as a school community.” During the observations conducted by the SQR Team, the Team observed few instances (2%) in which teachers were explicit that certain skills and dispositions (e.g., peer collaboration, study/organizational habits) particularly prepare students to be successful in college and careers. The school had services in place to provide a youth and community development component. The SQR Team found evidence that East Oakland PRIDE had substantial systems in place to identify at-risk students and to intervene early. The SQR Team found little evidence that structures and activities before/during/and after school created a safe and inclusive environment for students (main office, playground, hallways, cafeteria, etc.). PLCs did not happen consistently at all grade levels and that the groups seldom met in the allotted time before school. The SQR Team found little evidence that teachers in PLCs regularly looked at evidence of student learning (formative and summative assessment data or student work) to understand students’ level of mastery of the learning objectives. There was substantial evidence that professional learning activities were targeted towards and responsive to the current needs of students and teachers.

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 The SQR Team found substantial evidence that professional learning activities

4.2

Working Together in Partnership

4.5

Student/Family Engagement on Student Progress

Developing

Family Engagement on Academic Expectations and Opportunities

Undeveloped

4.6

5.4

Vision Driven

Developing

 



Beginning

5.5

Focused on Equity

Developing

5.6

Supports the Development of Quality Instruction

Developing

Culture of Mutual Accountability

Beginning

Organizational Management

Developing

5.9

5.10

East Oakland PRIDE Elementary School School Quality Review 2013-2014



were useful to teacher practice with students, and modeled effective instructional strategies. The SQR Team found strong and consistent evidence that the school had highquality activities and strategies which built the capacity of students, families, and community to work together in partnership. The school held Awards Assemblies to recognizing attendance and academic performance. The School Self-Reflection identified both student/teacher conferences and data assessment trackers as strategies the school used to let students and families know about academic progress. The SQR Team found little evidence that the school engaged with families, not only about how their child was progressing academically and socially, but about the what, why, and “so what” of the academic program.

 The focus and intent behind PRIDE acronym served as the school’s vision and was

focused on student learning and high expectations for students.  The SQR Team found some evidence that all aspects of the school’s programs and activities were guided by a unified understanding around PRIDE and that the staff was meeting to unify staff and community around one vision.  The SQR Team found substantial evidence that the school leadership consistently articulated the need to interrupt patterns of inequities.  The SQR Team found substantial evidence that the school leadership ensured

that there was adequate professional learning, coaching, and supervision to develop quality instruction across the school.  The Team found little evidence of student outcomes for learning. Nor did the staff describe clear student outcomes and goals for learning.  The Team observed a lack of professional agreements about arriving on time, positive language with students, classroom management, and supervision.  The SQR Team found strong and consistent evidence that the school’s resources were allocated in service of the school’s core values. 43

PART 5: FINDINGS - FOCUS STANDARDS RATINGS CHART Quality Indicator

Focus Standard

1 1 1 1

1.1 1.2 1.4 1.7

1 1 1

1.8 1.10 1.11

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 Support

Rubric Rating

Undeveloped

Developing Beginning Beginning Undeveloped

Beginning

Developing

X X X X

Beginning

X

Equitable Access to Curriculum College-going Culture & Resources

X Undeveloped

2 2 3 3 4 4 4 5 5 5 5 5

2.2 2.6 3.1 3.4 4.2 4.5 4.6 5.4 5.5 5.6 5.9 5.10

Coordinated & Integrated System of Academic Learning Support Services Inclusive, Welcoming & Caring Community Collaboration Professional Learning Activities Working Together in Partnership Student/Family Engagement on Student Progress Family Engagement on Academic Expectations and Opportunities

X Developed Beginning Beginning Developing Developing

X X

Developing Undeveloped

Vision Driven Focused on Equity Supports the Development of Quality Instruction

Beginning Developing

Culture of Mutual Accountability Organizational Management

Beginning Developing

East Oakland PRIDE Elementary School School Quality Review 2013-2014

X X

X X X X

Developing

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X X X

Sustaining

Refining