QUALITY, ACCOUNTABILITY, & ANALYTICS _________________________________________________________________________________________________________
SCHOOL QUALITY REVIEW REPORT FOR
PLACE @ Prescott Elementary School 920 Campbell Street, Oakland, CA 94607 Oakland Unified School District Principal: Enomwoyi Booker Site Visit: January 28-30, 2014 2013-2014 School Quality Review Lead and Report Author Marie Roberts / Quality, Accountability & Analytics
School Quality Review (SQR) Team Members Zarina Ahmaad/ Principal, Piedmont Elementary School Julia Ma / Family, Schools & Community Programs Barbara Parker / Family, Schools & Community Programs Bonnie Steinhoff / Leadership, Curriculum & Instruction
QUALITY, ACCOUNTABILITY, & ANALYTICS
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 - NARRATIVE OF STRENGTHS AND CHALLENGES
PART 4: FINDINGS - SUMMARY EXPLANATION OF RUBRIC RATINGS
PART 5: FINDINGS - FOCUS STANDARDS RATINGS CHART
PART 6: APPENDICES
APPENDIX A: ADDITIONAL DATA
APPENDIX B: SCHOOL SELF-REFLECTION
APPENDIX C: RUBRICS FOR SCHOOL QUALITY FOCUS STANDARDS
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QUALITY, ACCOUNTABILITY, & ANALYTICS _________________________________________________________________________________________________________
BACKGROUND TO OUSD’S 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. In 2013-2014, we will review 15 schools – 9 elementary & middle and 6 high schools. The SQR Teams will again focus on select, “high leverage” school quality standards and not every standard. High school reviews is designed to align with and support 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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QUALITY, ACCOUNTABILITY, & ANALYTICS _________________________________________________________________________________________________________
PART 1: THE SCHOOL CONTEXT Location/Neighborhood and Community Description/Description of School Facilities PLACE@Prescott Elementary School is located in the Prescott neighborhood, one of 19 neighborhoods making up the West Oakland community. The area is bounded by Seventh Street to the south, Mandela Parkway to the east, West Grand Avenue to the north, and I-880 to the west. The Prescott neighborhood is caught in the hook of the Nimitz (880) freeway which loops around the southern and northern sides, and I-980 on the east. This West Oakland area is home to the city’s Main Post Office, the West Oakland BART Station, and the Port of Oakland. The school itself sits among public housing units, beautiful old Victorians, and small non-profits. It is one of four OUSD elementary schools serving West Oakland. The PrescottJoseph Center for Community Enhancement, sits on 920 Peralta directly behind the school. Saint Martin De Porres School is across the street on 10thand Campbell. On 12th Street, two blocks away, is the headquarters for 100 Black Men of the Bay Area. Over a ten year period, the population of school age children in West Oakland dropped 31 percent. (Inside Bay Area) In addition, the area has one of the highest crime rates in the city, and according to the Alameda County Public Health Department, children living in this area are more likely to have health concerns like asthma or diabetes. The PLACE@Prescott campus is large with a main L-shaped building, the auditorium, and the school parking lot in front of the school, stretching out across Campbell Street. The other leg of the L-shape runs down 10th Street with the small A-Building falling behind it. In the rear of the school, on Peralta, sits the K building which holds the TK, Pre-K and kindergarten classes, the kitchen, and the cafeteria. In between the main building, the A and the K buildings, is a courtyard. The large play yard with basketball courts, a play structure, and a grass lawn make up the fourth side of the school where 8th and Peralta meet. In addition, there are four portables in the same area. The majority of the Prescott students (65%) live in the neighborhood. Many of these students walk to school. There is a student traffic patrol that each morning assists with families crossing the street on Campbell and 10th. On 10th and Peralta there is an adult crossing guard. The BreathMobile, a mobile asthma clinic that services K – 12 children at no cost, visits the school on regularly scheduled visits.
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QUALITY, ACCOUNTABILITY, & ANALYTICS _________________________________________________________________________________________________________
Student Demographics At the time of the January School Quality Review Visit, approximately 215 students were enrolled at Prescott Elementary. This enrollment signifies the second consecutive year of increased enrollment since 2008. Between 2008 and 2012, the school declined from 262 students to 172, averaging a 22 student decline each year since a high of 262 students in 20082009. Last year, the student population increased by 26, and this year the increase was 17. Twenty-six percent of Prescott students were Latino, which is equal to the average over the last five years. African American students made up 61% of the school, a percentage which was slightly lower than the 5 year average of 65%. Asian/Pacific Islander students comprise 1% of Prescott’s enrollment, a percentage which has slightly declined from the 2% in 2008-2009. There had been a steady increase in the percentage of English Learners at the school over the last 5 years. In 2008-09, the percentage was 23; this year it was 28%.
School Leadership PLACE@Prescott had one administrator, the principal, Enomwoyi Booker. Booker began her tenure at Prescott in August of 2007. Before coming to the school she worked with ACOE as a director and with SMCOE as a coordinator servicing 7 Bay Area counties. Her teaching experience includes SDC in middle school and resource specialist in elementary school with San Francisco USD. Booker holds a master of arts in Educational Administration from San Francisco State and in Speech Pathology/Audiology from the University of San Francisco. In addition, she has begun work on her Ed. D in Learning and Instruction. In addition to the principal’s leadership, Prescott had an Instructional Leadership Team in place which assisted the principal with decision making including, professional development planning and teacher support. Teaching Staff At the time of the Prescott SQR, the school had 8 regular teachers (from TK to 5th grade), a prep teacher, and a STIP substitute. There was also a half-day pre-kindergarten teacher on site. The average years of teaching was 9.5, with 57% of the staff having from 9 to 20 years of experience and 43% of the staff having less than 3 years of experience. In addition there were two teaching vacancies, one in the second grade and one in the special education program. Both of these PLACE@Prescott Elementary School School Quality Review 2013-2014
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QUALITY, ACCOUNTABILITY, & ANALYTICS _________________________________________________________________________________________________________
classrooms had long term substitute teachers in place. A second grade teacher had been hired for the second grade classroom in October, however, that teacher resigned in November. Though the special education classroom was established at the Prescott site in August 2013, it had not had a credentialed teacher in place at any time during the school year. The principal was waiting for teacher placements from Human Resources for both positions. Other Staff Position: Security Officer/SSO After-School Coordinator Music/Vocals Teacher Master Drummer Art Consultant Resource Specialist Speech Therapist Psychologist Social Worker Social Worker Intern Intervention Specialist Counselor School Nurse Library Clerk Wellness Coordinator Custodian Cafeteria Manager Food Server Crossing Guard Fabric of the Family Coordinator
Notes: BACR Attitudinal Healing Connection Prescott-Joseph Center Part-time Part-time Part-time CE-SDC: Vacancy CE-SDC: Vacancy CE-SDC: STARS Community Services Vacancy Part-time Gardening and nutrition 2 – Lead and night
Oakland Police Dept -- Youth
Instructional Program Prescott offered a traditional K – 5th grade academic program. In addition, the school offered a Spanish-bilingual program (K – 3rd grade); a State supported 3-hour Pre-K class for 3 and 4-yearolds; and a Transitional Kindergarten (TK) program for students who turned 5 years old during the fall months. New to Prescott this year was a Counseling Enriched Special Day Class (CE-SDC) program for 4th and 5th grade students. This program was intended to provide instruction, as well as the necessary therapeutic support, to identified students in a comprehensive school setting. The school curriculum included Open Court, Lucy Calkin’s Writing, Envision Math, and FOSS science. In addition, the school implemented Culturally Relevant Pedagogy, subscribed to the principles of STEM (Science – Technology – Engineering – Math), and emphasized health and nutrition. PLACE@Prescott Elementary School School Quality Review 2013-2014
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QUALITY, ACCOUNTABILITY, & ANALYTICS _________________________________________________________________________________________________________
Recent “School Quality” Story Prescott’s “recent school quality story” is embedded in its roots. The 148-year-old institution rests firmly in what was once a thriving community of musicians, political activists, civil workers, and military members. Generations of neighborhood families have been educated there since its opening. In addition, throughout the years Prescott has been recognized for extraordinary accomplishments like having Dr. Ida Jackson, the first African-American to be certified by the State of California to teach in Oakland Public Schools, as a staff member; and voluntarily leading the efforts to adopt a Standard English Proficiency program with teachers like Carrie Secret. However, as the community demographics were altered, so was Prescott. In 2005, the school became Preparatory Literary Academy of Cultural Excellence (PLACE) @ Prescott, a name which appears to have changed only in the District documentation and to people who have not been there or are new to Oakland, because the community still calls the school Prescott. The change from Prescott to PLACE came as part of the Small School’s Initiative with the hope of creating a phoenix to rise above the poor API scores, Program Improvement, and dangerous neighborhood activity. As part of the Small School’s Initiative, the school population shifted from one with over 600 students to one with no more than 300 by design. According to the School Self-Reflection, the faculty spent the school year of 20052006 in the “incubation” phase of designing and visioning a school that would serve the academic, social, and cultural needs of the West Oakland community. With this change came the recognition of several factors, including the conditions of the neighborhood in which the school sat, the impact it was having on children, the light it offered the community, and the changes affecting the area. During this time, the school became more focused on “cultural and academic legacy.” Other changes in the community have occurred since the implementation of the school’s new name which have greatly impacted the Prescott demographics including market failures, bank foreclosures, and large population shifts. Becoming a small school impacted the school in many ways, including a financial impact; it reduced the already small budget. With little money, and forced to always dip into the district’s balancing pool, the school has hung on under what parents and staff feel is a constant “closure cloud.” “We feel like there is always a threat to close us for one reason or another,” a parent said. “But this is one of the last neighborhood schools, and it is safe and thriving.” The staff reported that there were always threats from the district about closing or from charters and neighborhood organizations taking over.
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QUALITY, ACCOUNTABILITY, & ANALYTICS _________________________________________________________________________________________________________
PART 2: THE SCHOOL’S QUALITY OUTCOMES Background to the School’s Balanced Scorecard: The School Balanced Scorecard provides data to support continuous school improvement efforts across school communities and the District’s central office. The indicators for 2013-14 represent areas of focus for the school year, and the 2012-13 School Balanced Scorecard shows baseline data for the past school year. The School Balanced Scorecard data helps to monitor progress toward achieving the vision of the District Strategic Plan. The Scorecard aspires to focus on and prioritize specific indicators, while respecting that other indicators not represented in the scorecard remain important. Progress on indicators within the Scorecard help in differentiating support to schools, as well as provide the public with important information about individual and collective school progress. The School Balanced Scorecard was developed to focus on a few of the goals and measures contained in the 2013-14 Goals for Schools. This 2013-14 Goals for Schools includes a larger a set of goals organized by the big 5 goal areas of the District Strategic Plan: 1) Safe, Healthy & Supportive Schools; 2) Prepared for Success in College & Careers; 3) High Quality & Effective Instruction; 4) Building the Full Service Community District; and 5) Accountable for Quality. Where possible, multiple years of data for each goal were examined for growth trends and absolute levels of achievement. A group of principals was consulted regarding the development and refinement of metrics used in the scorecard. Each goal was then assessed to ensure that it met the standard of being a S.M.A.R.T. goal (Specific, Measurable, Attainable, Relevant, Timebound). The professional learning calendar for the networks, led by Network Executive Officers and Directors of Instruction, were focused on the targets set forth in the Scorecard. These professional learning opportunities included specific protocols and facilitated cycles of inquiry to review and utilize data to inform the action planning related to Scorecard targets.
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QUALITY, ACCOUNTABILITY, & ANALYTICS _________________________________________________________________________________________________________
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QUALITY, ACCOUNTABILITY, & ANALYTICS _________________________________________________________________________________________________________
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QUALITY, ACCOUNTABILITY, & ANALYTICS _________________________________________________________________________________________________________
Attendance and Chronic Absences: Typically, school systems focus on Average Daily Attendance (ADA) and truancy (unexcused absences). However, ADA can hide deceptively high rates of chronic absenteeism. Likewise, focusing only on truancy misses those students with excused absences who are missing too much school and whose learning and academic achievement are most likely to suffer. National and local research clearly shows that chronic absence marks a “tipping point” that has an impact on student learning and achievement, with both short-term and long-term consequences. A student is identified as chronically absent if he or she has missed 10% of school days for the year-to-date, or if a student has missed 18 or more school days in a 180-day school year. A school’s chronic absence rate is calculated by dividing the number of chronically absent students by the total school enrollment. The following is attendance and chronic absence information for Prescott Elementary: Prescott Elementary attendance rate during the 2012-13 school year had an average daily attendance (ADA) rate of 94.77% which is lower than the district’s elementary school average of 95.59%. In 2012-13, 61% of Prescott students attended at least 95% of school days. This is 9 percentage points lower than the 70% district percentage for all K – 5 students in OUSD. In 2012-13, 15% of Prescott students were chronically absent, meaning they missed more than 10% of school days. This is 6 percentage points higher than the 9% chronic absence rate for all K - 5 students in OUSD. The attendance data for Prescott’s three largest student sub-groups, African American, Latino, and English Learners reflects a slight discrepancy among the three groups: o In 2012-13, 61% of Prescott’s African American students attended school at least 95% of school days; this is equal to the school’s average. Also, 12% of Prescott’s African American students were chronically absent, meaning they missed more than 10% of school days. This is 3 percentage points lower than the school’s average. o In 2012-2013, 66% of Latino students attended school at least 95% of school days; this is 5 percentage points higher than the school’s average for this category. Also, 13% of Prescott’s Latino students were chronically absence, meaning they missed more than 10% of school days. This is 2 percentage points lower than the school’s average. o In 2012-13, 67% of Prescott’s English Learners attended school at least 95% of school days; this is 6 percentage points higher than the school’s average. Also, 12% of Prescott’s Students with Disabilities were chronically absent, meaning they missed more than 10% of school days. This is 3 percentage points lower than the school’s average. PLACE@Prescott Elementary School School Quality Review 2013-2014
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QUALITY, ACCOUNTABILITY, & ANALYTICS _________________________________________________________________________________________________________
Suspensions: The data presented in the scorecard under this category relates to out-of-school suspensions, not on-campus or office referrals that do not result in removing a student from school. The data for out-of-school suspensions are based on AERIES discipline records entered at the school site, which show an infraction reserved for out-of-school suspension under the California Department of Education discipline codes. Oakland Unified School District (OUSD) focuses on African American and Latino males in particular because they are suspended at a disproportionate rate than the other subgroups. In October 2012, OUSD voluntarily adopted an Office of Civil Rights Agreement to Resolve OUSD’s disproportionate school discipline of African American students. This agreement is also referred to as the “Voluntary Resolution Plan.” By entering into this agreement, OUSD is committing to the transformation of school cultures, in such a way that eliminates the disproportionate suspension and school discipline for African American students by the year 2017. Although the focus is on eliminating disproportionality in school discipline for African American students, OUSD wants to reduce suspension rates across the board, and keep all students in the classroom engaged in learning. The below information is specific to Prescott Elementary School: In 2012-13, 0% of students were suspended at Prescott Elementary School.
Common Core Standards: The Oakland Unified School District, like all other districts across California, is now in the process of transitioning and implementing the Common Core State Standards. Full implementation of the new standards and aligned assessments is expected by 2014-15. The Common Core State Standards call upon students to demonstrate critical thinking, evidence-based writing, and the ability to solve complex problems and to read and understand complex texts. Our district performance assessments in mathematics and writing are designed to give students exposure and practice in the kinds of assessments that measure mastery of Common Core standards of learning. These assessments are currently administered on paper. However, in the future, students will take them online. So part of transitioning to the Common Core State Standards means ensuring that all students are participating in Common Corealigned assessments, like the Math Performance Tasks, Science Writing Task (SWT), Performance Writing Task (PWT), and this year’s History Writing Task. These assessments were first introduced to the district in 2011-12 for math and in 2012-13 for the SWT and PWT, but PLACE@Prescott Elementary School School Quality Review 2013-2014
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QUALITY, ACCOUNTABILITY, & ANALYTICS _________________________________________________________________________________________________________
participation has not yet become universal across all schools. That is the reason the school’s Scorecard has a goal of 100% participation in these tests for the 2013-2014 school year. Scholastic Reading Inventory: The Scholastic Reading Inventory (SRI) is a research-based reading assessment that measures reading comprehension using the Lexile Framework for Reading. The SRI was introduced district-wide in 2011-12 as a screening assessment of reading levels for all non-Special Day Class (SDC) students in grades 2-12. There are three administrations of the SRI annually – at the beginning, middle, and end of the school year. Prior to adopting the SRI, OUSD had no system-wide assessment that measured the reading level of all of our students, or that measured individual growth in reading levels over time. The SRI provides critical information about reading, which is key to student success in every content area. The Scorecard therefore focuses on the percent of students making one or more years of lexile gains between the first and last administrations, with the expectation that every year of instruction should contribute to a student’s reading level by at least one year. Because this rate measures individual growth, it requires that all students take both the initial and end-of-year administration of the SRI. Therefore, the Scorecard also emphasizes 100% participation and a 10% increase in the percent of students making one or more years of lexile gains. Since Prescott had a baseline of 3.8% of the 70% of students with pre and post benchmark data, their set goal is for 13.8% of the students to gain 1 or more years of growth as measured by this test during the 2013-2014 school year.
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PART 3: FINDINGS - NARRATIVE OF STRENGTHS AND CHALLENGES The School Quality Review team spent three days (January 28, 29, and 30, 2014) observing classrooms, school-wide activities, and various parts of the campus inside and outside the building. The team conducted a variety of interviews (individually and in groups) with students, parents, teachers, classified staff, administrators, and community partners. The team also reviewed the school documents, performance data, and budget. The following narrative presents the specific findings by the School Quality Review Team of how PLACE @ Prescott Elementary School is developing toward the School Quality Standards. Part 3 offers a summary view of the school on the School Quality Standards. Part 4 of this report is a summary explanation of the Quality Indicator rubric ratings. Part 5 provides a simple chart of where the school stands on all SQR standards. 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. The following narrative relies on specific language of each standard’s rubric and the developmental scale for the ratings. That scale 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: (DEVELOPING) While looking at Prescott’s classrooms, the following conditions were observed that capture the presence of meaningful and challenging curriculum in classrooms (outlined in the rubrics in Appendix C). In 66% of the observations conducted by the Team, learning built on students’ prior knowledge, skills, and experiences. In 66% of the observations conducted by the Team, students applied learning to questions or problems connected to their interests, goals, experiences, and communities. In 66% of the observations conducted by the Team, students communicated their thinking, supported by teacher/peers, using the language and reasoning of the discipline. In 60% 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. The SQR Team observed substantial evidence of meaningful and challenging curriculum in Prescott Elementary classrooms and concluded that the school was in the developing stages of such curriculum being strong and consistent. According to the Prescott School Self-Reflection, teachers “use the district adopted curriculum” including Open Court for English Language Arts, Envision for math, Lucy Calkins Writing, and PLACE@Prescott Elementary School School Quality Review 2013-2014
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FOSS for science. Although all teachers implemented the district curriculum, they also reported implementing “modified versions” which were developed individually from class to class. In addition, the Self-Reflection reported that Prescott teachers sought “to engage students who are healthy in body mind and soul” and ‘implement Culturally Relevant Pedagogy (CRP).” Teachers reported using number talks, science talks, writing workshops, and academic discussions to engage students at every grade level. “As part of the Science Cohort, we practice note-booking science talks, and lesson study.” The Team found substantial evidence that the curriculum was shaped by student input, targeted student assessed learning needs, and took advantage of their strengths and experiences. In sixty-six percent of the classroom observations conducted by the SQR Team, learning built on prior knowledge, skills, and experiences. Teachers reminded students of previous instruction from both earlier in the day and during previous days. During a classroom discussion about friendship, the Team observed a teacher referencing a previous class discussion and reminding students to refer back to classroom charts on the walls before “launching into the conversation.” In another classroom, the teacher helped students recall the previous day’s lesson in which they “went over one half and came up with many different ways of dividing their four by four square.” In sixty-six percent of the observations, students applied knowledge to questions or problems connected to their interests, goals, experiences and communities. Prescott students watched visual recordings on fractions with pizza being cut up into four parts; answered open ended questions regarding what they could do to be a friend; and connected number counting to student birthdays. During sixty-six percent of the classroom observations, students communicated their thinking, supported by teacher/peers, using the language and reasoning of the discipline. Students used academic vocabulary such as reflection, energy, etc. to discuss their science experiments with mirrors in the courtyard; defined habitat and how to create one during their reading lesson; and identified how quarters (coins) could be used to help them know how many fourths of a pizza they had. In sixty percent of the classroom observations, the Team found that the curriculum reflected an academic push, from the teacher, to have all students progress far and attain high levels of mastery. In the majority of the SQR classroom observations, students were engaged in meaningful and challenging curriculum in which they were building on prior knowledge, applying learning to their experiences, and communicating their thinking. However, the Team also observed instruction which was teacher-centered, allotted little opportunity for teacher-to-student or student-to-student discussion; implemented few open ended questions from the teacher, and did not allow students to ask questions.
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Standard 1.2: A quality school provides safe and nurturing learning environments. (DEVELOPING) While looking at Prescott’s classrooms, the following conditions were observed that captured the presence of safe and nurturing learning environments in classrooms (outlined in the rubrics in Appendix C). In 73% of the observations conducted by the Team, students were safe and learned free from intimidation, bullying, and/or discrimination. In 60% of the observations conducted by the Team, classroom routines and structures supported students to build positive relationships, so that they effectively work and learn together. In 66% 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 53% of the observations conducted by the Team, all students managed their emotions to persist through difficult academic work. In 94% of the observations conducted by the Team, the physical environment of the classroom was clean and organized to be safe and supportive of learning. The SQR team found substantial evidence (in 73% of the observations) that students were safe and learned free from intimidation, bullying, and/or discrimination. During interviews, students stated they felt teachers were kind and cared about them. In parent focus groups, parents expressed that the school did a good job of addressing bullying issues and acted quickly when issues arose. Parents reported feeling that students were “well taken care of.” Teachers reported that the school community was a nurturing and caring environment – “This is a priority of the school.” In classrooms, the Team observed teachers incorporating discussions about being respectful and kind, moving around their classrooms, and checking on student work during lessons. When students were off task, they were redirected and reminded of the class/school rule. For example, when students were talking out of turn in one room, the teacher said, “The rule is…,” and students answered in unison, “Raise your hand.” In another room, when students called out instead of using hand signals, they were reminded to put a “silent finger” in the air. The Team also observed teachers using positive reinforcement including, “I like the way ___ is sitting up nicely” and “very nice work.” In most classrooms, student responses were encouraged and valued. In sixty percent of the observations conducted by the SQR Team, classroom routines and structures supported students to build positive relationships. The Prescott staff reported PLACE@Prescott Elementary School School Quality Review 2013-2014
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implementing the Second Step curriculum into classrooms which focused on self-management, being an attentive learner, and class meetings. “We practice school wide responsibility for all students so we can send them to any teacher.” They also reported having “Super Star” of the week, line leaders, and classroom helpers. The Team observed positive behaviors modeled, intentionally diversified groupings, rules and agendas posted, teachers offering gentle reminders of classroom practices when students were off task, and students reading together without teacher involvement. Some teachers shook hands to greet students in the morning, welcoming and recognizing them each by name. The three rules on the wall of one classroom read “Be nice. Work hard. Think.” In addition, a variety of grouping methods were observed in some classrooms including students working in pair/share, trios, and quads. The Team also observed a school expectation for students to help each other. A teacher asked, “When you don’t know, what should you do?” Students responded to this with, “Ask a friend.” However, in forty percent of the observations, classroom routines and structures did not support the building of positive relationships by students. In these cases, the Team observed groupings with no apparent purpose and little student interaction, instruction was teacher centered, and/or students worked only independently. In 66% of the observations, Prescott classrooms were “accepting” environments in which the contributions, culture, and language of each student was validated, valued, and respected. The Team found evidence of student work displayed in rooms, warm greetings to children and parents, and positive tones and language being used during instruction. Classrooms were open for parents to come in and observe or assist. When interviewed one teacher said, “Teachers create safe spaces in the classroom for students who have emotional breakdowns. Students know that there is no way out. They will not get sent home so they may continue to act up. But students know we will tell on them.” In 53% of the observations, the Team observed students managing their emotions to persist through difficult academic work. However, in some classrooms, students were not obviously distressed, but there was the lack of student engagement observed as they worked on more difficult tasks like persuasive writing. In addition, in almost ninety percent of the observations, the Team found classrooms clean and organized to be safe and supportive of learning.
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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 Prescott’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 C). In 66% of the observations conducted by the Team, students actively “worked”—reasoning, reading, writing, and/or speaking the language of the discipline. In 47% of the observations conducted by the Team, students “worked” together in the discipline, and their collaboration facilitated deep learning. In 66% of the observations conducted by the Team, students learned using various learning modalities and/or multiple intelligences. In 34% 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 47% of the observations conducted by the Team, students developed questions, posed problems, made connections, reflected on multiple perspectives, and/or actively constructed knowledge. In 34% of the observations conducted by the Team, students explained and revised their thinking and built on and evaluated the thinking of others. In 60% 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 6% of the observations conducted by the Team, various technologies were used to make learning active and to meet the learning needs of students. Overall, the team observed some evidence that students at Prescott were experiencing active and different ways of learning in the classroom. In over sixty-six percent of the observations, students actively “worked”—reasoning, reading, writing, and/or speaking the language of the discipline and learned using various learning modalities and/or multiple intelligences. The Team observed students engaged in call and response, singing, reflection through journal writing, pair/share conversations, project learning, video observations, and kinesthetic activities. Examples of hands on activities included students learning about liquids and solids through a cheese melting process after which they later ate nachos, and students working outside using mirrors to understand the reflection of light. In addition, in sixty percent of the observations, 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”). PLACE@Prescott Elementary School School Quality Review 2013-2014
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However, consider the frequencies reported above where the Team found evidence regarding whether specific active and different ways of learning were present. These percentages indicate that in less than half of the observations, students were found working together in the discipline in a manner which facilitated deep learning. In some of the observations, students worked in groups, peer tutoring or analyzing reading passages. However, most of the groups observed reflected seating arrangement without direct impact on instruction or facilitation of learning. In some classrooms, grouping in workshops allotted time for teacher to student oneon-one and small group instruction. As well, in less than half of the observations, students developed questions, posed problems, made connections, reflected on multiple perspectives, and/or actively constructed knowledge. In less than thirty-four percent of the observations, students used language support scaffolds (sentence frames, multiple choice oral responses, diagrams and other representations) to engage in learning, or explain and revise their thinking while building on and evaluating the thinking of others. The Team observed various technologies being used to make learning active and to meet the learning needs of students in less than 6% of the classroom observations. Outside of their classrooms, the Team observed students using technology in the Computer Prep class offered to all students once a week. Staff informed the Team that every student had been given a Gmail account and that some students used the lab for web based research and for support instruction on Kahn Academy. The Team wondered what impact the computer prep time had on enhancing classroom academics.
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. (UNDEVELOPED) During classroom observations, the SQR Team briefly talked to students about what they were learning and why. In 41% of the short interviews conducted by the SQR Team during classroom observations, the Prescott student interviewed knew the learning objectives for the lesson. In 19% 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 it. The SQR Team looked for the explicit ways that teachers made the objective, goal, or target of learning clear to students. In 40% of the observations conducted by the Team, teachers posted and/or explicitly described the learning target. Teachers were often not clear or specific with students about what learning a specific activity was trying to promote. The SQR Team also looked for the explicit ways that Prescott teachers checked the understanding of students and thereby clarified what understanding they were looking for and what it looked like to know or perform “well.” In 43% of the classroom observations, the SQR Team found that students had their PLACE@Prescott Elementary School School Quality Review 2013-2014
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learning checked with immediate feedback regarding their progress toward the day’s learning objectives. Students could accurately assess how close they were to mastering the expected learning outcome in 12% of the short interviews.
Standard 1.8: A quality school provides academic intervention and broader enrichment supports before, during, and after school. (BEGINNING) Prescott had some classroom strategies and school-wide systems that identified which students were struggling and needed academic support. The SQR Team also found substantial 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 support, and that school-wide systems efficiently referred some students to needed academic supports and monitored their effectiveness. The SQR Team also found that classroom and school-wide strategies—before, during, and after school— included:
Universal academic supports such as the Gateway Extended Day Program run by BARC after school; the library clerk who met with students during the day and after school; teacher assistance during recess and after school. Targeted academic supports such as the K-3rd bilingual program; and the “Succeeding in Reading” clinic run by Faith Network for struggling second and third grade students; and the pullout reading program for kindergarten through third graders. Intensive academic supports such as the in class Workshop Intervention for students scoring “Far Below Basic;” the Extended Day Intervention Program held two days a week for one hour; and the Special Education Resource program.
The reading clinic on campus provided by Faith Network saw about 20 students, 45 minutes twice a week. Students were seen one to one and participated in both a pre-diagnostic assessment and post assessment. The team also heard reports of teachers setting up student intervention (for both students needing support and students mastering targets) with the computer teacher. In addition to these supports the school’s Self-Reflection noted a Summer Intervention Program for kindergarten through second grade students which was coordinated by BARC through grant funds. According to the principal, the program served 45 students (15 per grade level) each year. In contrast to these strengths, the Team found little evidence of strategies and systems that identified which students were mastering targets and needed academic enrichment. Nor did the Team find evidence of classroom and school-wide strategies that provided a variety of academic enrichment opportunities for these students who were mastering targets. The Team PLACE@Prescott Elementary School School Quality Review 2013-2014
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found substantial evidence of enrichment opportunities for all students including classes in art, music (both vocal and instrumental), and computers. In addition, there were a variety of academic enrichment opportunities for specific groups including, Project SEED, Financial Literacy, Cat Awareness Program, Science Camp, Circus Arts Education, and Aquarium by the Bay. However, the SQR Team did not observe any specific in-class, pull-out, or “elective” enrichment opportunities during the day for students mastering target. The after-school program did provide academic enrichment programming for students enrolled in its program, but because the programs admission priorities did not focus on the “needs” of students mastering targets, their enrichment offerings could not specifically be considered strategies serving these students’ needs.
Standard 1.10: A quality school provides and ensures equitable access to curriculum and courses that prepare all students for college. (DEVELOPING) There was strong and consistent evidence that most Prescott students received equitable access to the curriculum. Diverse groups of students were proportionally represented in the academic programs, and there were policies, programs, and practices that ensured that different groups of students received the support they needed to be successful (see Standard 1.8 above). As noted in standard 1.8, the school offered academic interventions that identified and supported specific learners and gave them access to challenging curriculum. These learners included students who experienced on-going discrimination and/or who were part of historically lower-achieving groups. In addition to the interventions, many of the Prescott teachers had training in Culturally Relevant Pedagogy and implemented these practices into their instruction. However, because there were teacher and support staff vacancies on campus which had not yet been filled, some students were not ensured equitable access to the curriculum. Two teacher positions on the site had been occupied by a rotating number of substitute teachers, one regular education and one Special Education position. This inconsistency in the classrooms and the lack of credentialed teachers created an inequitable situation for these students. In addition to the teacher vacancies, the SDC class on site had been without a Social Worker to support the CE-SDC class. According to the principal, because of the district’s enrollment projection process, the school started without a necessary teacher each year. Once enrollment increased in August or September, the district allowed the school to increase the staff numbers. This process created a teacher deficit each year and required the school to receive a consolidated teacher, an involuntary transfer, or have a substitute teacher until a new teacher could be hired. The PLACE@Prescott Elementary School School Quality Review 2013-2014
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principal had been working with several people in Human Resources to fill the positions. A person had been hired to fill the SDC position, but was not credentialed and after a few weeks decided not to stay in the position, leaving the class with rotating substitutes. The second grade teacher, hired late in the year, left in November and the position had been vacant since then, again leaving a class with a series of rotating substitute teachers. The Team wondered what process the school could put in place to address this reoccurring concern. The process to fill vacant positions on Prescott’s campus required the principal to work with more than one district recruiter, an analyst, and other HR personal. According to the principal, she had put many hours into filling these vacancies, however, the district support had been limited and the process time consuming. In interviews with recruiters and human resource representatives, the Team heard that there were a large number of special education vacancies this year and the process to fill them had been difficult. The Team did not hear evidence of a priority system in place to provide teachers in areas of high need. The Team wondered what supports were in place to support the principal in these efforts and to prioritize the need for a teacher in the classroom. The Team also wondered who at the district level advocated for the principal and the school regarding staffing concerns. Standard 1.11: A quality school has a college-going culture with staff and teachers who provide college preparedness resources. (UNDEVELOPED) The SQR Team found little evidence that students connected how their learning in class prepared them for future opportunities. When asked why their learning was important, few students connected it to college and/or career. Similarly they did not report that their teachers explicitly talked about getting ready for college. In a few observations conducted by the Team (6%), 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. In addition, the Team observed little evidence of information or resources regarding college (posters, banners, A-G requirements, middle school connections), for students and their families. According to the School Self-Reflection, “The staff has not specifically focused on this area. However we believe that we are connecting our students to college and careers through our STEM program, including the science and math education, field trips, guest presentations, etc.” The school also noted in the Self Reflection that they assist parents with making middle school decisions and are in the process of providing a math class called Financial Literacy to their third through fifth graders.
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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 2 focus standards: Standard 2: A quality school offers a coordinated and integrated system of academic and learning support services, provided by adults and youth. Standard 6: A quality school creates an inclusive, welcoming and caring community, fostering communication that values individual/cultural differences. Standard 2.2: A quality school offers a coordinated and integrated system of academic and learning support services, provided by adults and youth. (SUSTAINING) The SQR team found strong and consistent evidence that Prescott Elementary School had systems in place to identify which students were struggling and why they were struggling and to support their health/social emotional issues. In addition, the Team found substantial evidence that systems were in place to refer students to supports which addressed their needs following the RTI model including: 1) The Coordination of Services Team (COST) met the fourth Thursday of the month as a “clearinghouse” to discuss students of concern, along with students with referrals for services, and to complete updates on all students; and 2) the Resource Specialist (RSP) coordinated the Student Study Team (SST) every Thursday along with IEPs, home visits and parent meetings. Parents and teachers reported that the school’s resource team was effective in responding to student needs. “The school has a phenomenal resource team that’s quick to respond, observe, constantly check in with teachers, and keep students updated on student progress. Ms. Booker is very firm about early identification of potential issues before a child loses any time; proactive.” “The SST meetings are run really well, proactive, quick to observe.” The school also had a Community Liaison in place who worked to support families. The SQR Team found strong and consistent evidence that Prescott had a broad menu of on-site strategies, services and partnerships that respond to student/family needs, including:
A STARS counselor (through a grant from West Oakland Middle School, the feeder school), the STARS counselor saw up to 18 students and their families and was on campus full-time. Extended Day Program Coordinator (BARC) was on site from 11 – 6 daily. The Psychologist, Counselor, RSP, Speech Therapist, Extended Day Coordinator, and Principal participated in the COST process.
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Prescott had an identified Wellness Coordinator who focused on nutrition, created curriculum, and taught wellness lessons, which included cooking and gardening, to all students. In addition, the school participated in the Harvest of the Month program, which highlighted a food item each month that teachers integrated into their classroom curriculum. The school reported that the nutrition program was aligned with what students were learning in science. Health education had been taught to fifth graders by the school nurse; however, the school nurse position was vacant. The SQR Team found strong and consistent evidence that Prescott had youth development components to help students acquire the attitudes, competencies, values, and social skills they needed to facilitate academic learning, including:
The Prescott Circus Theatre in which students performed and learned circus arts, unicycle, juggle, drum, stilt walk. Participants were 3rd – 5th graders who applied. The group functioned through the after school program 3 days a week. The Prescott Circus Theatre’s mission is “to empower and engage youth as they develop confidence, teamwork, perseverance, artistic talent, and a dedication to working for success.” Students committed themselves to a minimum of 9 hours per week of training. They also received homework tutoring and an academic summer school session. A Program with the AKA sorority to support and enrich student field trips, fifth grade promotion, and mentoring. A recycling program supported by the Wellness Coordinator and aligned with the science curriculum. The Extended Day intramural sports program for 4th and 5th grade students. A traffic squad program for 4th and 5th grade students.
In addition, the Team heard reports of an Emerging Boule Scholars program which, once implemented, would include the mentoring of 8 – 10 third through fifth grade African American boys, and followed them through college. According to the principal, this program would provide mentoring and tutoring services through the Extended Day program. Guest speakers and field trips would also be provided.
Standard 2.6: A quality school creates an inclusive, welcoming and caring community, fostering communication that values individual/cultural differences. (SUSTAINING) The SQR Team found strong and consistent evidence that Prescott Elementary School had created an inclusive, welcoming, safe, and nurturing community. Students, parents, staff PLACE@Prescott Elementary School School Quality Review 2013-2014
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members, and community members reported feeling safe and free from threat, bullying, and discrimination at Prescott. In numerous interviews with teachers and individual support providers, the principal was noted as creating a positive and caring climate in the school. Parents reported trusting the staff and school administration. The Team also observed consistent caring communication between staff, staff and parents, parents and parents. There was evidence of staff standing outside classrooms each morning greeting children and their families by name and families recognizing most teachers even when their children were not in those classes. In addition, the Team observed Wednesday circle, in which the entire school, students, staff and parents, met in the courtyard and celebrated with a pledge, a poem, and student drummers. “We greet in different languages to recognize each other’s culture and how culture enters into discipline and focus.” According to the School Self-Reflection, the school had a “parent volunteer system – teachers ask parents to sign up for particular grades or activities.” In focus groups and individual interviews, parents reported feeling welcome in classrooms and at school events. “Some of the classrooms, especially at younger grade levels like pre-K, are large and the teachers need our support,” said a parent. The Team observed parents volunteering in most classrooms and assisting in the office and on the playground. Staff, students and their families intentionally built caring and supportive relationships across cultural “lines” through assemblies, school meetings, cultural holidays, celebrations, etc. The Team observed evidence of strong and consistent procedures and practices that supported students to resolve and heal conflicts and “restore justice” to the school community. The Team also observed structures and activities before/during/and after school which created a safe and inclusive environment for students (main office, playground, hallways, cafeteria, etc.). Examples included the school SSO who worked with students and parents to address concerns; teachers who discretely talked to misbehaving students and did not embarrass them in front of the whole group; and in some classrooms, students were greeted and recognized when they walked into the room even when they were late. The school had effective behavior management school-wide that created a positive school climate (rewards, progressive discipline plan, celebrations to recognize improvement/achievement, daily routines that reinforce culture of the school, etc.). Many of the celebrations and practices observed at Prescott were primarily Afro-Centric though the community and school demographics had shifted over the years. The Team wondered how the school might actively embrace this change and strategize new practices that would continue to support the welcoming school environment for families of all backgrounds.
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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 2 focus standards: Standard 1: A quality school makes sure that teachers work together in professional learning communities focused on student progress. 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 some evidence that Prescott Elementary teachers were beginning to meet in professional learning communities. The Team found strong and consistent evidence that teachers met at least once a month for collaborative planning and inquiry focused on student learning. Teachers reported that through science lesson studies, they were beginning to use collaboration time to map curriculum backwards from high leverage, important learning goals; collaboratively make curricular choices; and plan instruction assessments in a school wide effort. In addition, the SQR Team heard about some teachers looking at evidence of student learning to understand the students’ level of mastery of the learning objectives. The Team found little evidence of consistency in teachers’ collection of multiple kinds of data about student performance and their experience of learning, or that they used data analysis to identify specific needs for re-teaching, intervention, and extension for individual students. “This year has not been good for that. With the shift to Common Core, we don’t have as much data, but we create teacher data. The SRI, the math benchmarks, which show itemized standards, we look by grade level and across grades as well because we have had each other’s’ kids. “ The Team found some evidence that teachers were beginning to share best practices, trouble shoot dilemmas, and re-teach based on recently collected evidence from student learning during the science lesson studies. The Team also found some evidence that teachers had begun taking responsibility for creating and maintaining quality collaboration structures by participating fully, supporting a clear agenda, recording notes and decisions, and following up with assigned tasks around the lesson studies process.
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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 Prescott Professional Development Schedule identified the following as professional learning activities being focused on during the 2013 – 2014 school year: Academic Discussion, Science and Literacy, Writing, Lesson Studies, and Number Talks. The SQR Team found substantial evidence that Prescott Elementary professional learning activities were useful to teacher practice and modeled effective instructional strategies. According to the principal, every Wednesday afternoon for 1.5 hours the staff participated in Professional Development. The school participated in the Science and Literacy Cohort in which they were “able to focus more deeply in content and develop strategies that will assist students in achievement.” In addition, the School Self-Reflection reported that the school had “been doing science writing and science talks for two year.” Focused during 2013 – 2014 on lesson study, teachers said that the recent professional activity around science lesson studies had been a “powerful process and learning opportunity.” “The science coach helped us approach the lessons, she comes to model and observes and gives us feedback.” According to the Principal, “the Learning Activities [were] aligned with the school vision and targeted towards and responsive to the current needs of the students and teachers. The one to one science coaching and lesson studies were differentiated to meet the needs of all teachers. In addition, the coach supported teachers with needed materials, video tapes the science talks instruction and supports individual development. Lead teachers supported and followed up on the coaching instruction.” According to the principal, the budget had no funds to be allocated to support outside coaching or teacher professional development workshops. The District provided the school with a science coach as part of the STEM Cohort support. The SQR Team found substantial evidence that the professional learning activities at Prescott promoted teacher leadership. Teacher leaders attended district activities identified on the PD schedule and then presented instructional materials and practices to teachers during the school PD days. In addition, there was an Instructional Leadership Team (ILT) in place which included teacher leaders as decision makers. Leaders were identified in specific instructional areas, i.e. ELA, math, science. The Team found substantial evidence that professional learning activities at Prescott supported teachers to evaluate and improve their classroom practices. The SQR Team wondered with such a small teaching staff, if narrowing the professional development focus would not increase the effectiveness of instructional strategy implementation. PLACE@Prescott Elementary School School Quality Review 2013-2014
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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 3 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 4.2: A quality school creates the structures and mechanisms to work in partnership with students, families and community. (SUSTAINING) The SQR Team found strong and consistent evidence that the school had high-quality activities and strategies which built the capacity of students, families, and community to work together in partnership; and continuously engaged families, including those who were less involved, to obtain their ideas, input, and involvement. These activities and strategies included, but were not limited to the following: the after-school program, the school’s Community Liaison, Enhancing the Fabric of the Family, Back to School Night, the Annual Title I Meeting, parent conferences, and a variety of potlucks, school celebrations, and events. There was strong and consistent evidence that the school created structures and mechanisms to bring families of all racial, ethnic socio-economic backgrounds which were representative of the student body as partners and volunteers into the school. Prescott had a process to encourage and support volunteers and record visitors. Team members observed a diverse group of parents and community volunteers at work in the school on a daily basis. Parents reported that they felt welcomed on campus and in classrooms and regularly volunteered at the school. The Team found strong and consistent evidence that 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 were aligned with the school wide vision and goals. The Principal reported that all student, family and community groups had to be aligned to the school vision and mission before being allowed to participate on site. The school worked closely with the Bay Area Community Resources (BACR) who implemented the Gateway Extended Day Program (the after-school program) on the Prescott campus. The program served 130 students, with an average of 90 students participating daily. Gateway included Project 180, a class which focused on student image within the larger realms of life PLACE@Prescott Elementary School School Quality Review 2013-2014
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skills and strategies; Future sounds, in which students gained hands on experience in song structure, writing, and production; the Prescott Circus Theatre, which focused on skill development through disciplined practices; and Prescott Circus Science, which incorporated the study of anatomy and physics exploration into the circus practices. In addition, the Gateway program used Prescott teachers after school to implement academic support for the students. The school also had partnerships with Philanthropic Ventures to extend the Circus Acts program to kindergarten students, Project SEED, Enhancing the Fabric of Family, Faith Network, Word Assembly Church, the Rotary Club, Price Waterhouse Cooper, and the Emerging Boule Scholars. The Team found substantial evidence that students and their families participated in both mandated representative bodies (SSC, ELAC, etc.) and other collaborative structures and shared decision making around school programs, improvement plans, expected student outcomes, etc.
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. (DEVELOPING) The school had multiple high-quality activities and strategies which engaged students and their families in knowing how the student was progressing academically, including the Science Fair in April; Back to School Night in September; the Black History Walk-Through in February, Spirit Week and the student Talent Show in June, Report Card Parent/Teacher Conferences (3 early release days at the end of each trimester). In addition, there was an Annual Title I meeting. Report cards were not mailed home; families had to come to the school to pick them up (even if they could not meet with the teacher), so that some parent contact was made around grading. Classroom potlucks/ celebrations were encouraged at least a couple of times per semester. The SQR Team found substantial evidence that families and school staff had trusting relationships and engaged in regular, two-way, meaningful communication about student progress. Teachers communicated through various methods including grading period conferences, SSTs, information parent conferences, calls or notes home (for positive and negative behaviors) and on the yard conversations before school when all classes gather together. The SQR Team found substantial evidence that the school created and implemented policies that encouraged all teachers to communicate frequently with families about student academic progress and student engagement in the school community.
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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: In contrast to Standard 4.5, this Standard focuses on the ways the school engages families to understand what their child is learning; why they're learning it; what it looks like to perform well; how the learning connects to the school’s overall academic vision, and what the next steps educationally and developmentally will be.
The SQR Team found some 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. 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. According to the Self-Reflection, the school helps parents understand what they are learning during the Annual Title I Meeting. In addition, they reported engaging “parents around the “whys” and “so what’s” during the following activities: parent conferences, Fabric of Family Program, school assemblies, and the Science Walk Through, Black History Walk-Through, field trips, and other school-wide events. However, the Team found little evidence to support that these activities informed parents of students’ academic or social progression or that these strategies helped each student and their families overcome the language, cultural, economic, and physical barriers that could limit full understanding.
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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 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 5.4: 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 SQR Team found some evidence that the Prescott vision was focused on student learning and high expectations for all students. The Team found strong and consistent evidence that the vision guided all aspects of the school’s programs and activities was missing. The vision was identified in the School Self-Reflection as: Our vision is to transform Prescott into a “Full-Service Community School” where access to effective, high-quality, instruction and experiential learning occur. With access to proactive supports, services and resources, healthy living through proper nutrition and physical activity within a context of linguistic diversity and Cultural Relevant Pedagogy (CRP) are promoted. In addition, the school extended its vision to include their focus on science and nutrition through the STEM program. The Team found evidence of the vision posted in the main hallway of the school, in classrooms, and on various school materials. Most members of the school community were knowledgeable about and committed to the vision. The Team found substantial evidence that the school’s leadership engaged all constituents in aligning their efforts to the vision. According to the staff and meeting agendas, the vision was shared by all stakeholders and was revisited once at the beginning of each year. In addition, the administration assured alignment between the school and outside organizations before they were allowed to become Prescott service providers. PLACE@Prescott Elementary School School Quality Review 2013-2014
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The Team observed strong and consistent evidence that the Prescott staff had created a safe and supportive learning community. However, here within rested the dilemma, the Prescott vision was focused on the staff building a “Full Service Community School,” with strong services and supports, not clearly aligned with academic growth or specific student achievements. The SQR Team believes that the Prescott staff is in the position to set academic goals and create the strategies to achieve these goals in efforts to strengthen their academic vision for all 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 found strong and consistent evidence that the school leadership consistently articulated the need to interrupt patterns of inequities and guided 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.). Through the principal’s leadership, the school had established a strong COST and SST process to address academic and social emotional needs of students. “Ms. Booker is very firm about early identification of potential issues before a child loses any time, proactive with SST and COST,” said a staff member. School leadership had provided time within the Professional Development Schedule for the staff to obtain training in Culturally Relevant Pedagogy to address the diverse needs of the student body. The staff reported in interviews and in the School Self-Reflection that courageous conversations occurred “without hesitation.” In addition, bilingual staff members had been hired to address the changing student population, alternatives to suspension had been implemented to keep students in school, and there were a variety of staff and strategies in place to address socio-economic disadvantages especially around nutrition and other health concerns. The most profound issue the school faced in regards to equity was the lack of credentialed staff for all students as identified in standard 1.10 of this report. Though the school was not staffed with fully credentialed staff in the Special Education classroom and the regular second grade classroom, the SQR Team found strong and consistent evidence that school leadership had consistently advocated for resolution. In addition, the SQR Team found substantial evidence that the school staff consistently engaged in practices that interrupted patterns of inequity. The Team found little evidence that the school staff frequently collected and analyzed learning data by subgroup in order to monitor and adjust practices designed to interrupt patterns of inequity and some evidence that the school staff had implemented programs to address specific subgroup needs based on their learning data. PLACE@Prescott Elementary School School Quality Review 2013-2014
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The Team found strong and consistent evidence that resources were used to meet the needs of all students equitably (staffing, technology, materials, space, etc.), and that the school leadership fostered 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. The Team found strong and consistent evidence that the school leadership acted in concert with allies to systematically address inequities; help others navigate the system and remove or circumvent institutional barriers to student opportunity and achievement through programs and services including but not limited to the school’s Community Liaison, Faith Network, Big Smiles, BACR, and Enhancing the Fabric of Family.
Standard 5.6: A quality school has leadership that guides and supports the development of quality instruction across the school. (BEGINNING) The SQR Team gathered some 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. The SQR Team concluded that there were a variety of challenges that impacted the implementation of curriculum and effective key instructional practices; this seemed rooted in the fact that leadership struggled with providing sufficient opportunities and/or effective routines for data-driven reflection and inquiry. The school leadership presented a “hands tied” response to these issues. The Self-Reflection identified two reasons for the deficit: 1) inefficient budget; 2) the lack of curriculum experts available as coaches on site. The Team wondered if these two conditions were consistent factors for the school each year, what supports from the district might be put in place, and what new strategies might the school implement to resolve this deficit. The SQR Team gathered some evidence that the leadership of the school ensured that there was adequate professional learning, coaching, and supervision to develop quality instruction across the school. The school leadership effectively addressed two of the professional learning challenges: implementing some available district resources for learning opportunities around science literacy (direct training; individual coaching, modeling), and for developmental and differentiated learning opportunities to meet the needs of all teachers. However, the leadership also created one crucial challenge of professional learning: They established so many improvement priorities that teacher learning and implementation of new improvement strategies was stretched and fragmented.
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Standard 5.9: A quality school has leadership that collaboratively develops outcomes, monitors progress, and fosters a culture of accountability. (DEVELOPING) The SQR Team gathered substantial evidence that the school had developed clear professional expectations and goals for staff and monitored these expectations. Prescott staff reported that Lead Teachers were constantly checking in with the teaching staff about what they were doing. In addition, the School-Self Reflection reported that staff participated in tough conversations, there were staff agreements, and staff abided by them. The Prescott staff followed clear processes and procedures to hold themselves accountable to one another and to the goals and expectations of the school. Substantial evidence supported that Prescott had a culture of mutual accountability within the staff. The SQR Team gathered strong and consistent evidence that the staff had developed clear student outcomes and goals for behavior. However, the SQR Team gathered little evidence that the school staff had developed clear student outcomes and goals for learning. The school staff described clear student outcomes and goals for learning and behavior, but those goals were not very specific. For example, staff consistently talked about their goals for students: improving student scores on a variety of assessments; seeing students engage in more academic discussions; etc. However, the staff did not describe or define specific, measured outcomes. They did not identify specific targets of academic performance. Consequently, with the exception of tracking student performance on the SRI and on benchmark assessments, staff did not describe monitoring multiple measures of student progress. With the SRI and benchmark assessments, they described monitoring progress generally, but not toward specific targets.
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 found that school financial and human resources were well aligned with and maximized in service of the school vision. 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. Prescott’s leadership used the budgeting systems effectively in funding the many individuals and programs described above, that provided a wide range of resources and supports to the students and staff.
PLACE@Prescott Elementary School School Quality Review 2013-2014
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PART 4: FINDINGS - SUMMARY EXPLANATION OF RUBRIC RATINGS Focus Standard 1.1
Focus Standard
Rubric Placement
Meaningful and Challenging Curriculum
Developing
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
Undeveloped
1.8
Academic Intervention & Enrichment Support
Beginning
1.10
Equitable Access to Curriculum
Developing
1.11
College-going Culture & Resources
Undeveloped
PLACE@Prescott Elementary School School Quality Review 2013-2014—Preliminary
Summary Explanation of Ratings In most observations students were engaged in meaningful and challenging curriculum. In some classrooms instruction was teacher-centered, allotted little opportunity for student discussion or questions, and implemented few open-ended questions. In 73% of the observations, students were safe and learned free from intimidation, bullying, and/or discrimination. In some classrooms students were unable to engage as the work became more difficult. Students were found working together and/or actively constructing knowledge in less than 50% of the observations. Students explained and revised their thinking and built on and evaluated the thinking of others in a little more than one third of the observations. Various technologies were used to make learning active and to meet the learning needs of students in 6% of the observations. Teachers were often not clear or specific with students about what learning a specific activity was trying to support. Teachers posted and/or explicitly described the learning target 40% of the time. Students could accurately assess how close they were to mastering the expected learning outcome in 12% of the short interviews. Prescott had some classroom strategies and school-wide systems that identified which students were struggling and needed academic support. There was little evidence of strategies and systems that identified which students were mastering targets and needed academic enrichment. Most students received equitable access to the curriculum. Students in courses without consistent credentialed teachers/staff were not given equitable access to the curriculum. There was little evidence that students connected how their learning in class prepared them for future opportunities. Teachers were explicit that certain skills and dispositions particularly prepared students to be successful in college and careers 6% of the time.
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2.2
Coordinated & Integrated System of Academic Learning Support Services
Sustaining
2.6
Inclusive, Welcoming & Caring Community
Sustaining
3.1
Collaboration
Beginning
3.4
Professional Learning Activities
Developing
4.2
Working Together in Partnership
Sustaining
4.5
Student/Family Engagement on Student Progress
Developing
Family Engagement on Academic Expectations and Opportunities
Beginning
4.6
PLACE@Prescott Elementary School School Quality Review 2013-2014—Preliminary
The SQR Team found strong and consistent evidence that the school had systems in place to identify which students were struggling and why they were struggling and to support their health/social emotional issues. The school had a broad menu of on-site strategies, services, and partnerships that responded to student/family needs. The Team found strong and consistent evidence that the school had created an inclusive, welcoming, safe, and nurturing community. Students, parents, staff members, and community members reported feeling safe and free from threat, bullying, and discrimination. Teachers were beginning to share their practices, trouble shoot dilemmas, and re-teach based on recently collected evidence from student learning during the lesson studies. The Team found little evidence of consistency in teachers’ collection of multiple kinds of data about student performance and their experience of learning. The Team found substantial evidence that the professional learning activities at Prescott promoted teacher leadership. Learning activities were aligned to the school vision and targeted towards student needs. Many of the celebrations and practices observed were primarily Afro-Centric though the community and school demographics have shifted. There was strong and consistent evidence that the school created structures and mechanisms to bring families of all racial, ethnic and socio economic backgrounds which were representative of the student body as partners and volunteers in to the school. The Team found evidence that students and their families participated in mandated representative bodies (SSC, ELAC, etc.) The school had multiple high-quality activities and strategies which engaged students and their families in knowing how the student was progressing academically. The Team found substantial evidence that families and school staff had trusting relationships and engaged two-way meaningful communication about student progress. The SQR Team found some evidence that the school engaged with families about the what, why, and “so what” of the academic program. The Team found little evidence that the school activities informed parents of students’ academic or social progression or that these strategies helped each student and their families overcome the language, cultural, economic, and physical barriers that could limit full understanding.
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5.4
Vision Driven Developing
5.5
Focused on Equity Developing
5.6
5.9
5.10
Supports the Development of Quality Instruction
Beginning
Culture of Mutual Accountability
Developing
Organizational Management
Sustaining
PLACE@Prescott Elementary School School Quality Review 2013-2014—Preliminary
There was strong and consistent evidence that the school vision guided all aspects of the school’s programs and activities. The vision was focused on the staff building a “Full Service Community School,” with strong services and supports, not clearly aligned with academic growth or specific student achievement. There was strong and consistent evidence that the school leadership articulated the need to interrupt patterns of inequities and guided the development and quality of services that support all students to have equal access to learning. There was little evidence that the staff frequently collected and analyzed learning data by subgroup in order to monitor and adjust practices designed to interrupt patterns of inequity. There were a variety of challenges that impacted the implementation of curriculum and effective key instructional practices. So many improvement priorities had been established that teacher learning and implementation of new strategies were stretched and fragmented. The staff followed clear processes and procedures to hold themselves accountable to one another and the goals and expectations. Substantial evidence supported that Prescott had a culture of mutual accountability within the staff. There was little evidence that the school staff had developed clear student outcomes and goals for learning. The SQR Team gathered strong and consistent evidence that the school leadership effectively used the district’s budgeting system (RBB, IFAS, etc.) to maximize use of funds in service of the school vision.
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PART 5: FINDINGS - FOCUS STANDARDS RATINGS CHART Quality Indicator
Focus Standard
1
1.1
Meaningful and Challenging Curriculum
Developing
X
1 1
1.2 1.4
Safe and Nurturing Learning Experiences Active & Different Types of Learning
Developing Beginning
X
1
1.7
Undeveloped
1
1.8
Students Know What They are Learning, Why, and How it can be Applied Academic Intervention & Enrichment Support
1 1 2
1.10 1.11 2.2
2 3 3 4 4 4 5 5 5 5 5
2.6 3.1 3.4 4.2 4.5 4.6 5.4 5.5 5.6 5.9 5.10
Focus Standard
Equitable Access to Curriculum College-going Culture & Resources Coordinated & Integrated System of Academic Learning Support Services
Rubric Rating
Beginning
Sustaining
Refining
X X
Developing Undeveloped
Developing
X
Beginning
X X
Sustaining X
Inclusive, Welcoming & Caring Community Collaboration Professional Learning Activities Working Together in Partnership Student/Family Engagement on Student Progress
Developing
Family Engagement on Academic Expectations and Opportunities
Beginning
Sustaining Beginning Developing Sustaining
Vision Driven Focused on Equity Supports the Development of Quality Instruction
Developing Developing
Culture of Mutual Accountability Organizational Management
Developing Sustaining
PLACE@Prescott Elementary School School Quality Review 2013-2014—Preliminary
Undeveloped
Beginning
X X X X X X X X X X X
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Appendix A: ADDITIONAL DATA
PLACE@Prescott Elementary School School Quality Review 2013-2014 40
Math CST/CMA 2-Year Cohort Growth Spring 2012 to Spring 2013
PLACE@Prescott Elementary School School Quality Review 2013-2014 41
PLACE@Prescott Elementary School School Quality Review 2013-2014 42
PLACE@Prescott Elementary School School Quality Review 2013-2014 43
APPENDIX B: SCHOOL SELF-REFLECTION
QUALITY ACCOUNTABILITY AND ANALYTICS
SCHOOL QUALITY REVIEW
Prescott Elementary School School Self-Reflection
2013-2014 School Year
PLACE@Prescott Elementary School School Quality Review 2013-2014 44
1. What is your school’s “story”? 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? Where do you see your school headed? Prescott Elementary School was established in historic West Oakland in 1869 and is one of the oldest public schools in the city of Oakland, CA. Our school has served generations of students and families who desire to continue the rich cultural and academic legacy for which our school is known. In the fall of 2006, Preparatory Literary Academy of Cultural Excellence @ Prescott was born out of the almost 137 year old Prescott Elementary. Prescott’s enrollment was over 600 students. Becoming a “new small school” PLACE @ Prescott was designed to serve less than 300 students. The faculty spent the school year of 2005-2006 in the “incubation” phase of designing and visioning a school that would serve the academic, social, and cultural needs of the West Oakland community. We currently serve about 215 students in grades TK-5. Since the transition to become PLACE @ Prescott in 2006-2007, our enrollment has decreased significantly, but it is now on the rise: 2006-2007 @ 297; 2007-2008 @ 281; 2008-2009 @ 262; 2009-2010 @ 217 (the CDC closed during the prior school year; entering kindergarteners and their siblings left with them); 2010-2011 @204; 20112012 @ 184 (plus 24 in Pre K); 2012-2013 @ 196 (plus 44 in Pre K). PLACE @ Prescott is a public elementary school located in West Oakland. We believe that all students will achieve academically when they are active, social, and creative learners. The teachers are dedicated to the idea that an inquiry-based approach to instruction will develop the higher-order thinking skills and academic literacy needed for our students to become life-long learners. We know that it is equally important to foster the development of personal and social responsibility of every student by instituting structures that promote self-respect, positive social interactions, and community involvement. In order to realize this vision, PLACE @ Prescott faculty and staff always focus their efforts on what is best for the whole child. As part of the Oakland Unified School District (OUSD) Superintendent’s Strategic Plan to create Full-Service Community Schools, the six schools in West Oakland were designated as “STEM Corridor Schools” (Science/Technology/Engineering/Math). A “corridor of schools” is a group of schools which are committed to collaborate, become demonstration sites of best practices, are natural feeder schools, and are focused on a shared strategy to support student achievement K-12 and beyond.
2. What is your School Vision of a Quality School? How is that vision defined and shared with all staff, students, and families? Who are the people on campus who “hold” that vision?
Our VISION is to transform Prescott into a “Full-Service Community School” where access to effective, high-quality instruction and experiential learning occur. With access to pro-active supports, services and resources, healthy living through proper nutrition and physical activity within a context of linguistic diversity and Culturally Relevant Pedagogy (CRP) are promoted. MISSION: In order to realize this vision, the staff of Prescott ES is committed to creating and maintaining an orderly, trusting, and caring environment where teaching and learning are exciting and students are assisted as they develop responsibility. Through equitable access to knowledge and opportunities to learn, we seek to PLACE@Prescott Elementary School School Quality Review 2013-2014 45
produce engaged students who are healthy in body, mind and soul; and to develop a school-wide focus around Science, emphasizing Health and Nutrition while embracing linguistic diversity and utilizing a lens of Culturally Relevant Pedagogy (CRP). As we ascribe to the principles of STEM (Science – Technology – Engineering – Math) and CRP, we strive to ensure that our students will be academically successful; will develop and/or maintain cultural competence; and will develop a critical consciousness through which they challenge the status quo of the current social order. Prescott will set the stage for future access to highly skilled, college preparatory real-world learning opportunities. Our STEM-focus at Prescott is situated in Science: Health/Wellness and Nutrition. Our vision is to: • Transform our school into a “Full-Service Community School”; • Provide students access to effective, high-quality instruction ; • Provide students access to high-quality, pro-active health, physical activity, nutrition, medical, dental, recreation, housing, employment, and language acquisition supports, services and resources; In so-doing, we will: • Produce students who are healthy in body, mind and soul; • Develop a school-wide focus around Science, emphasizing Health and Nutrition through the lens of Culturally Relevant Pedagogy (CRP); • Ascribe to the principles of STEM and CRP, so that students : will be academically successful will develop and/or maintain cultural competence; and will develop a critical consciousness through which they challenge the status quo of the current social order; Our program will set the stage for future access to highly skilled, college preparatory real world learning opportunities.
3. What are your school’s current improvement initiatives? How and why was each initiative chosen? ACADEMIC DISCUSSIONS - to deepen student reasoning: asking for and providing evidence respectfully challenging others' thinking or giving a counter example talking with each other about content and text building on each other’s' ideas asking questions WRITING ACROSS THE CURRICULUM - implementing the Lucy Calkins Program: as evidenced in school-wide sequence for writing in multiple genres (Narrative, Information, Opinion) as evidenced in Science/FOSS through use of Note-booking, and participation in the Science Writing Task (SWT); STEM Corridor School - focus on Science and targeting Health and Nutrition We are also focusing on creating a collaborative instructional leadership team to help prepare our staff for the shift to the new common core state standards.
PLACE@Prescott Elementary School School Quality Review 2013-2014 46
4. What are your school’s quality outcomes? Use the Data Profile found in your Balanced Scorecard and any additional data you have to describe the overall strengths and challenges in the outcomes of your school. How are students (overall and specific groups) 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? QUALITY OUTCOMES: a. Chronic Absence – reduce rate b. Suspension Rate – African American – reduce rate c. Suspension Rate – Latino – reduce rate d. Common Core State Standard: - Math Performance Task – Participation - Science Writing Task – Participation e. Scholastic Reading Inventory – Participation f. Scholastic Reading Inventory – Growth: Increase gains g. Operational Excellence (timely submission): - Instructional Minutes - Safety Plans - Attendance & Statistical Report - CSSSP h. Uniform Complaints – reduce i. IEP Completion – submit j. Staff Evaluations – complete k. Budget Expenditures – within +1/-1% l. Continuous Improvement – CSSSP updated
PLACE@Prescott Elementary School School Quality Review 2013-2014 47
5. Who are the people who work at your school? Identify all site staff and individuals/organizations from outside your school (central coaches, support providers, after-school program, part-time). Beyond their titles, what responsibilities do these people have? STAFF: • Principal • Administrative Assistant • Community Asst. – BIL/Sp & Noon Supervisor • Library Clerk • Nurse (Vacancy) • EEIP – Prep (Computers)/ & Intervention • Pre-Kindergarten • Pre-K – Instructional Aid • TK-Transitional Kindergarten • Kindergarten • K/1st Grades – BIL/Spanish • 1st Grade • 2nd Grade (Vacancy) • 2nd/3rd Grades – BIL/Spanish • 3rd/4th Grades • 4th/5th Grades • 5th Grade • 4th/5th CE-SDC (Vacancy) • 4th/5th SDC-Instructional Aid • CE-SDC: Social Worker (Vacancy) • CE-SDC: Intervention Specialist
• • • • • • • • • • • • • •
SpEd: Resource Specialist (RSP) SpEd: Instructional Aid-RSP SpEd: Speech Therapist SpEd: School Psychologist Counselor – STARS Community Services Music/Vocals Teacher Art Consultant Master Drummer – Attitudinal Healing Connection Wellness Coordinator- Gardening & Nutrition Security Officer/SSO Custodian – Lead Custodian – Night Cafeteria Manager Food Server
• Extended Day Program Coordinator - BACR • Prescott Circus Theatre • Fabric of Family • SSC Chair • Crossing Guard- OPD Youth Services • OUSD School Police
PLACE@Prescott Elementary School School Quality Review 2013-2014 48
6. What are the fiscal or in-kind resources the school uses beyond those resources presented in the IFAS financial system (parent funds; grants; etc.)? What are these resources used for? PLACE @ Prescott strategically allocates its resources to support student achievement and professional development opportunities for teachers. Intervention support is provided to targeted students during the regular school day and during the Extended Day Program. Our Extended Day Program is coordinated by Bay Area Community Resources (BACR) and is funded by an ASES and 21st Century grant. Our program is slated to serve up to 150 students in grades 2nd – 5th with some exceptions for students in K and 1st grades. Our Extended Day Program was acknowledged “most improved” and we continue to show progress. THE ARTS: Our Visual Arts and Music Program offers vocal, drumming, instruments (keyboard, guitar, & some wind instruments) where our strategy is to seamlessly integrate the Arts into all aspects of the curriculum and other activities. Monthly presentations provide opportunities for students to demonstrate their oratorical and performance skill and knowledge while developing stage presence and a connection to the real world. The music teacher is funded centrally; our art consultant is a volunteer who has written a grant through the Prescott-Joseph Center to support this program. The funding for our drumming program is provided through the Measure G – Anchor Arts grant. We contract with Attitudinal Healing Connection (AHC) to provide these services. Drumming is also offered in our Extended Day Program with funding provided through ASES & 21st Century grant funds. LINGUISTIC DIVERSITY: Prescott is one of the few schools in OUSD that still offers a Spanish-bilingual program (K3rd grade). We are in the process of developing a Spanish-language enrichment program for our K-1st grade students (who are not in the bilingual program). The acquisition of academic language is a priority for all of our students. PRIMARY GRADES: We offer a State supported 3-hour Pre-K class for 3 and 4 year olds. Also offered is our Transitional-Kindergarten (TK) program for students who turn 5 years old during the fall months. The TK program offers a more developmentally appropriate curriculum for students who will ultimately enter the traditional Kindergarten the following year. SPECIAL EDUCATION: We have Special Education Resource (RSP) and Speech/Language Services. These services are provided to identified students as either a “pull-out” or “push-in” support. This year, a Counseling Enriched Special Day Class (CE-SDC) was added to our site for 4th/5th grade students. This program is intended to provide instruction as well as the necessary therapeutic support to identified students on a comprehensive school setting. VOLUNTEERS: • World Impact- Adopt-A-Family • Faith Network of the East Bay – Reading Clinic: Succeeding By Reading –2nd & 3rd grade; Science Horizons – 5th Grade Outdoor Camping Program & After School Science Club; Financial Literacy for 3rd/4th/5th grade – Price Waterhouse Coopers • Enhancing the Fabric of Family – The Institute for the Advanced Study of Black Family Life & Culture • Emerging Boule Scholars – Mentoring Program – 3rd grade Black Boys • BreathMobile – Prescott-Joseph Center for Community Enhancement • Word Assembly Church – Birthday Club & Harvest Festival
• Alpha Kappa Alpha Sorority – 5th Grade Promotion & Mentoring • Retired Master Teachers – provide support to new teachers and provide small group “pull-out” for struggling students in the primary grades (1st/2nd/3rd) • Project SEED – Mathematical Concepts & Methodology for 3rd grade; • Ad Hoc Parent Volunteer Group: TK-5th grade classes; assist in the office, yard, field trips, cafeteria; • Wellness Coordinator – supports Gardening/Nutrition classes for TK-5th grade – grant from Rodgers Family
PLACE@Prescott Elementary School School Quality Review 2013-2014 49
7. Assess Your School’s Development on the “focus” School Quality Standards In the School Quality Review, the Team will describe, based on the evidence gathered, how your school is developing on the following school quality standards. Please provide your own self-assessment of your school’s development on these standards. Use the rating descriptions below to guide your self-assessment:
Undeveloped
There is little evidence in our classrooms/school of the conditions described in the key elements of this standard.
Beginning
There is some evidence in our classrooms/school of the conditions described in the key elements of this standard.
Developing
There is substantial evidence in our classrooms/school of the conditions described in the key elements of this standard.
Sustaining
There is strong & consistent evidence in our classrooms/school of the conditions described in the key elements of this standard.
Refining
There is strong & consistent evidence in our classrooms/school of the conditions described in the key elements of this standard, and your school has implemented systems to review and improve these practices/conditions.
PLACE@Prescott Elementary School School Quality Review 2013-2014 50
Quality Indicator 1.1: Quality Learning Experiences for All Students Standard 1.1: A quality school provides students with curriculum that is meaningful and challenging to them. Key Elements: 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. Undeveloped (little evidence)
Beginning (some evidence)
Developing (substantial evidence)
Sustaining (strong/consistent evidence)
Refining (strong/consistent, plus review)
Explain your rating by describing your school’s strengths and challenges on this standard. STRENGTHS: We use the district adopted curriculum in all of our classrooms. We seek to engage students who are healthy in body mind and soul. With this in mind, we implement Culturally Relevant Pedagogy (CRP). Across the grade levels, teachers implement collaborative practices including Pair/Share, focus on Academic Discussions, writing, so that students can share and communicate their thinking. As part of the Science Cohort, we practice note-booking science talks, and lesson study. Our classrooms are student centered and we promote a variety of collaborative groups. Until this school year, we met in grade cluster groups (TK/K/1, 2/3, 4/5) to discuss student progress after each benchmark assessment. This is a transitional year for our district, and there are only a few benchmark assessments to analyze. We are familiar with using a “backwards mapping” approach we learned a few years ago while working with Performance Fact. We look at key standards that students did not do well in, prioritize them and focus our intervention on those. Each grade agrees on three key standards to get them ready for the next benchmark or district assessment. Then we chunk those areas that we need to focus on by skill level in performance level groups (i.e, FBB, BB, etc.). CHALLENGES: Unfilled teaching & support positions; simultaneous implementation of multiple complex initiatives with teacher leaders who are new to the new role; lack of consistently functioning high quality technology available in every class everyday (computers, printers, Elmos – document cameras, smart boards, lap tops, etc.); “one-size fits all” pre-determined PD for teacher leaders; difficulty to lead and create curriculum for students when teachers and administrators are micro-managed and do not feel trusted or valued as experts in our profession.
PLACE@Prescott Elementary School School Quality Review 2013-2014 51
Standard 1.2: A quality school provides safe and nurturing learning environments. Key Elements: a. Students are safe and learn free from intimidation, bullying, and/or discrimination. b. Routines & structures support students to build positive relationships across different individual and cultural “lines”, so that they can effectively work and learn together. c. The classroom is an “accepting” environment in which the contributions, culture and language of each student is validated, valued, and respected. d. All students manage their emotions to persist through difficult academic work. e. The physical environment of the classroom is clean and organized to be safe and supportive of learning. Undeveloped (little evidence)
Beginning (some evidence)
Developing (substantial evidence)
Sustaining (strong/consistent evidence)
Refining (strong/consistent, plus review)
Explain your rating by describing your school’s strengths and challenges on this standard. STRENGTHS: We have a small, family-oriented school and it seems as if about a third of the school is related to each other. Sixty-six percent of our students are from the community. We have educated generations of families at Prescott (more than three generations). When families move out of the neighborhood they still try to have their children and relatives attend. Many of our students have grandparents or young parents as guardians. Teachers implement a common classroom management system which clearly indicates types of offenses that warrant a variety of levels of consequences, with referrals to the office reserved for the most severe occurrences. We take pride in who we are and what we do. We have difficult conversations all the time. Our foundation is built on systematic principles. On Wednesday, the entire school community participates in Morning Circle. There is an Affirmation (“Our Deepest Fear” by Marianne Williamson) that every Wednesday Pre-K through 5th grade students and families recite in the courtyard at our 8:30 am intake. Students help lead the Affirmation and they welcome everyone in multiple languages. Classes bring to the Morning Circle D’jimbes (talking drums) and percussion instruments. We all recite the affirmation together and have announcements. We are reminded of “who we are as a school/ community; citizen; why it is important to value our education and respect each other; and of our purpose in life. We raise a “righteous hand” and pull down our seven Harambes – “Let’s pull together (in Ki-Swahili).” Teachers have buddy-teachers to support each other in numerous ways. If a student needs a temporary redirection due to a minor behavior infraction, they can be sent to the buddy-teacher. Students should not be sent to a buddy class more than three times in the week. Follow-up involves either contact with parents/family, or referrals to either the office or to the SST team for review. The Extended Day Program provides an intramural sports program for basketball and flag football in 4th and 5th grades. There are tournaments on the weekend that our students enjoy and do very well. CHALLENGES: We need more adults on site. Class sizes are too large, especially while we are transitioning to the new common core state standards. It is difficult and overwhelming to undergo this major curriculum and PLACE@Prescott Elementary School School Quality Review 2013-2014 52
instruction shift. This approach does not seem to be fair nor does it seem to adhere to “best practices”. There are not regularly assigned/staffed teachers in every classroom. We have neighborhood stress that affects the school daily (lock-downs from neighborhood and family crisis). There are unaddressed mental health issues among our families and we lack adequate support and trained personnel for the newly added CounselingEnriched Special Day Class (CE-SDC) on site. Some teachers utilize the skills practiced in the district adopted Second Step program. This is a practice we need to revive school-wide. We have a counseling program that is only eligible for students who qualify with Medi-Cal. We do not have other on-site counseling resources for those students who do not qualify.
Standard 1.4: A quality school uses instructional strategies that make learning active for students and provide them with different ways to learn. Key Elements: 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. Undeveloped (little evidence)
Beginning (some evidence)
Developing (substantial evidence)
Sustaining (strong/consistent evidence)
Refining (strong/consistent, plus review)
Explain your rating by describing your school’s strengths and challenges on this standard.
STRENGTHS: At Prescott, we address the multiple intelligences by implementing a variety of strategies to make learning active and provide students with different ways of learning, including: use of (total physical response) TPR & call-and-response strategies; peer tutoring; use of music & poetry integrated into the curriculum; multiple opportunities to present what they know and are able to do in groups and individually; hands on science investigations; science-talk & note-booking; “Science of Circus”; collaborative group work; curriculum-based field trips; quick wait-time activities; K-library bus program; collaboration with computer prep teacher to align with regular classroom program; art program aligned with curriculum; ELA and history curriculum culminating in legendary Black History Walk-through presentations during the last three days of February; thematic curriculum; MLK Oratorical festival, spelling bee, and math competitions. Every class has created a set of grade appropriate sentence frames. Our library was modernized a couple of years ago. It is a very warm and welcoming center for learning and relaxing with a book. Last year, the library was dedicated and named “Dr. Ida Louise Jackson Library”. She was the first African-American credentialed teacher to be hired in California and in Oakland. Her first assignment was here, at Prescott, where she taught for 15 years.
CHALLENGES: Our challenges include: limited resources for field trips – transportation, registration; funding for extending Culturally Relevant Pedagogy (CRP) for books, curriculum and training; lack of a reading program PLACE@Prescott Elementary School School Quality Review 2013-2014 53
aligned with core curriculum; lack of state of the art technology tools. Most years, our school has at least one unfilled teaching position. This then creates a series of 30-day substitutes while trying to meet the needs of some of the most-needy students. Some classrooms have instructional work-stations (i.e., reading, writing, etc.) We are trying to prioritize on writing across the curriculum. In addition, we only have 5 Elmos (document cameras) for teachers to use. There are working computers in most classrooms but not all are using compatible software. Some of our teachers use I Pads and other more technically “current” hardware/software during their instruction. Not all staff members are up-to-date on the use of current technology. Staff feels that the adopted curriculum does not support “best practices” for implementing the new common core state standards. The Math department is switching our math program during the middle of the school year to adjust to the common core. There is a feeling of lack of quality/adequate training for staff; inadequate pacing guide; and it seems that the only way we can get high quality coaching to assist us with this shift would be to hire a consultant. We are one of those schools that does not have the funding to do this. Thus, we try on our own and with some support from central staff to assist.
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. Key Elements: 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. Undeveloped (little evidence)
Beginning (some evidence)
Developing (substantial evidence)
Sustaining (strong/consistent evidence)
Refining (strong/consistent, plus review)
Explain your rating by describing your school’s strengths and challenges on this standard. STRENGTHS: We are in the process of developing ways to create child-friendly objectives at each grade level. There is more evidence of students knowing and understanding “why” at the upper grades. Children seem to have a general understanding of why “hard work” pays off and provides more opportunities for the future. There is a strong sense of how our student’s ancestors have sacrificed in order for them to attend school and achieve. CHALLENGES: There has been a lack of consistency from some teachers to posting objectives during lessons. We are now pursuing ways to create “child-friendly” objectives for each grade level. In addition, we have unfilled teaching positions almost every year. We have 8 classroom teaching positions and one Prep/Intervention teacher. There are no additional certificated staff members to help support teachers in need or to help fill gaps when substitute teachers do not “show-up” for the posted assignment. Whenever one staff member is absent from school, the entire schedule seems to be thrown off, and adjustments have to be made. Last May, one of our teachers was out on a work-related, recurring injury. That teacher did not return until November this year. That class was lucky enough to have one consistent substitute teacher, but that substitute had no experience and was just beginning a teacher-credentialing program. Another new teacher was out in December and January due to death in the family; in October, we were finally allowed to open an additional classroom – due to our PLACE@Prescott Elementary School School Quality Review 2013-2014 54
enrollment exceeding the projected amount of students. However, once a teacher did select to take the open position, that teacher left after only four weeks due to health concerns. This class is still being served by a series of substitute teachers. A new Counseling Enriched – Special Day Class was added to our site this year. However, there has yet to be a credentialed teacher assigned. To date, there have been at least 6 different substitute teachers in this class. The other specialized staff that should also be serving this class are also either substitutes, and or non-skilled for the positions.
Standard 1.8: A quality school provides academic intervention and broader enrichment supports before, during, and after school. Key Elements: 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).
Undeveloped (little evidence)
Beginning (some evidence)
Developing (substantial evidence)
Sustaining (strong/consistent evidence)
Refining (strong/consistent, plus review)
Explain your rating by describing your school’s strengths and challenges on this standard. STRENGTHS: We have a reading clinic – provided by Faith Network’s “Succeeding in Reading” program earmarked for struggling second and third grade students. Let’s Go Learn is a computerized reading and math intervention program that was used in classrooms and in the After School Program, until our site license expired. There is also a 5th grade after-school science club sponsored by the Science Horizons volunteers (affiliated with Faith Network of the East Bay). In class, teachers identify far below basic students for intensive intervention support during workshop/intervention. One of our teachers acts as the Extended Day Academic Liaison and meets with BARC staff to periodically support their homework help. Enrichment opportunities for our students include an expanding Arts program. We offer music, vocal, instruments and drama twice a week. Last year we produced a short play “The Wiz” which was presented during our spirit week – last full week of school in June. We plan on producing “The Lion King” this June. We also offer art classes provided by a local artist/volunteer (courtesy of a continuing grant through the Prescott-Joseph Center) gardening and cooking – provide by a shared grant with ML King ES. Our part-time library clerk meets with small groups of students during the school day and for an hour after school. We also access the services of a retired teacher who supports newer teachers PLACE@Prescott Elementary School School Quality Review 2013-2014 55
and works with targeted students in grades 1, 2 and 3 with “pull-out” small group intervention support working on very specific pre-reading skills (i.e. blending, decodables, sound cards, etc.). Using assessments and other data and a backwards mapping process, teachers analyze student’s performance and identify who needs intervention. During Wednesday meetings (PD/PLC) we discuss student’s progress and determine appropriate groups to address their needs. Teachers provide challenging curriculum for advanced students. Since November, HR has assigned a STIP sub to our site. This STIP sub was the substitute teacher who covered the 1st grade class while our teacher was out on a recurring work-related injury form May 2013-November 2013. However, this STIP sub is just now entering a teaching credentialing program, so is limited in the type of support that can be offered. We still appreciate the opportunity to have this additional staff person who likes and cares about our students and is committed learning and making a positive difference for our students. Our Extended Day program is coordinated by BARC which provides homework help and an enrichment program. There are 125 students in the program. Funding is provided by Prop 49 and 21st Century Grant funds (5years). During the summer, we offer a Summer Intervention Program for K-2nd grade students. We serve approximately 15 students in each grade (45 total). We are able to provide a full day program with the assistance of the 21st After School Grant that BARC coordinates for our students once the morning intervention program has ended. We use Kaleidoscope curriculum for ELA and math during the summer intervention programs. Our target is to assure that students have completed the curriculum from the year they just completed so they are more secure upon entering their next grade in the fall. CHALLENGES: funding; lacking support to struggling students with one-on-one reading; large and combination classes with multiple languages; lack of instructional aides or academic mentors; lack of community liaison staff to assist with home issues that negatively impact school; on-going issue of unfilled teaching positions over many years; year-long enrollment of high-need transfer students without the benefit of additional funds to meet their needs more appropriately;
Standard 1.10: A quality school provides and ensures equitable access to curriculum and courses that prepare all students for college. Key Elements: 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 gate-keeping roles (e.g., counselors) have received training about access and equity issues, and operate with clear guidelines for ensuring full access. e. All services at the school are coordinated efficiently and effectively to support student learning. PLACE@Prescott Elementary School School Quality Review 2013-2014 56
Undeveloped (little evidence)
Beginning (some evidence)
Developing (substantial evidence)
Sustaining (strong/consistent evidence)
Refining (strong/consistent, plus review)
Explain your rating by describing your school’s strengths and challenges on this standard. STRENGTHS: Teachers are teaching the core curriculum and they are aware of the standards. We discuss standards and curriculum during professional development. Teachers provide students with access to an accelerated curriculum. Most of our staff members have been trained by Carrie Secret – retired teacher from Prescott, in accelerated instruction utilizing Culturally Relevant Pedagogy. CHALLENGES: We lack fully credentialed staff for all classes. We lack funding to continue to seek training from consultants, attend conferences, and provide annual planning and training retreats for our staff.
Standard 1.11: A quality school has a college-going culture with staff and teachers who provide college preparedness resources. Key Elements: 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. Undeveloped (little evidence)
Beginning (some evidence)
Developing (substantial evidence)
Sustaining (strong/consistent evidence)
Refining (strong/consistent, plus review)
Explain your rating by describing your school’s strengths and challenges on this standard. STRENGTHS/ CHALLENGES The staff have not specifically focused on this area. However, we believe we are connecting our students to college and careers through our STEM program, including the science and math education, field trips, guest presentations etc. We assist parents when making decisions about middle school placements for their children. We are currently providing a 7-series math class for our 3rd/4th/5th grade students from Price WaterHouse Coopers on Financial Literacy.
Quality Indicator 2: Safe, Supportive, & Healthy Learning Environments Standard 2.2: A quality school offers a coordinated and integrated system of academic and learning support services, provided by adults and youth. Key Elements: a. Systems are in place to identify which students are struggling and why they are struggling and to support their health/social emotional issues. PLACE@Prescott Elementary School School Quality Review 2013-2014 57
b. Systems are in place to refer students to the supports that address their need(s) following the RTI model. c. A broad menu of on-site strategies, services and partnerships respond to student/family needs. d. Students are provided healthy food and health-focused physical activity. e. Health education is integrated into classrooms, programs, and services. f. 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. g. 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. Undeveloped (little evidence)
Beginning (some evidence)
Developing (substantial evidence)
Sustaining (strong/consistent evidence)
Refining (strong/consistent, plus review)
Explain your rating by describing your school’s strengths and challenges on this standard. Strengths: To address struggling students we have the following:
A STARS counselor (through a grant from West Oakland Middle School, our feeder school), the STARS counselor sees up to 18 students and their families and is on campus full-time. The Prescott Circus Theatre in which students perform and learn circus arts, unicycle, juggle, drum, stilt walk. Participants are 3rd – 5th grade. The group is a non-profit which functions through the after school program 3 days a week. Students apply to participate. Program with AKA sorority to support and enrich students field trips, fifth grade promotion, mentoring. The Emerging Boule Scholars will mentor 8 – 10 third through fifth grade African American boys and follow them through college. They will provide these mentoring and tutoring services through the Extended Day program. Guest speakers and field trips will also be provided. The Resource Specialist (RSP) coordinates the SST every Thursday along with IEPs, home visits and parents meetings. The Coordination of School Team (COST) meets the fourth Thursday of the month as a “clearinghouse”. Students of concern are discusses along with students with referrals for services, and updates on all students. Psychologist, Counselor, RSP, Speech Therapist, nurse, Extended Day Coordinator, Principal participate in the COST process; Extended Day Program Coordinator (BARC) is on site from 11 – 6 daily. School Security Officer (SSO) is on campus daily and in the Extended Day Program. Extended Day intramural sports program for 4th and 5th grade students.
We teach Health Education – the nurse meets with 5th graders to do sex education. In addition, we have a traffic squad 4th and 5th grade students, a recycling program supported by our wellness coordinator as well as the and nutrition programs which align with what students are studying in science. She is also this year the wellness champion.; and we are going Harvest of the month once a month they highlight a food item and integrate it into the months curriculum, salad bar use to exit no more. The school reviewed, revised and submitted to the Board for 2013-2014 an updated Safety Plan that included: site safety programs, procedures for complying with school safety laws, and Disaster/Emergency/Crisis Response procedures. This comprehensive school safety plan was developed based on identifying appropriate strategies and programs that provide and maintain a high level of school safety and addressing procedures for complying with existing laws and Ed. Codes related to school safety. Regular fire, earthquake and lock-down drills are implemented to ensure safety of the students and staff. The city provides a crossing guard at the corner of PLACE@Prescott Elementary School School Quality Review 2013-2014 58
Peralta and 10th Streets to assure safety for students coming to school and going home each day. Additionally the school provides student safety traffic squads that monitor students crossing the streets. A full-time school security officer and a noon supervisor monitor the school grounds during the regular school-day and during our after school program. Challenges: Our challenges include balancing access with safety in the community and finding funding for more outside providers.
Standard 2.6: A quality school is an inclusive, welcoming and caring community, fostering communication that values individual/cultural differences. Key Elements: a. Students and parents feel safe and free from threat, bullying, and/or discrimination. b. Students and parents trust staff. c. Students and their families are “known” by school staff. d. Procedures and practices support new students and their families to quickly feel like members of the school community. e. Staff, students, and their families intentionally build caring and supportive relationships across different individual and cultural “lines”. f. Interactions are characterized by caring communication. g. Procedures and practices support students to resolve and heal conflicts and “restore justice” to the school community. h. Structures and activities before/during/and after school create a safe and inclusive environment for students (main office, playground, hallways, cafeteria, etc.) i. The school has effective behavior management school-wide that creates a positive school climate (rewards, progressive discipline plan, celebrations to recognize improvement/ achievement, daily routines that reinforce culture of the school, etc.) Undeveloped (little evidence)
Beginning (some evidence)
Developing (substantial evidence)
Sustaining (strong/consistent evidence)
Refining (strong/consistent, plus review)
Explain your rating by describing your school’s strengths and challenges on this standard. STRENGTHS: In order to maintain open communication with parents and community, we have a volunteer parent coordinator, who works with us around a variety of family and community issues and is a well-respected member of the community. We also have a parent volunteer system – teachers ask parents to sign up for particular grades or activities. This program is stronger in the younger grades. When teachers are out there are often parents in the rooms to support the subs. Volunteers come and read with students, go on field trips, and help do projects. All volunteers sign in and get ID stickers in the main office. In addition we have signs posted on the gates and doors informing visitors to come to the office first before entering any other buildings. Teachers know to look for badges when visitors come to their classrooms or are seen in the halls or in the yard. We re-direct our visitors to go to the main office to sign-in and to let the office staff assist them. We have a School Security Officer (SSO) on campus daily. Parents at PLACE @ Prescott participate in all school activities such as culturally-based monthly assemblies and fundraising opportunities. Our parents are engaged in PLACE@Prescott Elementary School School Quality Review 2013-2014 59
and encouraged to participate by attending SSC meetings, monitoring and prepping our student salad bar, supporting lunch and recess yard-duty, chaperoning fieldtrips and volunteering in classrooms and the main office. For the past 2 years, we have participated in a grant funded Parent Engagement program entitled “Enhancing the Fabric of Family” under the direction of the Institute for the Advanced Study of Black Family Life and Culture. It is designed to expose our parents to a series of support and empowerment topics. Families receive information and are able to increase their knowledge about their children’s academic achievement. Twice a week for 5-week sessions, a space on campus is provided where parents are able to increase their knowledge on how to successfully partner with our school to ensure academic success. Our incentive programs include: monthly “Perfect Attendance” recognition where names of students who qualify are posted on bulletin board across from the main office; an end of year Multi-Cultural and awards assembly the first Friday in June. Teachers provide class parties and award “stars” as part of their class management system. CHALLENGES: We need better translation services including Arabic & French for our increasingly diverse population.
Quality Indicator 3: Learning Communities Focused on Continuous Improvement Standard 3.1: A quality school makes sure that teachers work together in professional learning communities focused on student progress. Key Elements: a. Teachers meet at least once a month for collaborative planning and inquiry focused on student learning. b. Teachers use collaboration time to map curriculum backwards from high leverage, important learning goals/outcomes/standards; collaboratively make curricular choices; and plan instruction and assessments. c. Teachers 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. Teachers collect multiple kinds of data about student performance and their experience of learning. e. Teachers use their data analysis to identify specific needs for re-teaching, intervention, and extension for individual students. f. Based on this evidence of student learning, teachers share best practices, trouble shoot dilemmas, and plan re-teaching and extension activities. g. All teachers take responsibility for creating and maintaining quality collaboration structures by participating fully, supporting a clear agenda, recording notes and decisions, and following-up with assigned tasks.
Undeveloped (little evidence)
Beginning (some evidence)
Developing (substantial evidence)
Sustaining (strong/consistent evidence)
Refining (strong/consistent, plus review)
Explain your rating by describing your school’s strengths and challenges on this standard. STRENGTHS: Teachers meet for collaborative planning and inquiry focused on student learning at least twice a month. We use SRI and math benchmarks, science writing task 3rd - 5th. Discussions about the meaning of “How good is good enough” are beginning to occur in these collaborative sessions. Our goal should not be less than 80 – 85% mastery. Many times, teachers are given an informal task to complete during and after the PLCs. There is some evidence of teachers completing the task. The principal collects weekly planning guides which are placed PLACE@Prescott Elementary School School Quality Review 2013-2014 60
in a binder in the office. The prep teacher, STIP sub, and other support personnel are expected to submit their weekly plans for review. Teacher planners were provided by the principal. When students are not succeeding, referrals are made to the SST/COST to better determine issues, constraints, and possible resolutions.
CHALLENGES: We are a small school – too small to have grade level teams, so we have clusters. We have had continuous years of unfilled positions and we lack funding/staffing to support team meetings during the school day. We need a curriculum coach, but are unable to obtain one because of the budget constraints). We continue to receive extra or transfer students throughout the school year. These students tend to be “highneed” students and we lack additional resources to better meet their needs.
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. Key Elements: 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. Undeveloped (little evidence)
Beginning (some evidence)
Developing (substantial evidence)
Sustaining (strong/consistent evidence)
Refining (strong/consistent, plus review)
Explain your rating by describing your school’s strengths and challenges on this standard. STRENGTHS: The professional development focus for PLACE @ Prescott this year is concentrated on continuing to deepen our understanding of the district adopted curriculum for ELA, Math, Social Studies, and Science, as well as redefining our understanding and practice of Culturally Relevant Pedagogy (CRP). We do this so that our process and practice is clearly reflected in our school vision and theory of action statements. Our professional development plan provides opportunities for staff to collaborate through the continued development of our PLCs and to implement the district’s core curriculum for all students. We participate in the Science and Literacy Cohort where we are able to focus more deeply in content and develop strategies PLACE@Prescott Elementary School School Quality Review 2013-2014 61
that will assist our students in achievement. Data is used to inform decisions around instructional and leadership practices. Every Wednesday afternoon for 1.5 hours our staff participates in Professional Development and Professional Learning Collaborations. There are 3 full days per year where staff participates in district developed professional development. All teaches teach the Foss science curriculum. Being in the Science/Lit Cohort, we are fortunate to have a science coach who comes to our site twice a month to meet with teachers, plan, provide demo lessons and provide feedback. Our science coaching cycles allow new teachers to participate in all three coaching cycles while more experienced teachers are in only one cycle. There are three cycles per unit. Training is handson. We are planning peer observation through Lesson Study for two weeks in January 2014 with one day to collaboratively plan the lesson to be observed together. Then, the following day, several other teachers will observe one teacher present the lesson. The focus of this Lesson Study is on “Academic Discussion”. CHALLENGES: Our data is not always reliable because it doesn’t get submitted on time due to limitations in the systems (i.e. no Spanish version for the computerized SRI; unfamiliarity of taking the tests on the computer and ways to better manage the administration of the assessment); or it is not read correctly due to scanners breaking, etc. We could also benefit from additional training with analyzing data. We also lack funding & specialized staff to support teachers. The math benchmarks were not aligned to the common core shift and the district has switched math curriculum mid-year due to limitations with our current adopted math curriculum – envision.
Quality Indicator 4: Meaningful Student, Family and Community Engagement/ Partnerships Standard 4.2: A quality school shares decision-making with its students, their families, and the community, as part of working together in partnership. Key Elements: 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. e. The school has developed/adopted and implemented standards of meaningful engagement (either school or district approved) to build effective student, family, and community partnerships. f. Students and their families participate in both mandated representative bodies (SSC, ELAC, etc.) and other collaborative structures and share decision making around school programs, improvement plans, expected student outcomes, etc. Undeveloped (little evidence)
Beginning (some evidence)
Developing (substantial evidence)
Sustaining (strong/consistent evidence)
Refining (strong/consistent, plus review)
Explain your rating by describing your school’s strengths and challenges on this standard. PLACE@Prescott Elementary School School Quality Review 2013-2014 62
STRENGTHS AND CHALLENGES: Our parents participate on our School Site Council (SSC). Our English Learners Advisory Committee (ELAC) has voted to dissolve and allow our SSC to handle English Learner issues and concerns for the next two years. We communicate with our families through postings around the school, flyers sent home and teacher newsletters. We have a strong parent volunteer program. “Enhancing the Fabric of Family” – a culturally-based organization in the West Oakland community which provides a platform to families to investigate, learn about, experience issues, assist with educational and work-related resources, and express their needs/concerns, as well as learn strategies to better support their school –aged children. In our Extended Day Intervention Program for 2nd – 5th grade students, one of our teachers in the Bilingual program is offering a “new-comers” program where our non- and limited-English speaking students and their parents can participate. These sessions are held for one hour twice per week. Our COST team has gained much trust and respect from the community. If needed, this team will conduct home-visits for IEPs, delivering important documents, and parent meetings.
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. Key Elements: 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. Undeveloped (little evidence)
Beginning (some evidence)
Developing (substantial evidence)
Sustaining (strong/consistent evidence)
Refining (strong/consistent, plus review)
Explain your rating by describing your school’s strengths and challenges on this standard. STRENGTHS: Our activities include: the Annual Science Fair in April; Back to School Night in September; Annual Black History Walk-Through in February, Spirit Week and the student Talent Show in June, Report Card Parent/Teacher Conferences (3 early release days at the end of each trimester). Report cards are not mailed home. Families must come to the school to pick them up even if they cannot meet with the teacher. Classroom potlucks/ celebrations are encouraged at least a couple of times per semester; and the Annual Title I meeting. The COST team regularly conducts home visits to assist parents who cannot attend meetings at school. The team is able to provide parents with important information, acquire signatures, and touch base around areas of concern that require immediate attention. Parents have teacher’s phone numbers and can call freely to inquire about concerns or for clarification. Several teachers also have class blogs, newsletters and participate in home visits with the COST team. CHALLENGES: Parents who have negative experiences with schools or districts, or who are fearful of their child being labeled. PLACE@Prescott Elementary School School Quality Review 2013-2014 63
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. Key Elements: 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. Undeveloped (little evidence)
Beginning (some evidence)
Developing (substantial evidence)
Sustaining (strong/consistent evidence)
Refining (strong/consistent, plus review)
Explain your rating by describing your school’s strengths and challenges on this standard. STRENGTHS AND CHALLENGES: During the Annual Title I meeting we help parents understand what their children are learning. We also engage with our parents around the “whys” and “so what’s” during the following activities: parent conferences, Fabric of Family Program, school assemblies, and the Science Walk Through, Black History Walk-Through, field trips, and other school-wide events. Quality Indicator 5: Effective School Leadership and Resource Management 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. Key Elements: 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.
Undeveloped (little evidence)
Beginning (some evidence)
Developing (substantial evidence)
Sustaining
Refining
(strong/consistent evidence) (strong/consistent, plus review)
Explain your rating by describing your school’s strengths and challenges on this standard. STRENGTHS: Our vision is well known and by all stakeholders. It was developed collaboratively during the in-depth school re-design in 2004-2005 to become a “new small school.” It continues to be revisited every year under the direction of our principal and the SSC. The school vision is displayed in the office, classrooms, and hallways. It is available to our parents and community and partners. We are in the process of having school brochures developed in both English and Spanish. These will be distributed to our school community, partners and for anyone who is interested in finding out about Prescott. Our vision guides all school decisions and provides the vehicle for which we are able achieve our goals for our students. Our vision is also displayed in our Culturally Relevant Pedagogy (CRP), curriculum, our monthly programs/presentations (i.e., Black History Walk-Through, African drumming, newly adopted science instructional rounds process, Cesar Chavez March, September commemoration of Mexican Independence and the bombing of the 4 little girls in Alabama, etc.). Cultural pride as well as teaching to the whole child is displayed throughout our PLACE@Prescott Elementary School School Quality Review 2013-2014 64
programs and teaching. Our principal has been instrumental in systematically removing inadequate staff who do not show improvement or believe in our students or our vision. CHALLENGES: There are limited opportunities for staff to participate in in-service, professional learning and development that will accelerate and deepen our own knowledge and skill. There is inadequate time to really educate new teachers about this process which leads to “learning as we go.” Teachers are sent to us without any thought to whether or not it is a good fit. It almost feels like a “desperation placement” without proper training. The students are the ones who suffer the most.
Standard 5.5: A quality school has leadership that creates and sustains equitable conditions for learning and advocates for interrupting patterns of inequities. Key Elements: 1. The school leadership consistently articulates the need to interrupt patterns of inequities. 2. 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). 3. The school staff consistently engages in practices that interrupt patterns of inequity. 4. The school staff frequently collects and analyzes learning data by subgroup in order to monitor and adjust practices designed to interrupt patterns of inequity. 5. The school staff has implemented programs to address specific subgroup needs based on their learning data. 6. Resources are used to meet the needs of all students equitably: staffing, technology, materials, space, etc. 7. 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. 8. 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.
Undeveloped (little evidence)
Beginning (some evidence)
Developing (substantial evidence)
Sustaining (strong/consistent evidence)
Refining (strong/consistent, plus review)
Explain your rating by describing your school’s strengths and challenges on this standard. STRENGTHS: Prescott addresses inequities in a variety of ways including the following:
Courageous conversations without hesitation Principal develops and maintains a trusting and welcoming relationships with the school community that invites parental involvement so that families want to stay Meeting the Williams requirements Culturally Relevant Pedagogy Prescott Circus Big Smiles Second Step STAR School Garden After School Program Nutrition Services Principal reviews API Report with staff during meetings
PLACE@Prescott Elementary School School Quality Review 2013-2014 65
Student Retention support Providing Spanish-speaking staff members Providing alternatives to suspension Reviewing benchmarks for interventions Providing computer lab staff and parents Translating materials and notices for families PK – 5th Continuum – access for local families with limited transportation options School support activities—intervention, site counselor, breath mobile
CHALLENGES:
Lack of Arabic materials for our expanding Arabic-speaking community; Placement of teachers without concern for appropriate fit to serve very needy students; Principals are off-site too much for meetings each month; ”One-size fits all” curriculum and training; Time-consuming to remove inadequate staff – while students suffer; staff who are impatient and un-kind to children and their families.
Standard 5.6: A quality school has leadership that guides and supports the development of quality instruction across the school. Key Elements: 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.
Undeveloped (little evidence)
Beginning (some evidence)
Developing (substantial evidence)
Sustaining (strong/consistent evidence)
Refining (strong/consistent, plus review)
Explain your rating by describing your school’s strengths and challenges on this standard. STRENGTHS: We are able to guide, monitor, and in many cases support curricular choices and interventions based on expected student learning outcomes and the school vision. We have leaders for science, math, and writing. Professional development in ELA, science, and math is provided to teachers. CHALLENGES: We lack enough funds to ensure coaching is provided in all areas. Without LCI curriculum experts available as coaches at sites, it is difficult to fully understand and implement the curriculum. Teacher Leaders have been given a new role in addition to teaching. However, they are expected to “learn as they go”, which does not allow for high quality and deep development.
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Standard 5.9: A quality school has leadership that creates collaboratively, develops outcomes, monitors progress, and fosters a culture of accountability. Key Elements: 1. The school staff has developed clear student outcomes and goals for learning and behavior. 2. The school staff has developed clear professional expectations and goals for staff. 3. The school staff monitors students’ progress. 4. The school staff monitors staff expectations. 5. The school staff follows clear processes and procedures to hold themselves accountable to one another and the goals and expectations. 6. 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.
Undeveloped (little evidence)
Beginning (some evidence)
Developing (substantial evidence)
Sustaining (strong/consistent evidence)
Refining (strong/consistent, plus review)
Explain your rating by describing your school’s strengths and challenges on this standard. STRENGTHS: The staff is not afraid of having difficult conversations. Together, we participate in tough conversations, and there are staff agreements developed for these discussions which staff abide by. Our teacher leaders in science, ELA, and math lead these conversations with grade level teachers. Our teachers help and guide each other. CHALLENGES: Because we are a small school, without additional staff, it is difficult to maintain a safe and cohesive school and instructional program when the principal is required to attend 2-4 off-site meetings per month. During this “transitional” time, student academic outcomes are new and unclear. This creates an environment of “learn as you go”.
Standard 5.10: A quality school has leadership that develops systems and allocates resources in support of the school’s vision. Key Elements: 1. The school’s resources are allocated in service of the school vision. 2. The school’s resources are maximized in service of the vision. 3. The school leadership effectively leverages district and community resources, grants and partnerships in service of the school vision. 4. 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. 5. The assignment and use of TSAs, coaches, etc. are appropriate, effective, and focused in service of the school vision. 6. The school leadership seeks out additional resources to meet identified student needs and aligned to the school vision.
PLACE@Prescott Elementary School School Quality Review 2013-2014 67
Undeveloped (little evidence)
Beginning (some evidence)
Developing (substantial evidence)
Sustaining (strong/consistent evidence)
Refining (strong/consistent, plus review)
Explain your rating by describing your school’s strengths and challenges on this standard. STRENGTHS: PLACE @ Prescott strategically allocates its resources to support student achievement and professional development opportunities for teachers. Intervention support is provided to targeted students during the regular school day and during the Extended Day Program. Our Extended Day Program is coordinated by Bay Area Community Resources (BACR) and is funded by an ASES grant and 21st Century grant. Our program is slated to serve up to 150 students in grades 2nd – 5th with some exceptions for students in younger grades. We have developed several meaningful community and business partnerships: THE ARTS: Our Visual Arts and Music Program offers vocal, drumming, instruments (keyboard, guitar, & band) where our strategy is to seamlessly integrate the Arts into all aspects of the curriculum and other activities. Monthly presentations provide opportunities for students to demonstrate their oratorical and performance skill and knowledge while developing stage presence and a connection to the real world. LINGUISTIC DIVERSITY: Prescott is one of the few schools in OUSD that still offers a Spanish-bilingual program (K-3rd grade). We are in the process of developing a Spanish-language enrichment program for our K-1st grade students (who are not in the bilingual program). The acquisition of academic language is a priority for all of our students. PRIMARY GRADES: We offer a State supported 3-hour Pre-K class for 3 and 4 year olds. Also offered is our Transitional-Kindergarten (TK) program for students who turn 5 years old during the Fall months. The TK program offers a more developmentally appropriate curriculum for students who will ultimately enter the traditional Kindergarten the following year. SPECIAL EDUCATION: We have Special Education Resource (RSP) and Speech/Language Services. These services are provided to identified students as either a “pull-out” or “push-in” support. This year, a Counseling Enriched Special Day Class (CE-SDC) was added to our site for 4th/5th grade students. This program is intended to provide instruction as well as the necessary therapeutic support to identified students on a comprehensive school setting.
CHALLENGES: Very limited budget to allocate toward much needed resources; not enough time allowed to follow-up or follow-through with so many changes to try to understand and implement simultaneously.
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APPENDIX C: 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 and improve these practices/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.
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Quality Indicator 1: Quality Learning Experiences for All Students 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.
PLACE@Prescott Elementary School 2013-2014 School Quality Rubrics
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. 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.
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Quality Indicator 1: Quality Learning Experiences for All Students Standard
Standard 2: Safe and Nurturing Learning Experiences** A quality school provides safe and nurturing learning environments where adults and students care for each other, feel trust, and have relationships that fully engage students in their learning and inspire them to work hard and push toward higher levels of achievement.
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 are safe and learn free from intimidation, bullying, and/or discrimination. b. Routines & structures support students to build positive relationships across different individual and cultural “lines”, so that they can effectively work and learn together. c. The classroom is an “accepting” environment in which the contributions, culture and language of each student is validated, valued, and respected. d. All students manage their emotions to persist through difficult academic work. e. The physical environment of the classroom is clean and organized to be safe and supportive of learning.
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 all students experience safe and nurturing learning experiences across the day and across the campus.
**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.
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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.
PLACE@Prescott Elementary School 2013-2014 School Quality Rubrics
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.
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.
72
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.
PLACE@Prescott Elementary School 2013-2014 School Quality Rubrics
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.
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.
73
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 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.
Undeveloped
There is little evidence of the standard as described in the “Sustaining” column.
PLACE@Prescott Elementary School 2013-2014 School Quality Rubrics
Beginning
There is some evidence of the standard as described in the “Sustaining” column.
Developing
Sustaining
There is substantial evidence of the standard as described in the “Sustaining” column.
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 on-going discrimination or who are part of historically lowerachieving 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 gate-keeping roles (e.g., counselors) have received training about access and equity issues, and operate with clear guidelines for ensuring full access. e. All services at the school are coordinated efficiently and effectively to support student learning.
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.
75
Quality Indicator 1: Quality Learning Experiences for All Students Standard
Undeveloped
Beginning
Developing
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.
There is little evidence of the standard as described in the “Sustaining” column.
PLACE@Prescott Elementary School 2013-2014 School Quality Rubrics
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 The school provides learning experiences that show strong and consistent evidence of the following: f. Students connect how their learning in class prepares them for future college and/ or career opportunities. g. 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. h. School staff helps students develop concrete plans for the future and counsels them about college and career options. i. 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. j. 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.
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.
76
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.
PLACE@Prescott Elementary School 2013-2014 School Quality Rubrics
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Quality Indicator 2: Safe, Supportive, & Healthy Learning Environments Standard
Standard 2: Coordinated and Integrated System of Support Services A quality school has systems to identify at-risk students and to intervene early. The 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.
PLACE@Prescott Elementary School 2013-2014 School Quality Rubrics
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. Systems are in place to identify which students are struggling and why they are struggling and to support their health/social emotional issues. b. Systems are in place to refer students to the supports that address their need(s) following the RTI model. c. A broad menu of on-site strategies, services and partnerships respond to student/family needs. d. Students are provided healthy food and health-focused physical activity. e. Health education is integrated into classrooms, programs, and services. f. 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. g. Strategies and/or organizational structures (e.g., houses, academies, etc.) provide social supports for all students. Staff can modify these strategies/structures to meet students’ needs.
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.
78
Quality Indicator 2: Safe, Supportive, & Healthy Learning Environments Standard
Standard 6: Inclusive, Welcoming, and Caring Community* A quality school creates an inclusive, welcoming, safe, caring and nurturing community which: 1. Fosters respectful communication among students, families, staff, and community. 2. Values individual and cultural differences. 3. Engages and partners with students, families, and community. 4. Creates a positive school climate that includes behavior management as well as structures that recognize improvement, achievement, and growth.
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 environments that show strong and consistent evidence of the following: j. Students and parents feel safe and free from threat, bullying, and/or discrimination. k. Students and parents trust staff. l. Students and their families are “known” by school staff. m. Procedures and practices support new students and their families to quickly feel like members of the school community. n. Staff, students, and their families intentionally build caring and supportive relationships across different individual and cultural “lines”. o. Interactions are characterized by caring communication. p. Procedures and practices support students to resolve and heal conflicts and “restore justice” to the school community. q. Structures and activities before/during/and after school create a safe and inclusive environment for students (main office, playground, hallways, cafeteria, etc.) r. The school has effective behavior management schoolwide that creates a positive school climate (rewards, progressive discipline plan, celebrations to recognize improvement/ achievement, daily routines that reinforce culture of the school, etc.)
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.
*This standard addresses systems and practices outside of the classroom and it complements QI 1.2
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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. This Learning Communities rubric focuses on the members of the community whose primary responsibility is student learning: teachers and those who 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 Accountability and Analytics 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.
PLACE@Prescott Elementary School 2013-2014 School Quality Rubrics
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Quality Indicator 3: Learning Communities Focused on Continuous Improvement Standard
Standard 1: Collaborative Planning, Data Collection and Analysis A quality school ensures that teachers work together collaboratively, using meaningful data, focused on student progress
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: h. Teachers meet at least once a month for collaborative planning and inquiry focused on student learning. i. Teachers use collaboration time to map curriculum backwards from high leverage, important learning goals/outcomes/standards; collaboratively make curricular choices; and plan instruction and assessments. j. Teachers 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. k. Teachers collect multiple kinds of data about student performance and their experience of learning. l. Teachers use their data analysis to identify specific needs for re-teaching, intervention, and extension for individual students. m. Based on this evidence of student learning, teachers share best practices, trouble shoot dilemmas, and plan re-teaching and extension activities. n. All teachers take responsibility for creating and maintaining quality collaboration structures by participating fully, supporting a clear agenda, recording notes and decisions, and following-up with assigned tasks.
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.
Note: While the original standard (written in 2010-2011) focused on DuFour’s definition of Professional Learning Communities as the ideal structure for teacher collaboration, current support for teacher collaboration (in OUSD in 2013-2014) is taking multiple forms, all of which prioritize building learning communities that are respectful, focused on student learning, and which use multiple data sources to examine student learning and experience of learning.
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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.
PLACE@Prescott Elementary School 2013-2014 School Quality Rubrics
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: h. Embedded in practice. They are useful to teacher practice with students, and model effective instructional strategies. i. Aligned to the vision and mission of the school. j. Targeted towards and responsive to the current needs of students and teachers. k. Developmental and differentiated to meet the needs of all teachers at the school. Professional Learning Activities at the school: l. Promote teacher leadership. m. Support teachers to evaluate and improve their classroom practices. n. May include: Whole staff learning opportunities Individual or small group coaching Supervision Peer Coaching Peer observations Lesson study Cycles of Inquiry Training in a specific item PLCs Participating in protocols such as “Looking at Student Work”, “Tuning”, Etc. Study groups or book studies
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.
82
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.
PLACE@Prescott Elementary School 2013-2014 School Quality Rubrics
83
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 2: Working together in Partnership A quality school shares decision making with its students, their families, and the community, as part of working together in partnership. They share information, have influence over school improvement and support the creation of policies, practices, and programs that affect students, thus becoming agents of change.
PLACE@Prescott Elementary School 2013-2014 School Quality Rubrics
Sustaining There is strong and consistent evidence of the following: g. The school has high-quality activities and strategies which build the capacity of students, families, and community to work together in partnership. h. The school creates structures and mechanisms to bring families of all racial, ethnic, socio-economic backgrounds which are representative of the student body as partners and volunteers into the school. i. The school creates structures and mechanisms which continuously engage families, including those who are less involved, to get their ideas, input, and involvement. j. 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. k. The school has developed/adopted and implemented standards of meaningful engagement (either school or district approved) to build effective student, family, and community partnerships. l. Students and their families participate in both mandated representative bodies (SSC, ELAC, etc.) and other collaborative structures and share decision making around school programs, improvement plans, expected student outcomes, etc.
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.
84
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.
PLACE@Prescott Elementary School 2013-2014 School Quality Rubrics
Beginning
There is some evidence of the standard as described in the “Sustaining” column.
Developing
Sustaining
There is substantial evidence of the standard as described in the “Sustaining” column.
There is strong and consistent evidence of the following: e. 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. f. Families and school staff have trusting relationships and engage in regular, two-way, meaningful communication about student progress. g. These activities and strategies are designed to minimize language, cultural, economic, and physical barriers that can limit students and their families’ full participation. h. 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.
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 the effectiveness of these practices to ensure effective student/family engagement on student progress.
85
Quality Indicator 4: Meaningful Student, Family and Community Engagement/Partnerships Standard Standard 6: Family Engagement on Student Learning 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: c. 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. d. 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.
PLACE@Prescott Elementary School 2013-2014 School Quality Rubrics
86
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, enabling 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 Accountability and Analytics 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.
PLACE@Prescott Elementary School 2013-2014 School Quality Rubrics
87
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: f. The school’s vision is focused on student learning and high expectations for all students. g. The school’s vision guides all aspects of the school’s programs and activities. h. The school’s leadership engages all constituents in aligning their efforts to the vision. i. Members of the school community are knowledgeable about and committed to the vision. j. 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.
PLACE@Prescott Elementary School 2013-2014 School Quality Rubrics
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.
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 that all aspects of the school are guided by the shared vision, focused on student learning and high expectations for all.
88
Quality Indicator 5: Effective School Leadership and Resource Management Standard
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.
Undeveloped
There is little evidence of the standard as described in the “Sustaining” column.
PLACE@Prescott Elementary School 2013-2014 School Quality Rubrics
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. 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.
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 that the leadership is focused on equity.
89
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.
PLACE@Prescott Elementary School 2013-2014 School Quality Rubrics
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 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.
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.
90
Quality Indicator 5: Effective School Leadership and Resource Management 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.
PLACE@Prescott Elementary School 2013-2014 School Quality Rubrics
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 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.
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.
91
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.
PLACE@Prescott Elementary School 2013-2014 School Quality Rubrics
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.
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.
92
