darc sfusd 0304 nodraftweb.sfusd.edu/.../sfusd_darc_school_year_2003-04.pdf · edition (cat/6), is...

District Mission Statement

Board of Education Priorities

• Improve teaching and learning to enhance the academic achievement of all students. • Improve staff, parent and community participation in the educational process. • Maintain school environments that are safe, secure and attractive. • Build a school environment that is fully integrated in all its programs and activities, and pro-

vides equal opportunity for all students. • Improve and expand the Early Childhood Education Program and integrate it into the K-12

program. • Increase and expand inter-agency collaboration to better serve our students.

• Children come first. • Parents are our partners. • Victory is in the classroom. • Leadership and accountability are the keys to our success. • It takes the entire community to ensure the success of all our students.

The mission of the San Francisco Unified School District is to provide each student with an equal opportunity to succeed by promoting intellectual growth, creativity, self-discipline, cultural and linguistic sensitivity, democratic responsibility, economic competence and physical and mental health so that each student can achieve to his or her maximum ability.

The District Accountability Report Card (DARC) provides an overview of the district as a whole by providing a variety of data including student demographics, student achievement and teacher information. The DARC is similar to the School Accountability Report Cards (SARC) that local education agencies are required to produce yearly on their public schools. The DARC is produced in response to the No Child Left Behind Act (NCLB) of 2001.

Overview

Superintendent’s Core Beliefs

San Francisco Unified School District

2003-2004 School Year San Francisco Unified School District

San Francisco Unified School District Accountability Report Card 2003-2004 District Accountability Report Card

HOW TO CONTACT US:

Address:

555 Franklin Street

San Francisco, Ca. 94102

Phone:

(415) 241-6000

Web Site:

WWW.SFUSD.EDU

Dr. Arlene Ackerman,

Superintendent of Schools

Report produced by the

Research, Planning and

Accountability Office

Report Overview 1

Report Overview & District Highlights

2

Demographics 4

Test Results 5

Teacher Profile

7

Interventions for Low-Performing Schools

8

Other School Attributes 9

School Directory 10

In This Issue:

Three years ago, with public review of over 3,000 people and written feedback of 2,500, the Excellence for All five-year academic plan was completed and subsequently approved by the federal court. This plan is a road-map for the sustained im-provement in student aca-demic achievement and for closing persistent achieve-

ment gaps within targeted groups including African American, Latino and Eng-lish Language Learner stu-dents. For a second consecutive year, test results indicate that SFUSD is indeed, ‘Raising the Bar and Closing the Achievement Gap.’ The 2002-2003 Academic Per-formance Index (API) results

are the most positive since the inception of the State’s accountability process which began in 1999. Eighty-five percent of our schools met their school-wide targets and 78% of these schools also met their subgroup targets, including the scores of Afri-can American, Latino and English Language Learner students.

District Highlights

Testing Success For the third consecutive year, all students including English Language Learners are being tested. SFUSD tested 98% of its grade 2-11 students. The district outperformed the state at every grade level on the California Standards Test (CST) in English/Language Arts (ELA) and Math on the percent of students scoring at the proficient or above level.

Approximately 90% of the schools in the district showed improvements on the stan-dards test in both ELA and math. Using the state’s tar-get of proficient and above, approximately half of the schools improved by 5% or more in the area of ELA. In math, the results were even more encouraging; over two-thirds of the elementary and middle schools made 5% or more progress on their rates

of proficient and above as compared to the previous year. The district matched or out-performed the state average on the California Achieve-ment Test (CAT6). Students scored over ten percentile points higher than the state average at the high school grades in math.

San Francisco Unified School District Accountability Report Card 2003-2004

The District is the first in the nation to launch a Healthy Nutrition and Exercise Policy

in direct response to alarming reports of mounting obesity and related health problems

in children.

Nutrition

Ingredients This year’s positive results can be attributed to the in-creased emphasis on imple-menting a standards-based approach to instruction, pro-fessional development insti-tutes that focused on high expectations and effective teaching strategies for all students. Through the weighted student formula,

which ensures equitable dis-tribution of funds based on student need, site-based deci-sion making was encouraged and additional resources were provided to all schools. Finding and developing high quality teachers and adminis-trators and supporting them with a mentorship program for new administrators,

teachers and STAR (Students and Teachers Achieving Re-sults) school principals has been a district initiative. The district and schools engage in data-driven decision making wherein they analyze their data and focus resources to-wards areas of need along with reinforcing and main-taining areas of strength.

Voters in San Francisco ap-proved a $295 million facili-ties bond in November of 2003, the largest capital im-

provement bond ever ap-proved for the San Francisco Unified School District. The funds will go toward renova-

tion of classrooms, improv-ing accessibility for students with disabilities and remov-ing asbestos from schools.

Community Support

The district’s two main ini-tiatives to address literacy at the secondary level and the achievement of underper-forming schools have con-tributed to the successful results. The District’s STAR Schools initiative being im-

plemented for the second year provided underperform-ing schools with targeted interventions, additional school personnel and instruc-tional resources. The District also implemented the Secon-dary School Literacy Initia-

tive at the middle and high schools level which provided a focused curriculum and research-based instructional strategies to address the needs of students who score below the 40th percentile on the standardized test.

Literacy


SFUSD is expecting to open three re-designed schools in Bayview/Hunter’s Point in August 2004 called Dream Schools. The concept is modeled on the renowned Frederick Douglass Academy in Harlem, New York. The schools will be defined by their academic rigor, high expectations of students, in-

dividualized academic plans, professional development for staff, limited enrollment for individualized instruction and meaningful parental em-powerment. The schools will provide a pre-kindergarten to college continuum with three levels; one pre-kindergarten to grade

three school, one grade four to grade six school, and one grade seven to grade twelve school. Dream Schools are rooted in the district’s strate-gic plan, Excellence For All, which is focused on creating excellent and equitable op-portunities for all students.

Dream Schools

The Stay-in-School Coalition (SISC), comprised of SFUSD personnel and representatives from various city depart-ments and youth-serving agencies, was formed to sup-

port the district's dedication to academic achievement and success for all students. Regular school attendance is an integral part of that suc-cess. To that end, the SISC

developed and began imple-menting a comprehensive plan based on a continuum of services and supports to en-sure attendance improvement for all students.

Stay In School Coalition

The Secondary School Re-design Initiative (SSRI) is the District’s plan to transform secondary education in San Francisco. It is an effort to raise student achievement in

the middle and high schools and to provide San Francisco families with high quality secondary school choices. This year, two new schools, Aim High Academy and

Small Schools for Equity, opened up under the initia-tive and one school, Mission High, was redesigned.

Secondary School Redesign Initiative

Student Enrollment

As reported on the October 1, 2003 California Basic Educational Data System (CBEDS), SFUSD student enrollment was 57,805 in grades K to 12. An additional 1,210 students are enrolled in various County pro-grams.

The pie chart on the right shows the district/county level student ethnic representation. The bar chart shows various special programs participa-tion at the district/county level.

High School Graduates


Source: SFUSD CBEDS 2003, Prepared by Research, Planning and Accountability Department Free & Reduced Lunch Data Prepared by Student Nutrition Services 10-21-03

Source: SFUSD CBEDS 2003, Prepared by Research, Planning and Accountability Department.

Latino21 %

Other Non-White

1 2%

Decline to State3%

African American

1 5%

Other White1 0%

Filipino6%

American Indian

1 %

Japanese1 %Korean

1 %

Chinese30%

11.1

59.8

11.4

28.9

0 20 40 60 80

English LanguageLearner

Gifted & Talented

Special Education

Free & ReducedLunch

%

5

260

10

10

740

11

138

360

290

169

9

1,727

2

2,006

126

1,243

146

214

0% 50% 100%

American Indian

Asian

Pacific Islander

Filipino

LatinoAfrican

American

White

M ultiple/No Response

District Total

Graduates M eeting UC/CSU RequirementsGraduates Not M eeting UC/CSU Requirements

The bar chart on the right shows the number of 12th grade enrollment re-ported on the 2002 CBEDS and the number of high school graduates of school year 2002-2003, which in-cludes summer graduates (2003) but does not include students with high school equivalencies (i.e., GED or CHSPE).

The stacked bar chart on the right shows the number of high school graduates completing all courses re-

quired for U.C. and / or C.S.U. Entrance by ethnic group.

1.3%1.5% 1.5% 0.6% 2.1%0.0%

0.5%

1.0%

1.5%

2.0%

2.5%

3.0%

SFUSD Total

Elem K-5

Elem K-8

M iddle High

Drop

out R

ate

One-Year Dropout Data

Dropout rates are derived from San Francisco Unified School District’s Summary Report for School Drop-outs 2002-2003.

The bar chart on the right shows dropout rates by school levels and the district as a whole. For the school year 2002-2003, SFUSD has a dropout rate of 1.5%.

The pie chart on the right shows the percent of dropouts by ethnic groups at district level.

Source: SFUSD Summary Report for School Dropouts School Year 2002-2003, Prepared by Research, Planning and Accountability Department.

4,093 3,7330

1,000

2,000

3,000

4,000

5,000

Fall 2002 District

1 2th Grade Enro llment

2002-2003 District

Graduates(Include Summer)

Num

ber o

f Stu

dent

s

Chinese1 3%

Korean0%

Japanese1 %

American Indian

1 %

Filipino8%

Other White11 %

African American

23%

Decline to State4%

Other Non-White11 %

Latino28%

CAT/6

CST: English Language Arts

36 33 39 36 36 36 3038 33 3238 35

43 39 36 37 3344 37 41

0

20

40

60

80

100

Grade 2 Grade 3 Grade 4 Grade 5 Grade 6 Grade 7 Grade 8 Grade 9 Grade 10 Grade 11

% a

t or

abov

e Pr

of.

State SFUSD

CST

CST: Mathematics

53 46 4535 34 30

54 52 4837 40 36

0

20

40

60

80

100

Grade 2 Grade 3 Grade 4 Grade 5 Grade 6 Grade 7

% a

t or

abov

e Pr

of.

State SFUSD


The California Achievement Test, Sixth Edition (CAT/6), is a nationally norm-referenced standardized test that meas-ures achievement in reading, language arts, mathematics, science, and social science. It is designed to measure stu-dent achievement in comparison to a national norm group in skills commonly found in state and district core curricula. The CAT/6 is administered to all stu-dents in grades 2 to 11, except for certain Special Education students.

The graphs on the right show the Na-tional Percentile Rank for SFUSD and for the State as a whole in both reading and in mathematics. SFUSD scored at or above the state level for both subject areas and all grade levels.

The California Standards Test (CST) were developed specifically for Califor-nia public schools and are aligned to the state-adopted standards that describe what students should know and be able to do in each subject area at each grade. The tests are criterion reference tests which means that the results are based on how well students achieve identified state-adopted standards, not how student results compare with the results of other students who have taken the test.

There are five performance levels: Far Below Basic, Below Basic, Basic, Profi-cient, and Advanced. The graphs on the right show the percent of students who scored at the proficient and advanced levels compared to the state. SFUSD scored at or above the state level for both subject areas and at all grade levels.

Source: California Department of Education

Source: California Department of Education Spring 2003 Test Results

Spring 2003 Test Results

CAT/6: Reading

43 39 39 42 42 45 43 46 46 4644 39 42 46 43 46 44 49 50 53

0

20

40

60

80

100


NPR

State SFUSD

CAT/6: Mathematics

56 55 50 48 48 45 46 48 49 4960 61 57 51 52 52 55 58 63 67

0

20

40

60

80

100


NPR

State SFUSD

TABLE 1: RAISING THE BAR AND CLOSING THE ACHIEVEMENT GAP Percent at or above Basic - Improvement from Spring 2002 to Spring 2003

GRADE LEVEL

CST - English Language Arts CST - Mathematics

District AA L ELL District AA L ELL

Grade 2 2.5% 1.1% 2.3% 1.2% 5.3% 2.8% 6.6% 4.2%

Grade 3 0.3% -0.3% 1.6% 2.8% 8.2% 8.8% 13.8% 12.6%

Grade 4 2.7% 0.7% 7.0% 4.6% 10.2% 7.4% 18.2% 12.3%

Grade 5 0.3% 0.1% 0.3% 1.2% 0.5% -3.0% 3.7% 4.1%

Grade 6 8.3% 10.7% 7.9% 11.9% 2.2% 4.5% -0.2% -0.5%

Grade 7 5.1% 10.9% 9.0% 4.8% 4.6% 8.0% 10.0% 1.2%

Grade 8 1.1% 1.3% 8.9% 3.2% ** ** ** **

Grade 9 6.1% 7.0% 8.0% 8.0% ** ** ** **

Grade 10 1.0% -2.8% 6.5% 1.8% ** ** ** **

Grade 11 4.9% 8.4% 1.7% 6.2% ** ** ** **

Total 3.2% 3.5% 5.3% 3.5% 5.1% 4.7% 8.6% 6.3%

AA: African American; L: Latino; ELL: English Language Learner ** Students in Grades 8-11 are administered end of course Mathematics Test based on their class enrollment. Percentages in blue reflect rates higher than the comparable district rate. Source: SFUSD Achievement Assessment Office

California Standards Test (CST)

RAISING THE BAR AND CLOS-ING THE ACHIEVEMENT GAP: Table 1 shows that the district is rais-ing the bar and closing the achieve-ment gap because the targeted groups are improving at a higher rate overall and at most grade levels in both CST - English Language Arts and Math as compared to the district’s improve-ment.

Overall , African American, Latino, and English Language Learner stu-dents show respectively a 3.5%, 5.3%, and 3.5% improvement in their percent of students at basic and above this year as compared to last year in CST - English Language Arts while the district improved by 3.2%.

TEST SCORE TRENDS: The chart on the right indicates that SFUSD shows consistent improvement in the percent of students scoring at profi-cient or higher at 7 out of 10 grade levels in CST - English Language Arts and 8 out of 10 grade levels in CST - Math over the years for which data exists.

Also, in 2003 SFUSD outperformed the state at every grade level on the CST in both English Language Arts and Math on the percent of student scoring at proficient or higher.


38% 36% 54% 53%33% 32% 43% 43%37% 32%

35% 33% 52% 46%36% 34% 41% 38%31% 30%

43% 39% 48% 45%39% 36% 36% 37%34% 33%

39% 36% 37% 35%32% 31% 32% 29%28% 28%

36% 36% 40% 34%29% 30% 36% 32%28% 31%

37% 36% 36% 30%34% 33% 32% 30%33% 32%

33% 30% 33% 24%32% 32% 29% 20%30% 32%

44% 38% 41% 19%38% 33% 47% 19%33% 28%

37% 33% 42% 17%39% 33% 51% 21%35% 31%

41% 32% 36% 15%38% 31% 33% 14%35% 29%

2002-03 2001-02 2000-01 2002-03 2001-02

Source: California Department of Education

(Algebra II)

(Geometry)

(Algebra I)

(General Math)

English Language Arts

20% 40% 60%0%Percent of Proficient or Higher (SFUSD)

State

MathematicsPercent of Proficient or Higher (SFUSD)0% 20% 40% 60% State

Grade 8

Grade 9

Grade 2

Grade 3

Grade 4

Grade 5

Grade 10

Grade 11

Grade 2

Grade 3

Grade 4

Grade 5

Grade 6

Grade 7

Grade 6

Grade 7

Grade 8

Grade 9

Grade 10

Grade 11

Percent of Passing (Tenth Graders Only)

2001-02 2002-03 Gain

ELA

CA 54% 78% 24%

SFUSD 46% 78% 32%

Mathematics

CA 32% 59% 27%

SFUSD 33% 71% 38%

Source: California Department of Education, File Date: 9/16/2003

This test, which is part of the California Standards Test, gives students 60 minutes to write an essay in response to an assigned task. The types of writing used for the test vary from year-to-year and are based on California’s Writing Application Content Standards. Papers are scored independently by two readers using a 4-point scoring guide and their scores are added together for a total between 2 and 8.

California Writing Standards Test Percent of Scoring 4 or Higher

2000-01 2001-02 2002-03

Grade 4 83% 79% 87%

Grade 7 45% 83% 55%

Source: SFUSD Achievement Assessment Office

Credential Type *

Elem Middle High District

Full 96% 91% 89% 93%

University Intern 0% 0% 1% 0%

District Intern 0% 0% 0% 0%

Pre-Intern 1% 2% 2% 2%

Emergency 2% 3% 5% 3%

Waiver 0% 0% 1% 1%

* Teacher credential data may not have been submitted or a teacher may hold one or more types of credential. As a result, percentages on this report may not add up to 100%.

Teacher Information Years of Service


1-2 Years 11% 16% 16% 13%

3-9 Years 43% 35% 38% 40%

10 Years + 47% 49% 45% 47%

Average Years 12.0 12.3 11.6 11.9

Education Level


Less than Bachelor’s 0% 0% 1% 0%

Bachelor’s Degree 11% 15% 16% 13%

Bachelor’s + 30 Units 67% 60% 52% 61%

Master’s Degree 21% 24% 28% 24%

Master’s + 30 Units 0% 0% 0% 0%

Doctorate 1% 1% 2% 1%

Source: SFUSD CBEDS 2003

The surrounding tables show SFUSD teacher information by school level including Education Level, Years of Service and Credential Type.

The purpose of the California High School Exit Exam (CAHSEE) is to improve student achievement in high school and to help ensure that students who graduate can demonstrate competency in state content standards for reading, writing, and mathematics. Beginning in the 2005-2006 school year, stu-dents must satisfy the CAHSEE requirement in addition to meeting district and state requirements for graduation.

California High School Exit Exam


II/USP The Public Schools Accountability Act (PSAA) created the Immediate Intervention/Underperforming Schools Program (II/USP) in 1999 to assist schools in the lowest five deciles of the Academic Performance Index (API) to improve student achievement. The California Department of Education (CDE) selects a small number of schools to participate in II/USP. Participation is voluntary and additional funding is made available to those schools. Schools have two years to show that their API scores are improving. If scores do not improve, the CDE has a number of options such as removing staff and reor-ganizing the school. There have been three cohorts of II/USP. Cohort I began a planning year in 1999-2000 with implementation in years 2000-2001 and 2001-2002. Cohort II began a planning year in 2000-2001 with implementation in years 2001-2002 and 2002-2003. Cohort III began a planning year in 2001-2002 with implementation in years 2002-2003 and 2003-2004.

Interventions for Low-Performing Schools

CSRD The Comprehensive School Reform Demonstration (CSRD) Program is a federally funded school reform initiative that pro-vides grants to underperforming schools. It was implemented in 1999 and expanded the options available for the implemen-tation of school action plans. Cohort I began a planning year in 1999-2000 with implementation in years 2000-2001 through 2001-2002. Cohort III began a planning year in 2001-2002 with implementation in 2002-2003 through 2004-2005.


HPSG The High Priority Schools Grant (HPSG) is intended to assist the lowest performing schools in the state in raising student achievement. By participating in this program, schools automatically participate in II/USP and must meet the requirements of II/USP. HPSG ties together several legislative incentive programs that have been made available to schools and districts. Planning began in 2001-2002 with implementation in years 2002-2003 through 2004-2005.

STAR The STAR (Students and Teachers Achieving Results) Schools Initiative central goal is to increase student performance at underperforming schools by providing targeted interventions at the school sites. The initiative was developed using data on SFUSD school performance and the most recent research on improving under-performing schools. Schools are identified through three criteria: 1) state categorization as an II/USP school or 2) API scores in the first, second or third deciles or 3) meeting one or none of the performance targets on the principal evaluation. Interventions are divided into three categories: 1) additional school site personnel to support instructional improvement, 2) additional district support for instructional improve-ment and 3) additional resources to address key areas of need.

PI Under the No Child Left Behind Act (NCLB), each state develops and implements a measure of adequate yearly progress (AYP) that requires schools and local education agencies (LEAs) to demonstrate significant improvement in student aca-demic achievement. SFUSD identifies a school for program improvement (PI) if that school fails, for two consecutive years, to make AYP. Consequences for failing to make AYP are public school choice, supplemental services, corrective actions, and restructuring. Interventions include allocation of 10% of the school’s Title I money for staff development, an additional site school specialist to coach reading and math teachers, additional district support for instructional improvement, and addi-tional resources in reading and math.

Interventions for Low-Performing Schools (continued)


SAIT Schools participating in the II/USP Program that did not make significant growth in either of the two years of implementation are deemed state-monitored schools. One option for a state-monitored school is for the district to enter into a contract with a School Assistance and Intervention Team (SAIT). The purpose of a SAIT is to investigate and provide intensive support and monitoring to assist the school in improving student learning.

Other School Directory Indicators

Reading First Reading First is a federal grant program, providing funds to high priority schools in the area of reading for Kindergarten through 3rd grade. The central goal is to have all students reading at or above proficient by 3rd grade as measured by the California Standards Test (CST). The criteria for inclusion consists of the following: the percentage of students below basic and far below basic on the CST, the percentage of new teachers, and the percentage of students enrolled in the Free and Re-duced Lunch program.

Met API Growth The Academic Performance Index (API) is a score of 200 to 1000 that annually measures the academic performance and pro-gress of individual schools in California. On an interim basis, the state has set 800 as the API score that schools should strive to meet. The annual growth target for a school is 5% of the distance between its base API and 800. Actual growth is the number of API points a school gained between its base and growth years. Schools that reach their annual targets are eligible for monetary awards. Schools that do not meet their targets and have a statewide API rank of 1 to 5 (of a possible rank of 1 to 10) are eligible to participate in the II/USP. The Met API Growth indicator refers to the 2002-2003 Schoolwide target.

Met AYP AYP stands for Adequate Yearly Progress. The federal No Child Left Behind Act requires that all students perform at or above the proficient level on the State’s standards based assessment by 2014. In order to achieve this goal and meet annual performance objectives, districts and schools must improve each year according to set requirements. Components of AYP include the following: 1) A minimum percentage of students at each school must perform at or above the proficient or above level each year in reading-language arts and math. This also applies to each numerically significant subgroup, with the mini-mum percentage rising each year. Subgroups include the major ethnic groups, socio-economically disadvantaged students, English learners and students with disabilities. 2) A ninety-five percent participation rate on any assessment used. 3) API for all schools. The API must be above the status bar set by the state or show growth of at least one point. 4) Graduation rate for high schools. The National Center for Education Statistics (NCES) definition for a four-year completion rate is used, and a school must show an increase of one-tenth of one percent per year until 100 percent. The Met AYP indicator refers to the Phase III results meaning the school met all Phase I and Phase II criteria.

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