Strategy+Update+2008-2009

**Student Achievement**
SA1.1 Outline future plan for Read 180 pilot program at Axtell Park and Whittier Middle Schools. – December 2008 – Schueler/Kaarup-Draper/Leonard The Read 180 pilot that was conducted in the 2007-2008 school year on July 14, 2008 a the school board received information of the gains that were seen using the Read 180 program. The average gain was about 2 grade levels. The board approved further study to determine the need for additional Read 180 Programs. The study revealed that both Whittier and Axtell had students to support an additional Read 180 programs. In addition Edison had a need for one program of Read 180. During the time of the Read 180 Pilot Scholastic designed another program called System 44 to address students who are below the level to benefit from Read 180. It was recommended that a System 44 program be purchased to be used at Axtell in the Family Immersion Center, and another in the ELL classrooms at both Axtell Park and Whittier. The results of this further study was presented to the school board on December 8, 2008. The recommendation to the board was to reallocate FTE to cover the addtions of the program by reallocating the Early Intervening Service 2 FTE Axtell, Edison and Whittier will each use .33 FTE of their building allocations and through an expansion packet to Middle School Instruciton 2.0 additional FTE. 2/2/09 JKD One System 44 Lab was ordered in December 2008, with federal dollars, for the Immersion Center at Axtell. System 44 serves students who read below the 2nd grade level. Professional development will be held on February 26. The System 44 classroom will serve students as before the end of third quarter.

SA1.2 Evaluate the effectiveness and use of Title I Part D tutors. – February 2009 – Ann Smith Tutors are turning in spreadsheets with WRAT scores for reading/math pre-test/post-test scores and other information. Ann will review data, identify any other outstanding questions and follow-up with site visits in January. SA1.3 Implement reading in the content area strategies for middle and high schools. – May 2009 – Leonard–MS / O’Brien HS District inservice and DCM focus on professional development and successful strategies for classroom instruction in reading in the content. Department Chairs have received information to take back to their specific departments. Instructional coaches are working with new teachers and department collaboration. Each high school is providing ongoing inservice in reading in the content. February 12 inservice will include professional development in literacy. Teachers are sharing student work examples of reading strategies. Social Studies curriculum has been written to include reading and writing standards. District English semester exams have been updated to include reading skills that transfer from lessons. 2009-10 Social Studies semester exams will be written to require students to use reading in the content strategies. O'Brien 12/8/08 In progress: Over time updating of District assessments to include reading/thinking questions will provide the need for instruction to include reading, write, think strategies. Sandy Leonard, Middle School: In progress: The August 14, 2008, middle school inservice was structured around content area reading strategies. Strategies to teach Reading Indicators 4 and 5 were modeled and teachers met in collaborative job alikes to develop common, quarterly formative assessments. The responsiblity of teaching Reading Indicator 4 was asigned to the middle school social studies teachers. The responsibility of Reading Indicator 5 was assigned to middle school science, social studies, and math teachers. Reading Indicators 1, 2, and 3 are the responsiblity of the Language Arts/Reading (LAR) teachers. Results of the common, formative assessments will be sent to the middle school principals and to me. Each middle school team developed and submitted to Sandy a choice reading plan to ensure that students have supervised time to read for pleasure. A minimum of 2, 20-30 minutes sessions were required for choice reading. SL 12-9-08 SL 2.3.09: Middle School: In progress: Sue Beers will provide PD on content area reading for middle school science and social studies teachers, for a 1/2-day at each middle school, on February 18, 19, and 20. In addition Sue Beers will work with the District Literacy Leadership Team for 1/2-day. SA1.4 Evaluate the elementary library/classroom teacher collaboration model. – June 2009 – Ann Smith Librarians are turning in monthly reports of collaboration activities. Schedules for collaboration were established in August and vary based on student numbers and understanding of the role of the library. Ann visited every school in Sept/October to observe and provide feedback. Ann will meet with elementary principals to review the different approaches to scheduling and compare to collaboration that is happening. Ann will visit every school at least twice between January and May to observe and give feedback.

SA1.5 Implement and evaluate the elementary, middle and high school reading/language arts curriculum. –September 2009 – Aderhold Much of the data collection will take place in February, including an appraisal of the significant tasks. Feedback will be in multiple formats, including zoomerrang, written surveys, focus groups, sample of students, etc. FA 12/07 EL- Professional development has taken place in August, Sept, and October. Topics included tiered instruction, review of curriulum essentials, significant tasks, comprehensive literacy, reinforcement of guided reading, use of the writring rubric and outline writing objectives. Additional inservice will take place in February and March. Evaluation will consist of surveys, observations, focus groups and assessment data. The majority of that will be gathered from Feb. on. RM and MR 2/2/09 HS - Professional development in August, September and October included review of curriculum essentials, significant tasks, use of technology through SMART Boards/Turn it in Software, choice novels, and job alike collaboartion. District inservice on anchor papers, District Writing Assessment and a review of scoring was provided to each school by Sharon Schueler and Jan Klawitter. O'Brien 12/8/08 District inservice will include the national consultant Michelle Kemp to provide strategies for specific units. Carol Booth Olson will provide a variety of strategies for teaching students to respond to and interpret literatur in cluding Reader's Theatre, Literature Portrait, Character Evolution Timeline, Illustrated Found Poem, and Split Open Mind. A color coding strategy for teaching students to write essays in which they analyze and comment on literature rather than simply retell using plot summary will be shared with an opportunity to practice on sample essays. CO 2/3/09 MS - In Progress: Professional development for the new curriculum was held for four days in June of 2008. Lit Zone and Resource Reading teachers will meet quarterly to improve instruction in reading fluency and individualized reading assessments. LAR reading teachers will meet for eight hours, from January - May for continued professional development and to discuss the deep reading comprehension book, //To Understand,// by Ellin Keene. SL 12-9-08 SL 2-3-09 Middle School: In progress: Lit Zone and Resource Reading teachers received Lit Circle and reading strategies PD on January 20, 2009. The //To Understand// book talks began in January and will continue through April. Twenty-five teachers will attend the sessions. Authentic literacy book talk on chapters 6, 7, and 8 of //Results Now// will be offered to District teachers in March. Middle school teachers would like to improve the significant tasks for each quarter. The current tasks lack relevancy and authenticity. HS Spec Services: Lang Arts techers met to review and realign semester tests; positive results were noted in use of the new curriculum. cj 2/2/09 SA1.6 Evaluate District Reading Recovery longitudinal data.-  June 2010 - Schueler Board report given on December 8, 2008 -- Schueler and Meier SA2.1 Convene a study group to assess the high school math continuum of courses to identify if there are gaps or necessary curriculum revisions for Fall 2009 implementation. – March 2009 – O’Brien/Carmody A committee with representation from special education, high school principals, ELL math, and regular math has met three times this fall. Recommendations on the continuum are currently being reviewed by the committee to be brought forward. Topics of discussion have included the need for written ELL math curriculum, special education student need for regular education course options, methods of instruction in Algebra I and Algebra skills. O'Brien 12/8/08 The committee has created a draft document and shared it with hs principals and high school math department. Consideration for a pre-algebra option for high school students not Algebra ready is needed. The committee will be meeting in February to hear feedback from teachers and principals. A draft Board Report will be ready for the Special Services/Curriculum Services meeting in March. Board report March 23. O'Brien 2/3/09 SA2.2 Evaluate 3rd year of the SD Math Counts grant strategies and training. June 2009 – Meier The review will take place late spring with surveys, focus groups, third party evaluation results and data. RM 2/2/09
 * Goal SA2:** **All students will improve math skills to achieve high standards.**

**Goal SA3:** **All students will improve science skills to achieve high standards.** SA3.1 Develop middle school 7th grade accelerated science curriculum. January 2009 – Leonard Teachers will meet from January - May to write the Accelerated 7th grade curriculum. In progress: Board report in March. SL 2.3.09 SA3.2 Implement and evaluate the middle school 6th grade accelerated science curriculum. June 2009 – Leonard Middle school accelerated science meet quarterly to collaborate. The goals of the sessions are to strengthen and support the inquiry-based curriculum and instruction. Professional development on the Socratic Method of questioning will be held in March of 2009. 2.3.09. In progress: The sixth Accel. Science teachers have met each quarter to collaborate in strengthen the curriculum. The Socratic Method PD will be offered in May or August. John Swanson, from TIE, will present the PD. SA4.1 Study the current continuum of specialized programs for high school students (Flex, Truance Day, OSS Alternative, and Joe Foss Alternative), their enrollment guidelines, current capacity and future projections, identify student and program needs. December 2008 – Wilson/Bill Smith
 * Goal SA4:** **All students will successfully complete high school graduation requirements.**

SA4.6 Implement and evaluate the 9th grade transition program at WHS. June 2009 – Nold/Schueler Disaggreated S1 data (discipline, attendance, grades, GPA) to get a mid-year look at progress. SS Have asked the leaders at WHS to create a survey to get at the "relationship/personalization" piece of the 9th Grade Academy. SS 2/19/09 SA4.7 Explore flexible schedule options at high schools. June 2009 – O’Brien/Carmody/A. Davis A committee of represented by hs administration and special education has met twice to identify what is currently working in teh high school schedule, and the student needs that are not being met. The committee has defined its purpose, identified recommendations for strategies in flexible scheduling that can be implemented immediately, short term and long range goals. Research has been reviewed. National consultant, Elliot Merenbloom, has been contacted on work he has completed with other districts. Third meeting has been scheduled for January. O'Brien 12/08/08 Meetings are progressing; discussions have focused on ideas that may be considered for immediate, short-term, and long-term development. cj 2/209 Next meeting scheduled for April 2009. O'Brien 2/3/09 SA4.8 Evaluate the plan for students to earn credit-by-exam. June 2009 – O’Brien/Yost/Kaarup-Draper District meeting for HS Learning Center and Auxilary Program teachers review purpose, implementation, role for implementing credit by exam, state blueprint in July 2008. Followup meeting occured fall 2008 for feedback, Q&A, importance of options for students to earn credit. Newsletter information page is provided to each hs for placement into school newsletters. Information is placed on the District website including dates for exam and contact information. HS coursebook, Welcome to HS Book is updated to include info on credit by exam. Meeting with HS Principals/HS Counselors for ideas for implementation. District will provide review sheets and textbooks for check out in the school library. HS Counselors will facilitate the information as they meet with students/families. Discussion with DeeAnn Konrad on advertising review sessions for students/coordiantion of credit by exam through Community Education, with consideration of advertising in conjunction with ACT prep. O'Brien 12/08/08 First semester data has been received. Committee will convene in February. O'Brien 2/3/09 The Apex online learning has been utilized in 3 agency programs: Summit Oaks, Success Academy and FLEX. There have been a variety of frustrations using the program, it takes students who are motivated to learn and have a good reading ability. JKD 2/2/09 SA4.10 Each high school develop and pilot a ninth grade transition plan that reduces the percentage of ninth grade semester grade failures by 50%. WHS, RHS, and LHS are meeting with feeder middle schools and developing transition plans for 9th grade students. O'Brien 12/08/08 **Goal SA5:** **All students will be educated in a safe and orderly school environment within an atmosphere of mutual respect.** SA5.3 Evaluate the effectiveness of the District behavior teams, Tier 2 and the Title I behavior facilitator intervention systems. January 2009 – Wilson/Schueler Title I behavior facilitators are recording student contacts in a common spreadsheet. Q1 data has been collected and summarized. Schueler Met with Deb M-W to share data collected from behavior facilitators as part of her report. SS SA6.1 Implement family coaching program, Family Foundations, at Terry Redlin, Cleveland and Robert Frost in partnership with the United Way. September 2008 – Peters/Leloux Family Foundations is currently being held at Terry Redlin, Cleveland,and Robert Frost for evening sessions with a daytime session available at St. Michael's. The first semester dates were from September through December 2008, with the second semester beginning in January of 2009. Each semester consists of eight parent / family sessions that include a family style meal, parent/child interaction time, and parent discussions on various topics. A total of 12 staff work with families during program sessions discussing the joys and challenges of parenting. Evaluations componants are a part of the program design to ensure quality services are being delivered. During the first semester approximately 60 families participated throughout semester. Registrations for the second semester are currently occuring. The Sioux Empire United Way has showcased two participating families in their impact and update stories. //Loretta Leloux / Val Peters - 12-8-08// 2nd semester is underway and Family Foundations has 26 returning families and a total of 42 families registered at this time. During the 4th and 8th week of the first semester, families completed program evaluations. This information provides the Family Foundation Coordinator, Coaches, and Assistants with valuable feedback on the program and individual sessions. Coaches and Coach Assistants participated in feedback meetings with the Family Foundation Coordinator to provide them an opportunity to give feedback as well as discuss strategies for continued growth. All of the Family Coaches will be returning for the 2nd semester and will continue with their age group and site. A needs assessment will be completed at the start of the second semester which will allow families to have input on the curriculum topics that will be focused on during their groups sessions. //Val Peters - 2-2-09//
 * Goal SA6:** **Multiple programs and pathways will support improved student achievement across the curriculum.**

SA6.3 Train and implement co-taught courses in the content areas at each high school and study an allocation system. December 2008 – Wilson/O’Brien/Carmody Training and follow-up sessions were completed prior to 12/31/08. Overall, teachers are pleased with the additon of co-teaching to their schedules. Groups compiled critical issues for future consideration. cj 2/2/09 SA6.4 Study the current ELL program and support systems to determine what changes, if any, are necessary to ensure K-12 ELL students achieve the English Language Proficiency necessary for academic success in all content areas. January 2009 – Ann Smith/Kevin Dick. Committee met 5 times since May. Information from Urban Collaborative for Special Education meeting in Denver the end of October was very helpful. Ann is working on draft of report with a target date of Dec. 12 to give draft to Pam and Fred.

SA6.5 Identify the elementary, middle and high school social studies curriculum delivery models and assessment options. January 2009 – Aderhold This is on track for January 26th Board meeting. We will need a CC meeting before then to approve the curriculum. We are framing our report in terms of how this curriculum is better, new, and different. Key words to include in the narrative are meaningful, integrated, value-based, challenging, and active. FA12/07

EL is finalizing literature selections and will complete the full esentials guides for professional development opportunities this spring. RM 12/08 HS is currently writing significant tasks and common assessments. O'Brien 2/3/09 SA6.6 Review and revise the middle school report card format and content. May 2009 – Leonard Teams at Axtell Park Middle School are piloting standards based assessment reporting in science, math and language arts reading. suggested changes in the report card format have not been discussed. SL 12-9-08

SL 2-3-09: In progress. The standards-based grading has been shared at each Director Called Meeting. Social studies teachers at Axtell have implemented the standards-based grading. At this time no changes in the report card have been planned. A committee will be convened in March to study this goal. SA6.7 Evaluate effectiveness of third year of Indian Education five-year plan. June 2009 – Schueler/Swenson Update report given November, 2008. SA6.8 Evaluate the effectiveness of the Learners to Leaders program. June 2009 – O’Brien Advisory Board met twice this year to review the progress of students. District request for funding was submitted in November 2008. Awaiting approval from Smithfield. O'Brien 12/08/08 FY10 Funding approved O'Brien 2/3/09 SA6.9 Implement and evaluate the Spanish Immersion program at Rosa Parks. June 2009 – Aderhold We have had one meeting to identify sources of information that will give us an overall view of the first year of implementation. FA 12/07 SA6.10 Evaluate effectiveness of the math, science, technology specialized elementary school. July 2009 – Schueler/Vincent We have had one meeting to outline components to include in the evaluation document. FA 12/07 I have met with Patty Vinzent and Wade Helleson to create and adminster a Parent/Guardian Survey at February conferences. SS 2/19/09 Wade and I will be meeting to establish a student and staff survey. SS 2/19/09 Plan is to use the results of the Lowell School Audit as part of this report along with other demographic and assessment data. SS 2/19/09

SA6.11 Explore options and models of middle school specialized programs for at-risk learners. July 2009 – Leonard In progess: Three meetings have been held during November and December to begin the process of identifying gaps in programming for students at risk. Suggestions have been made to develop a committee to evaluate the enrollment and exit process at Joe Foss. Students needing smaller learning environments, small sections, have been discussed. Axtell Park is piloting PAWS, a transition program for students new to Axtell Park. SL 12-9-08 SL 2.3.09: In progress: The middle school goal has been included in the At-Risk goals under the leadership of Bill Smith and Deb Wilson. Board report in February. SA6.12 Identify the middle and high school World Language curriculum and assessments. January 2010 – Aderhold On track - philsophy statement complete. Instructional levels are now working on curriculum and materials selection. Have to resolve program for middle school and find online courses for high school in the national security languages - Arabic, Farsi, Hindi, Russian. FA 12/07

EL- The elementary sub-committee is working on the essentials for the Immersion program and the FLES program for Rosa Parks. There will be a handbook component as well. RM 12/08 SA6.13 Identify the elementary, middle and high school fine and performing arts curriculum delivery models and assessment options. January 2010 – Aderhold In progress - Ann working with subgroups at this time. FA 12/07

SA6.14 Develop and implement the global studies program at Rosa Parks. June 2010 – Aderhold Rich and June are working on this. FA 12.07

Between our meetings, teachers are working on their grade-specific global studies curriculum. The goal will be to have resources listed along with the social studies curriculum Board report for implementation this fall. RM 12/08

SA6.15 Establish the Career Tech Education Academy according to the timelines approved by School Baord 4/28/08. August 2010 – Kayl

SPGS1.1 Target interventions to support teacher instructional gaps in 21st Century life skills. May 2009 – Guiding Team: Messick, Ryswyk, Brandy, Leonard SPGS1.2 Evaluate the presence of 21st Century Sills within daily instruction. June 2009 - Guiding Team: Messick, Ryswyk, Brandy, Leonard In progress. The 8 steps were developed and presented to each group of administrators during October. SL 12-9-08 SL 2.3.09: At the January ADMIN meetings, the 1st semester drop-in data was reported and showed an increase in the implementation of 21st Century Skills within daily instruction in K-12 classrooms.
 * Goal SPGS1:** **All students will improve 21st Century life skills (i.e., analytical thinking, communicating, problem solving, creating and innovating, retrieving and evaluating information, and collaborating).**

SPGS1.3 Implement and evaluate Instructional Coach model. June 2009 – Guiding Team: Nold, Fox, Hagen, Aaron

SPGS2.1 Work collaboratively with Avera Institute for Human Behavior Genetics to provide the Family Based Wellness Program at Garfield Early Childhood. September 2008 – Peters/Jacobsen The Family Based Wellness Program is currently serving approximately 50 families at Garfield Elementary. Participating students at Garfield rotate through a series of three activities: Suzuki Violin; Expressive Arts; and Mind Body element. These activities are a total of 60 minutes in length with that time being outside of the child's early childhood session. These sessions occur Monday through Thursday following the SFSD Early Childhood calendar. Family Based Wellness Program staff include instructional staff and therapists working with the children during activities; Parent Coaches who interact with the parents providing support and resources; and a Family Therapist. Avera staff and therpists will review the behavior rating scales completed by SFSD Early Childhood teachers and other documentation completed by the participating children's parents/guardians to assist in determining the types of supports, resources, and interventions each child / family would benefit from. //Val Peters - 12-8-08// The December Progress Report from Avera Institute for Human Behavioral Genetics provided the following information. A total of 57 children and families who attend Early Childhood at Garfield Elementary began participation in the Family Based Wellness Program. 9 children / families have disenrolled for various reasons from not completing the forms and participation requirements, families moving out of the Garfield EC area, or limited attendance. The participating children are involved in a series of three activities daily: Violin Training; Expressive Arts Training; and Mind and Body Training. The Violin instruction is adapted from the Suzuki method. Sessions are held in small groups with adult support. 66 Eastman Model 80 violin outfits (cases, violins, bows, and other accessories) were provided through a gift from Our Guardian Foundation. Instructors indicate that theya are on pace for the goal of having the children able to play four short pieces by the end of the school year. Expressive Arts training includes Primary Movement developing fine and gross motor skills; Art Training which focuses on self-awareness, fine motor, expression of emotions; Drama / Theater which provides drama instruction with the goal for children to understand the basics of expression their feelings. Community Artists make up the final component of Expressive Arts training. A variety of artists from the Sioux Empire Arts Council come in to demonstrate individual and creative expressive through various mediums. Mind and Body Training supports techniques to help children learn how to refocus their attention, energy, or calm themselves while encouraging balance, motor control, flexibility, and muscle strength. Each family involved has been assigned a Family Health Coach (FHC) who develops a partnership with the parent to support positively influencing health, wellness, and parenting. The FHC works with the family primarily through phone contact to provide support, resouces, and targeted information. Therapeutic Family Based Interventions includes Focused Family Coach (FFC) who have been assigned to children and families who present with more significant risk factors. The FFC is a licensed mental health professional who will meet regularily with the family. Group parent sessions of "The Incredible Years" will begin in January 2009. //Val Peters - 2-2-09//
 * Goal SPGS2:** **All students will demonstrate a healthy lifestyle.**

SPGS3.1 Evaluate the implementation of the intramural middle school and secondary school program. June 2009 – Meile/A. Davis  ** Staff Development ** **Goal SD1:** **Recruit and retain a high-quality, diverse staff.** SD1.1 Deliver results-driven, standards-based, job embedded professional development to all staff. Ongoing – Guiding Team – at each building
 * Goal SPGS3:** **All students will be active participants in their community.**

SD1.2 Establish system to monitor timeliness of employee evaluations. September 2008 – Aderhold Process in place, will have data on December 1 status us for new teachers soon. FA 12/07 Becky has a model designed to track employee evaluations for all groups. A meeting with ATI for programming needs is pending. BD 3-8-09. SD1.3 Implement induction/training plan for new educational assistants. September 2008 – Tracy Vik Training plan was implemented in the fall and will continue throughout the school year. TV SD1.4  Develop comprehensive training to staff on the crisis reunification plan. January 2009 – Tracy Vik/Bill Smith

SD1.5 Provide information sessions to diverse populations about employment opportunities in the District. January 2009 – Becky Dorman/Konrad The following initiatives have been taken in support of strategy SD1.5:


 * 1) HR will continue to collaborate with LSS to "recruit" the Bhutanese and Iraq refugees expected to arrive in SF this year. Most of these individuals speak English. Dorman participates on the LSS Refugee and Immigration Services advisory committee.
 * 2) "Refugee 101" training will be offered to custodians at their Spring professional development to foster a more supportive working environmnet for our diverse workers.
 * 3) Dorman attended the Diversity Conference on November 11 focusing on creating an "inclusive" environment, where valueing our differences because part of our District's culture.
 * 4) Ben Schumacher created a video to run on Teacher Tube and You Tube, focusing on recruitment.
 * 5) Pending approval, HR will send two administrators to a teacher recruitment opportunity at the National Association for Bilingual Education Conference on February 18-21 in Austin, Texas.
 * 6) HR has broadened its online recruitment to include Teachers-Teachers.com; LatPro.com, National Association for Bilingual Education, American Council for the Teaching of Foreign Language, California Association of Bilingual Education, American Association of Teachers of Spanish and Portuguese. BD 12-08-08
 * 7) Dorman has a meeting with Greg Johnson of the SD DOL - career center on Jan. 7 at 8:00 a.m. to discuss venues and ideas for reaching diverse workers in SF. BD 12-12-08
 * 8) One of the District's strategies to "recruit and retain a high-quality, diverse staff is to provide information session to diverse populations concerning employment opportunities in the District. On February 12, I have been invited to attend a staff meeting of the SD Department of Labor employment representatives (aka Job Service or the One-Stop Career Shop). They would like to know more about our custodial positions so that they can assist us in finding employees. They want the job details, the skills you look for in candidates, and what type of related experience is most valuable to us as the employer. Would one-or-both of you be available to visit with this group? I will attend as well. - BD 1/13/08
 * 9) In conjunction with the SD Department of Labor, HR is participating in a job fair to recruit under-represented groups on Friday, March 13.
 * 10) On March 18, HR is participating in a job fair through the Business Leadership Network to promote employment opporunities to individuals with disabilities. BD 3-8-09

SD1.6 Study the distribution and allocation of clerical FTE. February 2009 – Homan/Aderhold Study in progress. SD1.9 Establish Future Teacher Association at each high school in partnership with a post-secondary institute. June 2009 – Aderhold Have met with the high school club advisors, programs will kick off in January. Wiki with minutes has been launched. FA 12/07