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BEYOND THE TALK:
TAKING ACTION
to EDUCATE EVERY CHILD NOW
Working Draft
for the Board of Education May 8, 2008
BEYOND THE TALK: TAKING ACTION to EDUCATE EVERY CHILD NOW
1
“The San Francisco Unified School District sees the
achievement gap as the greatest social justice/civil rights
issue facing our country today; there cannot be justice for
all without closing this gap.”
Carlos A. Garcia
Superintendent, SFUSD
I. INTRODUCTION
The mission of the San Francisco Unified School District (SFUSD) 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 his or her
maximum potential.
As described in our mission, we are committed to helping every student maximize her
or his potential while increasing the achievement of already high performing students and
dramatically accelerating the achievement of those who are currently less academically
successful. The ideas and actions described in this plan are focused on one main idea:
every child has the right to be well-educated. Currently, no urban education system in
the United States fulfills this fundamental right. The political, emotional, technical and
strategic work necessary to create a system of high quality schools that prepare every
student for full and meaningful community participation in our 21st century global world
is one of our country’s greatest challenges. In San Francisco, a progressive city that
holds itself in high regard as a political and intellectual leader, we exhibit some of the
deepest racial, socio-economic and linguistic inequities in the United States.
For seven consecutive years San Francisco public schools have delivered a greater
percentage of students to academic proficiency levels than any other large urban district
BEYOND THE TALK: TAKING ACTION to EDUCATE EVERY CHILD NOW
2
in California. At the same time, the district’s achievement gap, the discrepancy between
the academic proficiency of students by race, ethnicity, class and language, has continued
to widen. This discrepancy is often referred to as the achievement gap. For far too long
demographics, specifically the socio-economic, linguistic and racial backgrounds of our
children, have often closely correlated to their success in school. We refer to this
historical trend as the “predictive power of demographics.”
Closing this unacceptable achievement gap will require significant changes in our
capacity to teach culturally and linguistically diverse students effectively. These changes
demand that we relinquish pretense and embrace the simple truth that we all have to learn
how to do this work better: from the Board Room to the classroom. The actions
described in our plan require each one of us in the SFUSD to recognize our strengths,
identify our areas of growth, and take full responsibility for diminishing the predictive
power of demographics on academic and social outcomes.
In the process of creating the District Scorecard, our long range plan for SFUSD, we
have listened to years of community input and analyzed a wide range of data. In a recent
series of community conversations around the Student Enrollment, Recruitment and
Retention Plan (SERR) co-led by SFUSD, the San Francisco Education Fund, Parents for
Public Schools, the Parents Advisory Council, and other community leaders, we heard
from almost one thousand parents and students from all parts of the city. They told us
that quality schools are defined by engaging and challenging material, caring and
committed teachers, strong and visible leaders, and instruction modified to meet each
BEYOND THE TALK: TAKING ACTION to EDUCATE EVERY CHILD NOW
3
child’s needs. They told us that the district needed to share a proactive, clear and long-
term plan for how we will assure that every school is a quality school. We agree.
We invite you to consider this plan, the District Scorecard, and we hope that it
reflects your greatest aspirations. As called for by a unanimous vote of the School Board
on April 22, 2008, with fantastic community support, in Resolution no.82-26A1,
“Closing the Achievement Gap in SFUSD,” our District Scorecard is transparent,
measurable, and rooted in a deep understanding of where we are and where we must go –
THIS IS OUR CALL TO ACTION. From this point forward you will see our progress
every step of the way as we strive to keep our promises to students and families to engage
high achieving and joyful learners, and make social justice a reality.
II. STRATEGIC PLAN SUMMARY
Problem Statement – Two Competing Truths
San Francisco has the highest average student performance of the large urban districts in
California and the widest gap between the district average and the lowest performing
students.
BEYOND THE TALK: TAKING ACTION to EDUCATE EVERY CHILD NOW
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BEYOND THE TALK: TAKING ACTION to EDUCATE EVERY CHILD NOW
5
Table 1: Two Competing Truths
Academ
ic Perform
ance Index (2006) by subgroups in California’s largest urban districts. Color codes highlight highest and second-
highest perform
ing subgroups in blue and lowest and second-lowest perform
ing subgroups in orange.
District
Average
African
American
American
Indian
Asian
Filipino Hispanic Pacific
Islander
White
Socio-
Economically
Disadvantaged
English
Learner
Disabled
San Francisco Unified 753
576
687
841
747
643
634
838
720
717
515
San Diego Unified
731
658
759
818
812
658
743
830
669
630
539
Long Beach Unified
722
658
752
787
828
688
693
831
685
662
486
Sacramento City
Unified
706
629
684
753
790
662
668
783
668
666
482
Fresno Unified
658
609
679
671
782
630
737
763
631
606
433
Los Angeles Unified
655
606
684
846
797
630
696
807
635
606
457
Oakland Unified
651
599
683
766
725
608
594
881
625
622
468
San Bernardino City
Unified
634
598
656
758
809
622
621
713
616
601
497
California
721
635
691
847
808
656
714
801
654
637
518
BEYOND THE TALK: TAKING ACTION to EDUCATE EVERY CHILD NOW
6
Solution – Addressing the Root Causes
There are no immediate or simple solutions to remedy the historic injustices
described above. However, by incorporating years of community input, taking an honest
look at where we now stand, holding numerous conversations with key partners, and
building partnerships to share the work, we believe we have a plan of action that
immediately begins to address the root causes of the existing achievement gap. To
increase the achievement of ALL groups of students and dramatically accelerate the
achievement of targeted groups of students (African-American, English Learner, Latino,
Pacific Islander, Samoan, and Special Education students) we are focused on three areas:
Access and Equity, Achievement, and Accountability.
ACCESS & EQUITY
We believe access and equity are at the heart of making social justice a reality.
The politics and ideology of social justice are empty without daily actions that improve
the living and learning conditions for the children of San Francisco. Do our teachers
have a broad range of teaching styles and skills to draw on; are they fully aware of
current research on human development; do they know their content deeply; and are they
able to know all groups of students, including our target groups (African-American,
English Learner, Latino, Pacific Islander, Samoan, and Special Education students) while
also knowing the unique gifts and talents of the individual? Our answer has to be YES,
YES, YES, YES! We must create an organization that ensures every student has access
BEYOND THE TALK: TAKING ACTION to EDUCATE EVERY CHILD NOW
7
to these capable teachers, and we must be an organization that knows and supports
teachers. Authentic access and equity will exist when our families, students and teachers
report that they are clear about what is expected and have the support they need to meet
those expectations.
ACHIEVEMENT
Without a district of highly engaged and joyful learners we will have failed to live
our mission. Our picture of achievement is every student graduating college and career
path ready and fully prepared with the skills/capacities required for successful 21st
century citizenship. We must create learning environments in our schools, and
throughout our city, that foster caring and innovation so that our students are prepared to
transform our world, rather than accept the status quo and existing inequities.
ACCOUNTABILITY
We believe accountability for the work described in our plan requires personal
commitment. We will keep our promises to students and families and enlist everyone in
the community to join us in doing so. In an age of testing, measuring, and mandating,
San Francisco Unified School District is calling for relational accountability. While we
will continue to lead the country in our use and development of thoughtful metrics, we
are equally committed to developing new relationships that put students, families and
community at the center and ask us to keep pretense, personal agendas and egos to the
BEYOND THE TALK: TAKING ACTION to EDUCATE EVERY CHILD NOW
8
side. We are striving for the genuine accountability you feel when you promise someone
you love that you will do something that is important to her or him.
IMPLEMENTATION - EVERYONE TAKING INITIATIVE
To begin the mammoth undertaking of school, district, and community
transformation we have three discrete initiatives to organize our efforts. We know we
need to increase the personal and professional capacity of every employee in SFUSD.
We believe all our work must be equity-centered. And we are determined to transform
our curriculum in order to truly prepare our students for today and tomorrow.
PERFORMANCE MANAGEMENT INITIATIVE
Building on the idea that everyone, from students to the superintendent, must have
sufficient resources, information, and support to have efficacy in their endeavors, SFUSD
is designing and implementing a comprehensive system of performance management that
will lead to a culture of leadership in support of our District Scorecard. The performance
management initiative will focus our conversations on District Scorecard data – so that
all staff know and understand their role in supporting student achievement, are provided
the support and professional development required for success in their roles, and have
voice and power in adjusting the plan over time. Our initial phase of work is increasing
the leadership capacity of district managers to support and manage staff and to ensure the
high quality implementation of the site, department and district level scorecards.
BEYOND THE TALK: TAKING ACTION to EDUCATE EVERY CHILD NOW
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EQUITY-CENTERED PROFESSIONAL LEARNING INITIATIVE
Creating and sustaining professional learning communities is essential to the
pursuit of equity in our classrooms, our schools and our district. Board members, staff,
students, families and our partners need to ask hard questions, look honestly at
inequitable practices and policies, hold ourselves accountable like we would with those
we care most about, and embrace the uncertainties and tensions inevitably involved in
equity-centered change. This initiative will increase equity-centered conditions and
structures within SFUSD so that we can deliberately and explicitly challenge all forms of
inequity, learn from each other, and celebrate our accomplishments.
21st CENTURY CURRICULUM INITIATIVE
From straight-A students to students who are pushed out of the education system,
what we’re teaching is not keeping pace with our kids' aspirations. We are educating
children to a world that doesn’t exist anymore. Learning a second or third language is
required in other countries like China, where students often begin language study in
elementary school. Will all of our students be prepared to address the deepest social and
political issues facing our country if we don’t change what we are teaching our schools?
Will all of our students be as prepared to work with people from other countries or to
open businesses abroad?
San Francisco and the American public recognize the urgency to move our education
system into the 21st century. We must better prepare all of our students to succeed in and
shape an increasingly competitive world, one already divided by socio-economics,
BEYOND THE TALK: TAKING ACTION to EDUCATE EVERY CHILD NOW
10
language, and race. Our district can not accomplish this work with a 20th century
education model that uses a one-size-fits-all approach to learning, offers a diluted and
narrow curriculum, and tests students using limited assessment systems like those found
under No Child Left Behind.
SFUSD believes a 21st century education should build on a foundation of
personalized, relevant learning that is meaningful and engaging for each student. We
know our students must learn from and collaborate with diverse peers of different races,
religions and origins. For truly socially conscious and globally competitive students, we
must also embed 21st century learning, such as technology literacy and critical and
creative thinking skills, in all the subjects that compose this broader, more rigorous
curriculum.
III. PROCESS OVERVIEW
Community Input & Key Data that informed this plan
The goals and objectives of “Beyond the Talk” build on a seven year legacy of
strong planning that resulted in steady academic performance growth for all groups of
students. Former superintendent Arlene Ackerman instituted the five year “Excellence for
All” plan in 2000, which made important improvements to the ways that school site
budgets were developed, using Weighted Student Formula site-based budgeting.
“Excellence for All” also spearheaded the creation of the Dream and STAR schools
initiatives for closing the achievement gap at low-performing schools. These initiatives
BEYOND THE TALK: TAKING ACTION to EDUCATE EVERY CHILD NOW
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yielded improved academic performance in the aggregate though seldom at the rate of
acceleration needed to raise overall performance and close the wide gap in achievement.
Also during this time, the district began a Secondary School Redesign Initiative.
In 2001, the District convened task forces to address the fact that San Francisco’s middle
schools and high schools fail to adequately serve a large proportion of our students.
Identifying significant concerns with achievement, attendance, dropout rates, graduation
rates, college going rates and other indicators of student success, these broad-based task
forces developed research-based guiding principles for change and articulated four key
elements of success for secondary students.
The four key elements that grew out of the Secondary School Redesign Initiative
established the basis for creating new, and improving existing, secondary schools:
• Personalization. Schools need to create learning communities in which students are
known by all adults.
• Academic Rigor. All students need access to a rigorous academic curriculum and high
quality instruction, based on content and performance standards.
• Opportunities to Apply Learning. All students need to have learning in context and to
have academic learning linked with preparation for post-secondary education and for a
high-skill economy.
• Access to Powerful Teaching. Schools must create environments that allow well-
prepared teachers to continually reflect on and improve their practice.
The SSRI sought to create schools characterized by these elements of success, in order to
meet five goals:
• Increase choices for families and provide effective schools where students need them
• Improve student achievement: raise the bar and close the gap
• Increase student engagement
BEYOND THE TALK: TAKING ACTION to EDUCATE EVERY CHILD NOW
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• Increase community and stakeholder support
• Transform central office to be a service center
We are continuing these efforts and building on this strong foundation with our District
Scorecard.
In March of 2006, during interim superintendent Gwen Chan’s tenure, the Board
of Education called for a new long range planning process called the Student Enrollment
and Recruitment (SERR) Initiative to support closing the achievement gap, provide all
students equitable access to high-quality education in integrated learning environments,
and sustain and build student enrollment to strengthen the district’s fiscal condition.
The district, in partnership with the San Francisco Education Fund, the Parent
Advisory Committee to the Board of Education and Parents for Public Schools, led a
community engagement initiative to understand the values, hopes and goals of the San
Francisco community in relation to public schools. These conversations about public
schools happened in a different way than most previous community input sessions; they
took place in small intimate groups of 8 to 15 people in every corner of the city with
racially and linguistically diverse participants reflective of both the diversity of our
schools and our city (insert chart of SERR participant demographics). The input of the
900 parents, students and community members who took part in the SERR community
conversations has also been an important foundation for the development of “Beyond the
Talk.”
In August 2007, at the beginning of Superintendent Carlos Garcia’s tenure, the
superintendent and Board of Education convened to set shared priorities for the district.
At these retreats the Board and superintendent unanimously agreed that student
BEYOND THE TALK: TAKING ACTION to EDUCATE EVERY CHILD NOW
13
achievement, and specifically, closing the achievement gap while continuing to elevate
the performance of all students, was the most important focus for the district for the next
five years.
Community recommendations gathered over the last seven years, current district
metrics on student achievement and retention, and the bold vision of the current Board of
Education have all played an important role in shaping the goals, objectives and
initiatives of the District Scorecard.
The BSC (cascading, specific, measurable, goal owners)
When the district set out to create the framework that will guide our future work
over the next five years, we chose a different strategy than was used in the past. We
wanted to ensure that we didn’t create a plan that was only read once and then placed on
a shelf to collect dust. We wanted a plan that was visionary enough that we could stay
focused on our goals over the long haul while still having enough flexibility to
incorporate ongoing feedback. “The Balanced Scorecard,” is a framework for translating
strategy into action developed by Robert Norton and David Kaplan (1996). In order to
create and sustain a district of high quality schools we needed a plan to guide our
strategic investment in our people, our systems and our procedures. Our aspiration is to
develop the self-sufficiency and optimism in SFUSD that will ensure that we continue to
meet new challenges as our schools and our city change and grow. We wanted to
develop a clear plan that uses multiple measures of our progress that is easily updated and
accessible to the whole community.
BEYOND THE TALK: TAKING ACTION to EDUCATE EVERY CHILD NOW
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Finally, and most importantly, we wanted a plan that would hold each and every
individual in our schools and community accountable for creating the best outcomes for
children. That is why we chose the Balanced Scorecard, a strategic management system
that translates vision into specific metrics. The district is in the first phase of a multi-year
effort to create new systems centered on the three primary goals of this plan. Within the
year, each district stakeholder group, from the Board of Education to individual school
sites, will have a scorecard. We are calling this the cascading process; every part of the
organization creating a scorecard that describes their share of the work to achieve our
desired outcomes. The Board of Education Scorecard (BSC 1) is the compass for the
district, it sets the overall direction. The District Scorecard (BSC 2) is the map for
district administrators; it has the same measures as the BOE Scorecard plus additional
measures that will serve as a day-to-day guide.
These two scorecards are just the first step. The most important scorecards are at
the school site level. The School Site Scorecards are where each school community will
describe their goals, objectives and initiatives. Over the next year, the district will work
with staff, students, families and community to create shared understanding of our efforts
and to develop the systems necessary to support each school community. This work is at
the heart of the central office becoming a true service organization.
The School Quality, Equity and Access Matrix
Across the nation and especially in San Francisco, there is a trend for some
groups of students to perform better on standardized tests and to graduate from high
BEYOND THE TALK: TAKING ACTION to EDUCATE EVERY CHILD NOW
15
school more prepared to pursue college and careers of choice than other groups of
students. The San Francisco Unified School District believes our success should be
determined by our ability to increase the current achievement of all groups of students
and to dramatically accelerate the achievement of targeted groups of students who are
currently less academically successful.
Therefore, with the implementation of our strategic plan, we will measure school
quality, and overall district performance, in a new way: how well each school serves each
and every student based on that school’s ability to disrupt the historically predictive
power of racial, ethnic, linguistic and socio-economic student attributes.
The School Quality, Equity, and Access Matrix provides a simple visual model of
complex data to assist families, school sites and district policy-makers in exploring
important differences among the district’s schools. The matrix reveals trends and
practices worth celebrating and will direct intervention with greater accuracy on behalf of
its lowest performers. The more precisely an intervention addresses a school’s individual
needs and builds on its strengths, the more effectively available resources are utilized and
the greater the chances of creating sustained improvement in student outcomes.
To date, the assessment of student performance is anchored in the absolute
performance of schools and districts on the California STAR tests, known as the
Academic Performance Index (API). While setting and monitoring the state’s standards
and goals, the API offers only limited intelligence on how to reach higher performance
levels through targeted interventions and supports.
BEYOND THE TALK: TAKING ACTION to EDUCATE EVERY CHILD NOW
16
A second dimension of school performance is measured through the Equity and
Access Matrix – relative peer-to-peer performance –and provides a much needed
complementary perspective. This dimension is captured by benchmark analytics that
adjust statistically for each school’s demographic context and other starting conditions. In
doing so, benchmarks level the playing field for meaningful school-to-school
comparisons.
Truly meaningful school-to-
school comparisons distinguish those
low performers that have least
managed to disrupt the historically
predictive power of socio-economic
student attributes – and, on the upside,
to pinpoint even among low
performers the emerging lighthouses
that are beating the district trend by a
wide margin.
The figure on the right illustrates
the space of strategic categories spanned
by these two dimensions of absolute
performance and relative benchmarks.
Each data point in this chart represents a
SFUSD school.
SFUSD Matrix: Shown are all SFUSD Elementary
Schools in a preliminary illustration. The top-to-bottom
scale represents the schools’ performance on California
State standards tests at a given grade level. The left-to-
right benchmark gaps represent the degree to which a
school has managed to positively disrupt the predictive
power of the demographic variables that are monitored in
the School Equity and Access Matrix. Highlighted is the
performance of two schools with similar proportions of
English Learners and students with Free or Reduced
Lunch – two highly predictive variables – but with
drastically different relative as well as absolute outcomes.
BEYOND THE TALK: TAKING ACTION to EDUCATE EVERY CHILD NOW
17
The top-to-bottom benchmark gaps represent the school’s performance on California
Standards Tests (CSTs). The left-to-right benchmark gaps represent the degree to which
a school has managed to positively disrupt the predictive power of its starting conditions.
Imagine being able to “play a movie,” in which progress can be measured over
time, from district-wide performance, right down to individual schools. Trends will
become more visible, and practices that are having a positive effect will become more
evident. As we learn what’s working well we’ll share it broadly with our whole
community.
That is what we at SFUSD intend to do: shed light on and multiply the best
practices in our midst – the schools that are beating the odds for every student regardless
of race, ethnicity, economic status, disability, English language status, parental education,
migrant status or gender.
IV. Appendices
A. The Board of Education Stakeholder Scorecard
The Board of Education Scorecard (BSC 1) is the compass for the district, it sets
the overall direction. The BSC 1 must be approved and adopted by the Board of
Education before district leaders finalize the district level, department and school site
scorecards and implement the strategic plan.
BEYOND THE TALK: TAKING ACTION to EDUCATE EVERY CHILD NOW
18
B. Current Baseline Data
The district has been using data to inform its work for many years. The objectives
in the Scorecard will require SFUSD to create several more measures. This chart outlines
the measures contained in both the Board of Education Stakeholder and the District
Scorecards for which we already have current baseline data.
C. Work plan & Milestones (still in development)
One, three, and five year work targets are essential components to any high quality
strategic plan. It is imperative that we both know where we’re going and how we will get
there. Through doing the work described here, we will create the public schools that all
San Francisco’s children, families, and communities deserve.
D. Glossary of Terms (still in development)
The District Scorecard is a school district tool to assist in our redesign efforts. The
contents were developed by education professionals in partnership with community
stakeholders. Some of the language in the plan is specific to education and may be
difficult for people who have not studied or worked in the field of education to
understand. This glossary attempts to define some of the terms contained in this
document to make the work more accessible to the whole community.
BEYOND THE TALK: TAKING ACTION to EDUCATE EVERY CHILD NOW
19
San Francisco Unified
San Francisco Unified
San Francisco Unified
San Francisco Unified
School District
School District
School District
School District
Board of Education
Stakeholder Scorecard*
DRAFT
* See baseline & target measures Appendix B
Last Updated: May 5, 2008
Objective
Measure
Base-
Line
2008-
2009
Target
/
Actual
2009-
2010
Target
/
Actual
2010-
2011
Target
/
Actual
2011-
2012
Initiative
Budget
Statu
s
Owner
1.1)Diminish the historic
power of demographics
Diminish the predictive
power of all demographic
data on high and equitable
student achievement by
increasing the
achievement of all groups
of students and
dramatically accelerating
the achievement of
targeted groups of
students (African-
American, English
Language Learners,
Latino, Pacific Islanders,
Samoan, Special
Education)
�Be California’s highest perform
ing
district in school quality, equity, and
access as measured by the District
Matrix
�Reduce and elim
inate variability in
achievement between the district’s
highest and lowest perform
ing
subgroups at all levels and content
areas as measured by the District
Matrix
Equity centered
professional learning
Tony
Smith
Goal #1: Access and Equity
Make social justice a reality
5/05/2008
2SFUSD Stakeholder Scorecard
Objective
Measure
Base-
Line
2008-
2009
Target
/
Actual
2009-
2010
Target
/
Actual
2010-
2011
Target
/
Actual
2011-
2012
Initiative
Budget
Statu
s
Owner
1.2) Center professional
learning on equity
Create equity centered
professional learning
communities, networks,
and communities of
practice within and across
schools and central office
to anchor the discussion,
learning, and actions
related to District Matrix
analysis and school
improvement plans.
The core outcomes of this
objective are students that
reflect high levels of
engagement, self-efficacy,
and effort optimism and
staff that reflect high levels
of personal and
professional efficacy.
�Completion of framework and
training for district wide equity
centered professional learning within
schools, among schools, and around
instructional needs (professional
learning communities, professional
learning school networks, and
communities of practice)
�Completion of common protocols
for quarterly reviews of Matrix
analysis
�Percentage of staff that reflect high
levels of personal and professional
efficacy as m
easured by TBD
�Percentage of students, by
subgroup and level, who report high
levels of engagement, self-efficacy,
and effort optimism
Equity centered
professional learning
Tony
Smith
Goal #1: Access and Equity
Make social justice a reality
5/05/2008
3SFUSD Stakeholder Scorecard
Objective
Measure
Base-
Line
2008-
2009
Target
/
Actual
2009-
2010
Target
/
Actual
2010-
2011
Target
/
Actual
2011-
2012
Initiative
Budget
Statu
s
Owner
1.3) Create an
environment for
students to flourish
Create a safe, affirming,
and enriched environment
for participatory and
inclusive learning for every
group of students
�Percentage of schools that are
safe, secure, and attractive as
measured by feedback of staff,
students, and parents
�Percentage of students, by
subgroup, who report having caring
and supportive relationships with
adults and peers in school
�Percentage of parents, by
subgroup, who report that their
culture and language is recognized
and respected in schools
�Percentage of students, by
subgroup, who report that their
culture and language is recognized
and respected in schools
•Percentage of students, by
subgroup, who report that they are
included in school and classroom
decision-m
aking
•Percentage of parents, by
subgroup, who report that they are
included in school decision-m
aking
Equity centered
professional learning
Tony
Smith
Goal #1: Access and Equity
Make social justice a reality
5/05/2008
4SFUSD Stakeholder Scorecard
Objective
Measure
Base-
Line
2008-
2009
Target
/
Actual
2009-
2010
Target
/
Actual
2010-
2011
Target
/
Actual
2011-
2012
Initiative
Budget
Statu
s
Owner
1.3) Create an
environment for
students to flourish
Create a safe, affirming,
and enriched environment
for participatory and
inclusive learning for every
group of students
�Number of schools that parents,
families, students, and community
feel safe attending and participating
in activities from very early in the
morning to very late at night
�Reduction in disparate impact on all
subgroups of suspensions,
expulsions, transfers, County and
court school attendance, and
participation in honors and/or AP
classes
�Number of schools that reflect and
build on students’language,
cultures, and lived experiences and
that provide access to resources
that close the access and
achievement gaps, including the
digital divide
�Percentage of schools that are fully
integrated racially, ethnically and
socio economically as m
easured by
TBD
Equity centered
professional learning
Tony
Smith
Goal #1: Access and Equity
Make social justice a reality
5/05/2008
5SFUSD Stakeholder Scorecard
Objective
Measure
Base-
Line
2008-
2009
Target
/
Actual
2009-
2010
Target
/
Actual
2010-
2011
Target
/
Actual
2011-
2012
Initiative
Budget
Statu
s
Owner
1.4) Provide the
infrastructure for
successful learning
Develop and support a
school environment that
ensures safe access to
environmentally sound,
high quality schools with
the technological
infrastructure to reduce the
digital divide
�Percentage of schools that meet
the local definition for
environmentally sound buildings
�Percentage of schools that operate
at environmentally sound capacity
standards
�Percentage of SFUSD teachers
with a district supplied laptop that is
functional and has current software
�Percentage of SFUSD students
with a district supplied laptop that is
functional and has current software
�Percentage of schools that meet or
exceed district standards for safe,
secure, and attractive schools
�Percentage of schools that are
ADA accessible
Equity centered
professional learning
Tony
Smith
Goal #1: Access and Equity
Make social justice a reality
5/05/2008
6SFUSD Stakeholder Scorecard
Ob
ject
ive
Mea
sure
Bas
e-
Lin
e
Tar
get
/
Act
ual
2009
-
2010
Tar
get
/
Act
ual
2010
-
2011
Tar
get
/
Act
ual
2011
-
2012
Init
iati
veB
ud
get
Sta
tus
Ow
ner
2.1)
Au
then
tic
lear
nin
g
for
ever
y st
ud
ent
Stude
nts will m
eet o
r
exceed SFUSD grade
level standards in all core
curriculum
areas
(lang
uage arts/literacy,
mathe
matics, scien
ce,
history/social scien
ce,
world languages,
visual/perform
ing arts)
�Percentage of students (by subgroup, level and
content area) who com
plete the year mee
ting or
exceed
ing grade level standards as mea
sured by
SFUSD perform
ance assessm
ents
�Percentage of Star Schoo
ls with a positive
benchm
ark gap as measured by the District
Matrix
�Percentage of Dream
Schoo
ls with a positive
benchm
ark gap as m
easured by the District
Matrix
�Num
ber and pe
rcen
tage of schools exiting
Program
Improvem
ent S
tatus
�Num
ber and pe
rcen
tage of schools who
have
frozen their Program
Improvem
ent status
�Num
ber and pe
rcen
tage of schools entering
Program
Improvem
ent status
�Num
ber and pe
rcen
tage of students who drop
out of schoo
l between grades 6-12
2007
-08: 7.8%
2006
-07: 7.4%
2005
-06: 21.2%
2007
-08: 38.5%
2006
-07: 22.2%
2005
-06: 21.2%
2007
-08: 11.5%
2006
-07: 11.1%
2005
-06: 9.1%
2007
-08: 2.5% (to 4/15)
2006
-07: 1.7%
2005
-06: 1.7%
2004
-05: 1.7%
21stcentury
curriculum
initiative
Francisca
San
chez
Goal #2: Student Achievement
Engage high achieving and joyful learners
5/05/2008
7SFUSD Stakeholder Scorecard
Ob
ject
ive
Mea
sure
Bas
e-
Lin
e
Tar
get
/
Act
ual
2009
-
2010
Tar
get
/
Act
ual
2010
-
2011
Tar
get
/
Act
ual
2011
-
2012
Init
iati
veB
ud
get
Sta
tus
Ow
ner
2.2)
Pre
par
e th
e ci
tize
ns
of
tom
orr
ow
Graduate all students
college
and
career path
ready and prepared with
the skills/capa
cities
require
d for successful
21stCentury citizenship
(academic com
petence;
technological fluency;
crea
tive/critical/inn
ovative
thinking
, rea
soning
, and
solution seeking; high
level m
ulti-mod
al
commun
ication skills;
environm
ental, civic, and
social respo
nsibility;
strength of cha
racter, high
level
multilingu
al/m
ulticultural
skills; aesthetic
sensibility;
collabo
rative/team
orientations)
�Num
ber and pe
rcen
tage of students, by
subg
roup, w
ho are accepted at four-yea
r
college
s, universities, o
r other accred
ited post-
secondary institutions
�Num
ber and pe
rcen
tage of students, by
subg
roup, w
ho attend
four-yea
r college
s,
universities, or other accredited post-seconda
ry
institutions
�Num
ber and pe
rcen
tage of students, by
subg
roup, w
ho com
plete four-year college
s,
universities, or other accredited post-seconda
ry
institutions within six yea
rs
�Num
ber and pe
rcen
tage of students taking the
PSAT
�Num
ber and pe
rcen
tage of students who have
taken the SAT and scored at or above 500 on
the
math and verbal subtests durin
g their high school
career
�Num
ber and pe
rcen
tage of students who have
taken at least one AP cou
rse and scored
3 or
better du
ring their high
school caree
r
2007
-08: 13%
2007
: 33.9%
(N = 950)
2006
: 37.2%
(N = 1080)
AP Enrl
AP Exam
2007
: 16.1%
11.3%
2006
: 15.7%
11.0%
2005
: 15.5%
10.8%
21stcentury
curriculum
initiative
Francisca
San
chez
Goal #2: Student Achievement
Engage high achieving and joyful learners
5/05/2008
8SFUSD Stakeholder Scorecard
Objective
Measure
Base-
Line
Target
/
Actual
2009-
2010
Target
/
Actual
2010-
2011
Target
/
Actual
2011-
2012
Initiative
BudgetStatu
s
Owner
2.3) Learning beyond the
classroom
Foster, encourage,
support, and fund
opportunities for students
to engage in their school,
community, and larger
world in ways that support
maximum identity
investm
ent and cognitive
emotional engagement
�Number and percentage of
students regularly engaged in
defining, describing, and shaping an
empowering and joyful school
experience
�Number and percentage of
students participating in at least two
community service events per year
�Number and percentage of
students who are enrolled in courses
and have their talents (academic,
artistic, athletic, social) showcased
in venues outside of SFUSD
�Number and percentage of
students who have a SFUSD
sponsored international experience
�Number and percentage student
who vote in their local student
government elections
�Number and percentage of
students who report having at least
five positive adult relationships in
their life
�Number and percentage of
students participating in district
activities outside the regular school
day
21stcentury
curriculum initiative
Francisca
Sanchez
Goal #2: Student Achievement
Engage high achieving and joyful learners
5/05/2008
9SFUSD Stakeholder Scorecard
Objective
Measure
Base-
Line
2008-
2009
Target
/
Actual
2009-
2010
Target
/
Actual
2010-
2011
Target
/
Actual
2011-
2012
Initiative
Budget
Statu
s
Owner
3.1) Provide direction
and strategic leadership
Establish an accountability
system for all stakeholders
that aligns all policies,
practices, and
programs/staff evaluations
to SFUSD’sstrategic goals
and objectives so that the
promise to educate every
student well is honored
�Completion of milestones for
development and implementation of
a district wide perform
ance
management system based upon
the goals, objectives, and m
easures
of BSC 2 and subsequent
scorecards (starting with senior
leadership)
�Date of quarterly status report of
BSC1 to include student
achievement, operations, human
resources, professional
development, and community
engagement
�Date of annual review and
percentage of BSC 1 targets m
et as
the foundation for the school board’s
evaluation
�Date of annual review and
percentage of BSC 2 targets m
et as
the foundation for the
superintendent’s evaluation
�Percentage of board agenda items
and time spent directly related to
BSC 1
Perform
ance
management
initiative
Myong
Leigh
Goal #3: Accountability
Keep our promises to students and families
5/05/2008
10
SFUSD Stakeholder Scorecard
Objective
Measure
Base-
Line
2008-
2009
Target
/
Actual
2009-
2010
Target
/
Actual
2010-
2011
Target
/
Actual
2011-
2012
Initiative
Budget
Statu
s
Owner
3.2) Create the culture of
service and support
�Percentage of students rating
teachers, principals, and schools as
effective and supportive of their
academic and social advancement
�Percentage of principals rating
central office as responsive and
supportive
�Percentage of principals who report
that leadership development
enhanced their ability to improve
classroom instruction
�Percentage of teachers who report
that professional development
enhanced their ability to improve
student achievement
�Percentage of teachers rating
principals as responsive and
supportive
�Number and percent of parents
rating the culture of schools and
district as supportive and service
oriented
�Percentage of parents signing a
parent compact and attending at
least one parent conference
Perform
ance
management
initiative
Myong
Leigh
Goal #3: Accountability
Keep our promises to students and families
5/05/2008
11
SFUSD Stakeholder Scorecard
Objective
Measure
Base-
Line
2008-
2009
Target
/
Actual
2009-
2010
Target
/
Actual
2010-
2011
Target
/
Actual
2011-
2012
Initiative
Budget
Statu
s
Owner
3.2) Create the culture of
service and support
�Percentage of community based
organization programs rated as
highly effective in supporting
SFUSD’sstrategic goals and
objectives by principals, school staff,
students, and families
�Percentage of programs that have
been evaluated on a three-year
cycle for their impact on student
achievement
Perform
ance
management
initiative
Myong
Leigh
Goal #3: Accountability
Keep our promises to students and families
5/05/2008
12
SFUSD Stakeholder Scorecard
Appen
dix
B
1
Baseline and Target Measures for District Scorecard
These are the measures currently being assessed and baseline data is available.
Goal 2 (Student Achievement) Only
Measure
Definition
Baseline data
Per
centa
ge
of
10
th g
rade
studen
ts w
ho p
ass
the
CA
HS
EE
.
Source:
CD
E c
om
bin
ed r
esult
s fo
r gra
de
10.
CD
E n
um
ber
s use
d in A
YP
. L
ooks
at S
pri
ng
test
off
erin
gs
for
10
th g
rade.
Dif
fere
nt th
an
Ach
ievem
ent A
sses
smen
t re
port
whic
h looks
at 1
0th g
rader
s but m
ay h
ave
resu
lts
for
the
pre
vio
us
yea
r.
Feb
/Mar
/May 2
007: E
LA
: 75%
M
ath: 81%
Feb
/Mar
/May 2
006: E
LA
: 74%
M
ath: 76%
Feb
/Mar
/May 2
005: E
LA
: 76%
M
ath: 80%
Per
centa
ge
of
studen
ts w
ho lea
ve
SFU
SD
bet
wee
n g
rades
6-1
2 a
nd a
re c
oded
as
dro
pouts
.
Source:
RP
A S
um
mar
y R
eport
for
Sch
ool
Dro
pouts
.
Note:
Lea
ve
codes
hav
e gone
thro
ugh a
tran
siti
on f
rom
dis
tric
t to
sta
te d
efin
itio
ns.
2007-0
8 s
hould
be
use
d a
s a
bas
elin
e.
2007-0
8: 2
.5%
(t
hro
ugh 4
/15/0
8)
2006-0
7: 1
.7%
2005-0
6: 1
.7%
2004-0
5: 1
.7%
Per
centa
ge
of
studen
ts w
ho m
ove
one
level
close
r to
rea
chin
g p
rofi
cien
t st
atus
or
mai
nta
in p
rofi
cien
cy s
tatu
s on the
CS
T E
LA
.
Source:
Ach
ievem
ent A
sses
smen
ts O
ffic
e.
Gra
des
3-1
1.
Note:
Incl
udes
stu
den
ts w
ho m
ove
one OR
MORE
lev
els
close
r or
mai
nta
in p
rofi
cien
cy.
2006-0
7: 60.7
%
2005-0
6: 59.2
%
2004-0
5: 58.4
%
Per
centa
ge
of
studen
ts w
ho m
ove
one
level
close
r to
rea
chin
g p
rofi
cien
t st
atus
or
mai
nta
in p
rofi
cien
cy s
tatu
s on the
CS
T M
ath.
Source:
Ach
ievem
ent A
sses
smen
ts O
ffic
e.
Mat
h incl
udes
all
subje
cts
whic
h c
an v
ary o
n
the
com
par
ison. G
rades
3-1
1.
Note:
Incl
udes
stu
den
ts w
ho m
ove
one OR
MORE
lev
els
close
r or
mai
nta
in p
rofi
cien
cy.
2006-0
7: 56.8
%
2005-0
6: 57.5
%
2004-0
5: 56.7
%
Per
centa
ge
of
EL
L b
y lan
guag
e pro
fici
ency
level
, w
ho o
n a
yea
rly b
asis
move
one
level
close
r to
rea
chin
g C
EL
DT
Engli
sh p
rofi
cien
t
stat
us.
Source:
Ach
ievem
ent A
sses
smen
ts O
ffic
e.
CE
LD
T m
atch
ed s
tuden
t A
MO
#1 d
ata
char
t.
Note:
Movin
g o
ne OR MORE
lev
els
close
r
OR
mai
nta
inin
g C
EL
DT
Engli
sh p
rofi
cien
cy.
Fal
l 2006: 5
9%
Dif
fere
nt ver
sion o
f C
EL
DT
in p
rior
yea
rs.
Appen
dix
B
2
Measure
Definition
Baseline data
Per
centa
ge
of
studen
ts w
ho q
ual
ify f
or
GA
TE
stat
us.
Source:
GA
TE
off
ice.
GA
TE
Num
ber
(gra
des
4-1
2)
div
ided
by
SFU
SD
CB
ED
S (
gra
des
4-1
2)
count.
2007-0
8: 9
848 / 3
8824 =
2
5.4
%
2006-0
7: 8
702 / 3
9402 =
2
2.1
%
2005-0
6: 7
968 / 3
9959 =
1
9.9
%
Num
ber
of
Sta
r sc
hools
wit
h a
posi
tive
ben
chm
ark a
s m
easu
red b
y the
Dis
tric
t
Mat
rix.
Dis
tric
t M
atri
x –
ES
C.
Num
ber
of
Dre
am s
chools
wit
h a
posi
tive
ben
chm
ark a
s m
easu
red b
y the
Dis
tric
t
Mat
rix.
Dis
tric
t M
atri
x –
ES
C.
Num
ber
and p
erce
nta
ge
of
schools
exit
ing
Pro
gra
m I
mpro
vem
ent or
stat
e m
onit
ore
d
stat
us.
Source:
Sta
te a
nd F
eder
al P
rogra
ms
Dep
t
Note:
Num
ber
s fo
r P
rogra
m I
mpro
vem
ent
Only
(no S
AIT
). C
om
par
ed to n
um
ber
of
schools
in P
I th
e pre
vio
us
yea
r.
2007-0
8: 2 / 2
6 =
7.8
%
2006-0
7: 2 / 2
7 =
7.4
%
2005-0
6: 7 / 3
3 =
21.2
%
Num
ber
and p
erce
nta
ge
of
schools
that
hav
e
froze
n thei
r P
rogra
m I
mpro
vem
ent or
stat
e
monit
ore
d s
tatu
s.
Source:
Sta
te a
nd F
eder
al P
rogra
ms
Dep
t
Note:
Num
ber
s fo
r P
rogra
m I
mpro
vem
ent
Only
(no S
AIT
). C
om
par
ed to n
um
ber
of
schools
in P
I th
e pre
vio
us
yea
r.
2007-0
8: 10 / 2
6 =
38.5
%
2006-0
7: 6 / 2
7 =
22.2
%
2005-0
6: 7 / 3
3 =
21.2
%
Num
ber
and p
erce
nta
ge
of
schools
ente
ring
Pro
gra
m I
mpro
vem
ent or
stat
e m
onit
ore
d
stat
us.
Source:
Sta
te a
nd F
eder
al P
rogra
ms
Dep
t
Note:
Num
ber
s fo
r P
rogra
m I
mpro
vem
ent
Only
(no S
AIT
). C
om
par
ed to n
um
ber
of
schools
in P
I th
e pre
vio
us
yea
r.
2007-0
8: 3 / 2
6 =
11.5
%
2006-0
7: 3 / 2
7 =
11.1
%
2005-0
6: 3 / 3
3 =
9.1
%
Num
ber
and p
erce
nta
ge
of
studen
ts w
ho h
ave
taken
the
SA
T a
nd s
core
d a
t or
above
500 o
n
the
mat
h a
nd v
erbal
subte
sts
duri
ng thei
r hig
h
school ca
reer
.
Source:
SA
T d
ata
dis
k.
Note: O
nly
lookin
g a
t a
single
yea
r’s
resu
lts.
Com
par
ed to a
ll s
tuden
ts tak
ing the
SA
T.
2007: 9
50 / 2
801 =
33.9
%
2006: 1
080 / 2
907 =
37.2
%
Appen
dix
B
3
Measure
Definition
Baseline data
Num
ber
and p
erce
nta
ge
of
studen
ts w
ho h
ave
taken
the
PS
AT
by the
end o
f 10
th g
rade.
Source:
PS
AT
dat
a dis
k.
Num
ber
and p
erce
nta
ge
of
studen
ts in 9
th a
nd
10
th g
rade
takin
g the
PS
AT
. C
om
par
e w
ith
9th/1
0th g
rade
enro
llm
ent C
BE
DS
.
2007-0
8: 1394 / 10752 =
13%
Dat
a dis
c not av
aila
ble
for
pre
vio
us
yea
rs.
Num
ber
and p
erce
nta
ge
of
studen
ts w
ho
gra
duat
e hav
ing m
et A
-G c
ours
e
requir
emen
ts.
Source: C
DE
gra
duat
e re
port
.
Note
: P
roce
ss h
as b
een r
efin
ed the
pas
t fe
w
yea
rs. 2
006-0
7 s
hould
be
use
d a
s a
bas
elin
e.
2006-0
7: not yet
avai
lable
fro
m C
DE
.
2005-0
6: 2
192 / 3
887 =
56.4
%
2004-0
5: 2
065 / 3
789 =
54.5
%
2003-0
4: 2
119 / 3
747 =
56.6
%
Num
ber
and p
erce
nta
ge
of
studen
ts tak
ing a
t
leas
t one
AP
cours
e duri
ng thei
r hig
h s
chool
care
er.
Source:
RP
A.
Note:
AP
cours
e m
easu
re h
ad to b
e se
par
ated
from
AP
Exam
mea
sure
. O
nly
lookin
g a
t a
single
sem
este
r’s
enro
llm
ent. C
om
par
ed to
CB
ED
S g
rade
9-1
2 e
nro
llm
ent. S
tuden
ts
counte
d o
nly
once
.
Fal
l 2007: 3
070 / 1
9041 =
16.1
%
Fal
l 2006: 3
034 / 1
9356 =
15.7
%
Fal
l 2005: 2
984 / 1
9268 =
15.5
%
Num
ber
and p
erce
nta
ge
of
studen
ts w
ho h
ave
taken
an A
P E
xam
and s
core
d 3
or
bet
ter
duri
ng thei
r hig
h s
chool ca
reer
.
Source:
AP
Exam
dis
k.
Note:
AP
cours
e m
easu
re h
ad to b
e se
par
ated
from
AP
Exam
mea
sure
. O
nly
lookin
g a
t a
single
yea
r’s
test
res
ult
s. C
om
par
ed to
CB
ED
S g
rade
9-1
2 e
nro
llm
ent. S
tuden
ts
counte
d o
nly
once
.
2006-0
7: 2
187 / 1
9356 =
11.3
%
2005-0
6: 2
111 / 1
9268 =
11.0
%
2004-0
5: 2
099 / 1
9406 =
10.8
%
Appendix C
Strategic P
lan: Short-term
Actio
n Steps
May – August 2
008
WHAT
WHEN
WHO
Create stru
ctures, p
rocesses, an
d tim
elines to
support im
plem
entatio
n of, an
d
clear communicatio
n ab
out, th
e strategic p
lan (in
cludes h
ow we o
rganize to
support sch
ools, d
evelo
p cro
ss-departm
ent team
s, and m
anage cen
tral office
work)
April –
August
2008
Superin
tendent, D
eputy
Supts, &
Asso
ciate
Supts
Create co
mmon tem
plates fo
r Initiativ
e Team
s to organize an
d begin work on th
e
three p
rimary
initiativ
es
May 2008
Deputy Supts
Publish
working draft o
f Strateg
ic Plan
May 8, 2008
Superin
tendent an
d
Deputy Supts
Publish
working draft o
f BSC 2 an
d glossary
May 8, 2008
Directo
r of R
esearch &
Asso
ciate Supt. A
PD
Host o
ne-to
-ones w
ith Board
mem
bers an
d Union lead
ership (p
review
implicatio
ns fo
r barg
aining) ab
out S
trategic P
lan an
d M
atrix
May 8
th – M
ay 27th, 2
008
Superin
tendent an
d
Deputy Supts
Host k
ey “A
llies” (City
, CBO, C
ommunity
groups) to
review
and discu
ss the
Strateg
ic Plan
draft
Week
of M
ay 19th
Superin
tendent an
d
Deputy Supts
Use feed
back
from th
e SFUSD Board
and other k
ey stak
eholders to
prep
are final
Strateg
ic Plan
for B
oard
Adoptio
n
May 27, 2008
Superin
tendent an
d
Deputy Supts
Adopt an
equity
-centered
Strateg
ic Plan
to provide d
irection an
d strateg
ic
leadersh
ip
May 27, 2008
Board
Presid
ent/fu
ll
Board
Finalize S
chool Q
uality
, Equity
, and Access M
atrix
May 27, 2008
Directo
r of R
esearch &
Deputy Supt.
Create targ
eted pd on creatin
g a S
chool S
ite Scorecard
tied to
BSC 1 fo
r school
site leaders th
at models an
authentic learn
ing an
d creatin
g process (p
rincip
al,
teacher lead
ers, union build
ing rep
s, family
reps, stu
dent)
May – Ju
ne 2
008
Deputy Supts
Share strateg
ic plan
with
media th
rough sm
all one o
n ones, ro
und tab
le
discu
ssions
May-Ju
ne 2
008
Public O
utreach
and
Communicatio
ns
Begin Central O
ffice pd usin
g th
e Matrix
and BSC 2 to
guide d
epartm
ental an
d
cross-d
epartm
ental w
ork
May-Ju
ne 2
008
Deputy Supts
Estab
lish departm
ental co
mmon valu
es and beliefs th
at support th
e
implem
entatio
n of B
SC an
d eq
uity
-based
educatio
n fo
r all.
May-Ju
ne 2
008
Departm
ent M
anagers
Appendix C
2008 – 2012 SFUSD Strategic P
lan
Board of Education Milesto
nes fo
r Years O
ne, T
hree
and Five
YEAR ONE
� Adopt an equity-cen
tered Strateg
ic Plan to provide directio
n and strateg
ic leadersh
ip
� Provide clear an
d unified
messag
e to full district an
d community that th
e BSC is th
e foundation for all S
FUSD work
� Begin using the BSC as a d
ecision making and agenda creatio
n tool; planning sessio
ns to create sh
ared meaning and processes fo
r BSC
� Align policies an
d practices to
strategic goals
� Create a set o
f guiding agreem
ents fo
r the Board that en
sures a safe, affirm
ing, and enriched environment for each
Board member
� Induct new Board members u
sing the BSC
� Board Retreat to
review and refin
e implementatio
n
� Evaluate th
e Superintendent using the BSC
� Direct th
e superintendent to base staff ev
aluations on the BSC
� End of the year ev
aluation based
on percen
tage of Board agenda item
s and tim
e spent directly
related to BSC 1
YEAR THREE
� Annual rev
iew and percen
tage of BSC 1 targ
ets met are th
e foundation for Board Retreat
� Board creates y
earlong course o
f action, rev
iew, and study based
on the BSC
YEAR FIVE
� Board effectiv
eness an
d lead
ership assessed
locally
and nationally based
on pursuit of BSC goals, o
bjectiv
es, and measu
res
Appendix C
2008 – 2012 SFUSD Strategic P
lan
Central Office
Milesto
nes fo
r Years O
ne, Three a
nd Five
YEAR ONE
� Publish working draft o
f Strateg
ic Plan & working draft o
f BSC 2 and glossary
� Finalize S
chool Quality
, Equity, and Access M
atrix
� Host one-to-ones w
ith BOE members an
d Union lead
ership (preview implicatio
ns for bargaining) about Strateg
ic Plan and Matrix
� Host key “Allies” (C
ity, CBO, Community groups) to
review and discu
ss the Strateg
ic Plan draft
� Use feed
back from the BOE and other key stak
eholders to
prepare fin
al Strateg
ic Plan for Board Adoption
� Work with departm
ental an
d cross-d
epartm
ental team
s to identify challen
ges an
d opportunities in
collectiv
e bargaining agreem
ents
� Create targ
eted pd on creatin
g a School Site S
corecard
tied to BSC 1 for sch
ool site lead
ers that m
odels an
authentic learn
ing
and creatin
g process (p
rincipal, teach
er leaders, u
nion building reps, fam
ily reps, stu
dent)
� Produce &
publish employee an
d community information about the M
atrix and the strateg
ic plan (website, p
rint, etc.)
� Translate b
oard approved strateg
ic plan documents
� Develop the tech
nology platfo
rm required to support th
e new data an
d communicatio
n stan
dard describ
ed in the BSC
� Develop the stu
dent and staff in
formation system
to analyze im
pact o
f BSC on students an
d sch
ools, allo
w for correlatio
ns
between student ach
ievement and staff actio
n
� Develop pd for cen
tral office staff th
at develops the sk
ills, dispositio
ns, an
d knowledge req
uired to use th
e Matrix
� Develop Interest-B
ased bargaining P.D. for cen
tral office staff
� Convene co
re site leadersh
ip group to desig
n differen
tiated pd for Administrato
rs and sites fo
r ’08 –’09 sch
ool year
� Begin Central O
ffice pd using the M
atrix and BSC 2 to guide departm
ental an
d cross-d
epartm
ental w
ork
� Administrato
rs PD: Leadersh
ip for Equity, Creatin
g School Site S
corecard
s
� Seek Foundation support to
strengthen and support th
e SFUSD strateg
ic plan
� Create a p
artnersh
ip review matrix
and MOU process b
ased on the BSC
� Draft S
chool Site S
corecard
tuning and support m
eetings
� Desig
n and implement staff ev
aluation protocols alig
ned to BSC
� Develop employee in
duction to orient them to the BSC and to provide su
pport during their first tw
o years as em
ployees
� Initiate a p
rocess fo
r aligning all ex
isting and new master p
lans to the BSC
Appendix C
2008 – 2012 SFUSD Strategic P
lan
Central Office
Milesto
nes fo
r Years O
ne, Three a
nd Five (co
nt.)
YEAR THREE
� Fully cascad
ed Balan
ced Scorecard
s are availab
le, accessible, an
d well-u
ndersto
od by SFUSD and SF community
� School site S
corecard
s demonstrate sig
nifican
t increases o
verall an
d dramatic acceleratio
n of sub-groups in acad
emic perfo
rmance
� The SFUSD School Quality
, Equity, and Access M
atrix shows a sig
nifican
t positiv
e trend in positiv
e school effect
� BSC and district m
atrix embedded in SFUSD communicatio
ns (reg
ular u
pdates o
n the web, in publicatio
ns, etc.)
� EPC is d
esigned to balan
ce choice w
ith the M
atrix and BSC fram
ework for stu
dent assig
nment (a p
redictab
le system
with high quality
choices fo
r everyone)
� Integrate th
e information and assessm
ent system
(technology and research
) into decisio
n making at all lev
els of the organizatio
n
� The District M
atrix is u
sed internally and externally to determ
ine progress an
d to organize site-b
ased needs & support
� Central o
ffice is desig
ned using staff an
d community feed
back to best serv
e students, fam
ilies, and sch
ools
� SFUSD curricu
lum has a n
ew fram
ework and a tw
o year p
lan for total co
nversio
n
� All district p
artners o
perate w
ith clear ag
reements an
d perfo
rmance m
etrics connected
directly
to the BSC
� Align reso
urces (m
oney, people, an
d materials) to
support th
e work describ
ed in the BSC
� Create d
emonstratio
n sites, P
D sites an
d shared
materials th
rough use o
f the M
atrix – stan
dards for use o
f successfu
l sites/classrooms
� SFUSD has a n
etwork of high functioning, well-in
tegrated
community sch
ools th
at are considered
community assets an
d anchors of
positiv
e civic development
YEAR FIVE
� SFUSD is reco
gnized
as a leading district in
closing the ach
ievement gap and preparin
g students fo
r success in
the 21st cen
tury
� Five year ev
aluation of the Perfo
rmance M
anagement, Equity Centered
Professio
nal L
earning, and the 21st Century Curricu
lum
Initiativ
es
� Prepare u
pdates an
d expansions of BSC 1 for School Board review (complete fiv
e year rev
iew and planning for the next fiv
e years)
� Adopt fiv
e year strateg
ic plan
� The San Francisco
community feels th
at SFUSD is tran
sparen
t and acco
untable
Appendix C
2008 – 2012 SFUSD Strategic P
lan
School Site M
ilestones fo
r Years O
ne, T
hree and Five
YEAR ONE
� Review outline of a p
lan to create a S
chool Site S
corecard
& convene sch
ool groups to draft site p
lan to create S
corecard
� School wide PD and discu
ssion on creatin
g a School Site S
corecard
.
� Create, d
evelop and review draft o
f School Site S
corecard
, then a co
mplete S
corecard
� Develop sch
ool-wide assessm
ent tool to measu
re progress b
ased on measu
res identified
in the School Site S
corecard
.
� School wide assessm
ent of progress b
ased on measu
res named in the School Site S
corecard
� Sites d
evelop final draft o
f School Site S
corecard
tuning and support.
YEAR THREE
� School Site S
corecard
s are the primary tool for new staff in
duction, lead
ership team
work, professio
nal development, sch
ool site
council, an
d student lead
ership groups
� Data at ev
ery site is rep
orted in measu
res that are w
idely known and deeply understo
od in each
school community
YEAR FIVE
� All sch
ool sites k
now and are ab
le to share p
ractices that are g
etting positiv
e results
� Matrix
perfo
rmance tren
ds are p
osted
, discu
ssed, and used to guide growth plans at each
school site
Appendix C
2008 – 2012 SFUSD Strategic P
lan
City and Community Milesto
nes fo
r Years O
ne, T
hree a
nd Five
YEAR ONE
� Community Organizatio
ns working with SFUSD use th
e BSC to review planned work and assess d
egree o
f shared
purpose an
d work
� Paren
ts, Families, co
mmunity groups, describ
e the su
pport th
ey need to particip
ate in “Beyond the Talk”
� Individuals an
d community groups name sp
ecific areas of concern
and actio
n
� School site p
articipation and work is o
rganized
and guided by the creatio
n of a S
chool Site S
corecard
� Community meetin
gs focused on sch
ools as co
mmunity assets
� Meetin
g the M
ayor and dept. heads re: B
SC and Matrix
� Review Citywide effo
rts to serv
e youth and fam
ilies using the BSC as a filter
� Public co
nversatio
n about the next fiv
e years b
eing focused on educatio
n. “It T
akes a C
ity”
� Drop out prevention is a sh
ared resp
onsibility
YEAR THREE
� Full serv
ice community sch
ools are n
eighborhood and community anchors fo
r positiv
e civic en
gagement
YEAR FIVE
� Community based
organizatio
ns use a B
alanced Scorecard
approach to assess th
eir effectiveness
Appendix C
Strategic P
lan: Short-term
Actio
n Steps
May – August 2
008
WHAT
WHEN
WHO
Develo
p a P
D tim
eline fo
r CO staff th
at identifies th
e skill req
uired
to use th
e
Matrix
to su
ccessfully
implem
ent y
ear one o
f the B
SC.
May-O
ctober 2
008
Directo
r of R
esearch
Convene C
ore site lead
ership group to
desig
n differen
tiated PD acro
ss all
divisio
ns as w
ell as divisio
n site lead
ership groups to
desig
n divisio
n lev
el PD.
May-O
ctober 2
008
Asso
ciate Supts
Seek
Foundatio
n su
pport to
strengthen an
d su
pport th
e SFUSD strateg
ic plan
May – Decem
ber 2
008
Superin
tendent,
Central O
ffice Support
Team
Community
Organizatio
ns w
orking with
SFUSD use th
e BSC to
review
plan
ned
work an
d assess d
egree o
f shared
purpose an
d work
May – Decem
ber 2
008
Community
Seek
Foundatio
n su
pport to
strengthen an
d su
pport th
e SFUSD strateg
ic plan
May – Decem
ber 2
008
Superin
tendent,
Central O
ffice Support
Team
Develo
p pd fo
r central o
ffice staff that d
evelo
ps th
e skills, d
ispositio
ns, an
d
knowled
ge req
uired
to use th
e Matrix
and su
ccessfully
implem
ent y
ear one o
f
the B
SC
May – August 2
008
(phase 1
)
Initiativ
e Team
Develo
p th
e technology platfo
rm req
uired
to su
pport th
e new
data an
d
communicatio
n stan
dard
describ
ed in
the B
SC (in
cluding develo
ping new
Tech
nology M
aster Plan
)
May 2008 – Ju
ne 2
009
Chief o
f Inform
ation
Initiativ
e Team
s describ
e the sco
pe an
d in
tended im
pact o
f initiativ
es (Each
team
crafts an in
dependent, th
ough in
terdependent tim
eline, th
is inclu
des
incorporatin
g so
me ex
isting work an
d detailin
g new
work)
June, 2
008
Initiativ
e Team
s
Tran
slate board
approved strateg
ic plan
documents
June, 2
008
Office o
f Tran
slation
Meetin
g th
e Mayor an
d dept. h
eads re: B
SC an
d M
atrix
June, 2
008
Superin
tendent an
d
Deputy Superin
tendent
Review
outlin
e of a p
lan to
create a School S
ite Scorecard
June, 2
008
SOIS Asso
ciate/Asst
Supts
Develo
p an
d Review
Outlin
e of a p
lan to
create a School S
ite Scorecard
June-Ju
ly 2008
SOIS Asso
ciate/Asst
Supts
Appendix C
Strategic P
lan: Short-term
Actio
n Steps
May – August 2
008
WHAT
WHEN
WHO
Identify
departm
ent w
ide an
d divisio
n wide in
itiatives alig
ned with
the B
SC an
d
develo
p a tim
eline fo
r action item
s.
June-A
ugust 2
008
Asso
ciate Supts
Convene sm
all site-based
working groups to
draft site p
lan to
create a School
Site S
corecard
June –
August 2
008
SOIS Asso
ciate/Asst
Supts
Convene sm
all site based
working groups to
develo
p th
e site plan
to create
School S
ite Scorecard
.
June-A
ugust 2
008
SOIS Asso
ciate/Asst
Supts
Create a p
artnersh
ip rev
iew m
atrix an
d M
OU process b
ased on th
e BSC
June –
Septem
ber 2
008
Directo
r of
Develo
pment &
Local
Govern
ment R
elations
Provide clear an
d unified
messag
e to fu
ll district an
d co
mmunity
that th
e BSC is
the fo
undatio
n fo
r all SFUSD work (d
irect staff to use B
SC in
creating lab
or
agreem
ents)
June –
Septem
ber 2
008 &
Ongoing
Full B
oard
School w
ide P
D an
d discu
ssion on creatin
g a S
chool S
ite Scorecard
. June-O
ctober 2
008
Prin
cipals/A
ssistant
Superin
tendents
Begin usin
g th
e BSC as a d
ecision m
aking an
d ag
enda creatio
n to
ol; m
eeting in
plan
ning sessio
ns to
create shared
mean
ing an
d processes to
use B
SC
July, 2008
Board
Presid
ent/fu
ll
Board
Desig
n an
d Administrato
rs’ PD: L
eadersh
ip fo
r Equity
: Creatin
g eq
uity
-
centered
PLCs, U
nderstan
ding of C
RP, netw
orks an
d co
mmunities o
f practice
with
in an
d acro
ss schools b
y creatin
g School S
ite Scorecard
s.
July-A
ugust 2
008
Superin
tendent, C
O
Support T
eam
Create a set o
f guiding ag
reements fo
r the B
oard
that en
sures a safe, affirm
ing,
and en
riched en
viro
nment fo
r particip
atory an
d in
clusiv
e learning fo
r each Board
mem
ber
July –Novem
ber 2
008
Full B
oard
Alig
n policies an
d practices to
strategic g
oals
July – Decem
ber 2
008
Full B
oard
Administrato
rs PD: L
eadersh
ip fo
r Equity
: Creatin
g eq
uity
centered
professio
nal
learning co
mmunities, n
etworks, an
d co
mmunities o
f practice w
ithin an
d acro
ss
schools b
y creatin
g School S
ite Scorecard
s
August, 2
008
SOIS Asso
ciate/Asst
Supts
School w
ide in
troductio
n an
d discu
ssion of creatin
g a S
chool S
ite Scorecard
August –
Septem
ber 2
008
SOIS Asso
ciate/Asst
Supts
Presentation to SFUSD Cabinet
Presentation to SFUSD Cabinet • • District Scorecard
District Scorecard2/25/08
Glossary of Terms
Glossary of Terms
A-G Course Requirem
entsA-G Course Requirem
ents
Advanced Placement
Advanced Placement
AVIDAVID
Balanced Score CardBalanced Score Card
Baseline DataBaseline Data
Baseline TechnologyBaseline TechnologyStandardsStandards
BasicBasic
Below
BasicBelow
Basic
Benchmark
Benchmark
California English LanguageCalifornia English LanguageDevelopm
ent TestDevelopm
ent Test
California High School Exit
California High School Exit
ExamExam
California Standards TestsCalifornia Standards Tests
Career Pathw
aysCareer Pathw
ays
Caring and SupportiveCaring and SupportiveRelationshipsRelationships
Cognitive/Em
otionalCognitive/Em
otionalEngagem
entEngagem
ent
Comm
unities of PracticeCom
munities of Practice
Com
munity-Based
Comm
unity-BasedOrganizationOrganization
Com
munity Service
Comm
unity Service
M
easureM
easure
Observation ProtocolObservation Protocol
Parent ConferenceParent Conference
Parent Engagem
entParent Engagem
ent
Participatory & Inclusive
Participatory & Inclusive
LearningLearning
Perform
ance Assessments
Performance Assessm
ents
Performance M
anagement
Performance M
anagement
SystemSystem
Personal EfficacyPersonal Efficacy
Post-Secondary Education andPost-Secondary Education andTrainingTraining
Predictive Pow
erPredictive Pow
er
Preliminary SAT
Preliminary SAT
Print ResourcesPrint Resources
Professional Developm
entProfessional Developm
ent
Professional EfficacyProfessional Efficacy
PL School Netw
orksPL School Netw
orks
ProficientProficient
Program
Improvem
entProgram
Improvem
ent
ProtocolsProtocols
Racial, Ethnic, andRacial, Ethnic, andSocioeconom
ic IntegrationSocioeconom
ic Integration
Results-Oriented Cycles ofResults-Oriented Cycles ofInquiryInquiry
Safe, Affirm
ing & Enriched
Safe, Affirming &
EnrichedEnvironm
entEnvironm
ent
Safe, Secure &
AttractiveSafe, Secure &
AttractiveSchoolsSchools
SAT Reasoning TestSAT Reasoning Test
School Im
provement Plans
School Improvem
ent Plans
Self EfficacySelf Efficacy
Senior LeadershipSenior Leadership
Standard OperatingStandard OperatingProceduresProcedures
STAR SchoolsSTAR Schools
State-M
onitored StatusState-M
onitored Status
Student Governm
entStudent Governm
ent
SubgroupSubgroup
Support Program
s andSupport Program
s andPartnershipsPartnerships
Technological ResourcesTechnological Resources
Visual ResourcesVisual Resources
21st Century Curriculum21st Century Curriculum
21st Century Schools21st Century Schools
Core CurriculumCore Curriculum
Culturally &
LinguisticallyCulturally &
LinguisticallyResponsive IntegratedResponsive IntegratedCurriculumCurriculum
Digital DivideDigital Divide
Digital ResourcesDigital Resources
District M
atrixDistrict M
atrix
DREAM Schools
DREAM Schools
DropoutDropout
Effort Optim
ismEffort Optim
ism
Engagem
entEngagem
ent
English LearnersEnglish Learners
Equity-Centered ProfessionalEquity-Centered ProfessionalLearning Com
munities
Learning Comm
unities
Gifted and Talented EducationGifted and Talented Education
Grade Level StandardsGrade Level Standards
Graphic ResourcesGraphic Resources
H
igh and Equitable StudentH
igh and Equitable StudentAchievem
entAchievem
ent
Identity Investm
entIdentity Investm
ent
Leadership Developm
entLeadership Developm
ent
LevelLevel
Lived ExperiencesLived Experiences
16