Leadership Team Meeting – January 17, 2012

GALILEO ACADEMY OF SCIENCE AND TECHNOLOGY

Leadership Team/Department Heads Meeting

 

1/17/2012

 

 

Marcus called the meeting to order at 11:20am.

 

I.            Possible Priorities

–ELD Development School Wide Focus

–School Climate including safety, discipline and positive rewards

–9th grade transition and support for Early Warning Students

–Special Education

–Algebra—(focus on Freshmen Math) (Math)

–School Wide Literacy

–Academies/Pathways (Math)

–A-G new grad requirements (Math)

–College Prep—college going culture (Math)

–Class Size (school wide)  Math

–No Reduction in Teaching Staff (English)

–.6 Drama & .6 Speech Classes (EL Development) (English)

–Paras for writing in Regular Ed classes (English)

 

–Stress for students taking many AP classes—some of these referred to Wellness (Wellness)

–Newcomer Support (emotional, social, health care) (Wellness)

–Literacy—supporting EL (Social Studies)

–Geography for 9th graders (dept. does not teach 9th graders—transition between 8th and 10th grade (Social Studies).

–More Books (Library)

–Every Student Should Graduate (Library)

 

–Improve Special Ed communication (Spec. Ed.)—all teachers should be open to all students

–Scope and Sequence as it relates to regular classes for Special Ed. students. (Spec. Ed.)

–Para Expectations—who monitors them.  Paras must understand content. (Spec. Ed.)

–De-escalation Room for petty behavior.  Open 6 periods a day. (Spec. Ed.)

–Release time for paper work and documentation. (Spec. Ed.)

 

–Better emphasis on health, physical fitness and nutrition.  (PE)

–Maintenance program for facilities. (PE)

–Remedial Programs (PE)

 

–School Wide Discipline Policy and Enforcement (W. Languages)

–Early placement for native speakers. (W. Languages)

–Balance Native Speaker Classes (W. Language)

 

–English Language Development—more communication with all general ed teachers as well as .6 and .8 teachers.  (ELD)

–Speech class as an additional class. (ELD)

 

–School Wide Literacy (language of reading music, helps support school wide literacy). (VPA)

–9th Grade Transitions (VPA)

–EL Development (VPA)

 

–Stop Moving Rooms (Enrollment capacity)  (Science)—lots of travelling teachers.

–Balance class numbers across all periods (Science)

–Integrate Science & Tech into all classes (Science)

–Develop Stronger Literacy Component to Science Courses (Science)

–Build up the Biotech Program (Science)

 

–Serve Each Student (Counseling)

 

Nancy explained the differences in the A – G requirements and the SFUSD requirements.

 

–Marcus said that we need to come up with 10 priorities.  We can also combine some of them.

 

–Michelle said many of them can be enhanced by small class sizes.  Marcus added that it is highly unlikely in the district.  Discussion followed.

 

–Room sharing and no reduction in teachers are in direct conflict.  Tony said at times teachers choose to leave the school and then we may not replace them.

–Room sharing was eliminated.

–Some items do not involve money.

–Michelle asked about taking money from Professional Development.

–Marcus suggested reducing class size as part of 9th grade transition.  Reducing class sizes fits with many priorities.

–Mat suggested combining the collaboration ideas.

–Suggestions from some would like to have another counselor.

 

Definitely in:

 

1.  9th Grade Transition

2.  EL Development.

3.  Collaboration

4.  School Climate

5.  Special Ed

6.  School Wide Academic Literacy/Tech

7.  No Teacher Reduction

8.  A- G Grade Requirements

 

Administration will provide data for the department discussions tomorrow.

 

Meeting adjourned at 12:15pm.

 

 

 

 

Weekly Bulletin – January 17 – 20, 2012

GALILEO ACADEMY
Weekly Bulletin

JANUARY 17 – 20, 2012


JUXTAPOSE

 

FACULTY/STAFF

 

WORD OF THE WEEK:   JUXTAPOSE: All Teachers please put this word on your blackboard or other prominent place. JUXTAPOSE: To place closer together;  to put side by side;the state of being side by side or contiguous.

ANNOUNCEMENT FORMS: We are now using Google Forms to collect announcement requests. The form is linked from the Teachers page at galileoweb.org. Check it out.

**BULLETIN NOTICES:**EMAIL ADDRESS FOR BULLETIN NOTICES: Please email bulletin notices to: grinnellb@galileoweb.org. The deadline for submitting items for the bulletin is Friday morning by 8:30am.                         Mrs. Grinnell

SUBSTITUTE SYSTEM:  The Substitute System’s phone number:  345-0064.  The old phone number, 241-6641, is no longer operational.  The on-line system remains the same.  If you have any questions please let me know.

ATTENDANCE: Teachers– Please check your Galileo e-mail for Attendance Notices. Most importantly, Notice of Missing Attendance will be sent to all teachers via e-mail who have failed to turn in attendance strips by
4:00 pm the previous day. Please turn in the attendance strip or reply with the names of absent students so that your non-recorded attendance can be cleared.  Thank You.                                     Ms. Mallen.

SOCIAL COMMITTEE CONTRIBUTION:  Just a reminder–if you haven’t already given your social committee contribution, it’s not too late.  See Bettie Grinnell in the Main Office with your $20–checks or cash welcome!                  Social Committee

HOT COFFEE is available every morning for $.75 a cup and fresh baked COOKIES are available for $.25 each in room 212 or 214. Thank you for helping support the special education programs.                     Ms. Wlodaver and Ms. McDonagh

PARKING COURTESY:  Please do not block other cars in both the Bay Street and the Polk Street parking lots.  If you have to block a car, do it only for a few minutes and leave your Galileo Parking Hanger in plain sight in your car.  If you do not have a Galileo Parking Hanger, see Bettie Grinnell in the Main Office.
Mrs. Grinnell
GALILEO PTSA EDUCATION AND ENRICHMENT GRANT APPLICATIONS: The Galileo PTSA is accepting Grant Applications from teachers and staff in need of funding for projects, equipment and/or supplies. We urge staff to apply for these grants as last year we did not use all of our budgeted money. For further information please visit galileoweb.org/ptsa. Grant applications may be turned in to Karin Lau,
room 206 or main office PTSA mailbox.

WELLNESS: Are you looking to participate in a paid internship or program this semester? The Galileo Wellness website has up-to-date information to connect you with programs in your community. Visit galileoweb.org/wellness or stop by the Wellness Center, Room 151!

STUDENTS


ASB STORE: is selling Galileo t-shirts, sweatshirts, lanyard key chains, pennants, lab books, pens, pencils, book covers, district approved nutritional snacks and beverages during lunch time and after school in room 150.

 ASB CARD STICKERS:ASB is selling ASB card stickers @ $5.00 in room 150. Discounts will be offered for Galileo sweatshirts, t-shirts, dances, and other school spirit items.

SENIORS: Come by Ms. Chan’s office to pick up your latest transcript during lunch or after school. Please also check my webpage galileoweb.org/chan and your school loop email for updates on important information pertaining to seniors.

WANT A JOB? Come visit the Job Bulletin Board in the Counseling Office. Also check Ms. Marshman’s website (http://galileoweb.org/marshmanl) and click on “Jobs” for recent postings.

GOT QUESTIONS about birth control, pregnancy testing, or STD?s? Stop by the Wellness Center Room 151 during lunchtime or after school to make a confidential medical appointment.

SAT PREPARATION CLASS for only $75, Attention juniors: Do you want to improve your SAT scores? Revolution Prep is offering a high quality, affordable test prep course for the March 10th SAT at Galileo starting on January 28th! Call 1-877-REV-PREP to apply for a scholarship so that you can have a discounted price of $75 or visit the Counseling Center for more details.

ATTENTION SENIORS: Anyone who has not ordered their CAP and GOWN, senior graduation ring, and graduation announcements should either order online at www.jostens.com  ,or mail their order in before January 15.  Extra order forms are in the main office.

BASEBALL REMINDER:  Baseball starts in 1 week , Jan. 24. Be Ready. See Coach Papa for details.

WELLNESS/PAID INTERNSHIPS: Do you know students who are looking for a paid internship or program this semester? The Galileo Wellness website has up-to-date information to connect your students with programs in the community. Visit galileoweb.org/wellness or direct students to the Wellness Center, Room 151!

 









 

 

 

 



 

 

 

 

 

 

 

 

Block G

If you have a 3.5+ GPA for at least two consecutive semesters, see your English/ELD teacher to apply for Block G, Galileo’s academic excellence letter. Deadline is Wednesday, January 25.

Leadership Team Meeting – January 12, 2012

GALILEO ACADEMY OF SCIENCE AND TECHNOLOGY

Leadership Team/Department Heads Meeting

 

1/12/12

 

 

Marcus called the meeting to order at 10:15am.

 

Leadership Team

 

I.            Bell Schedule

–Marcus passed out the “To Do List.”  He also passed out a “2012-2013 Bell Schedule Timeline.” He went over the document.  He discussed the dates that have passed and what is ahead.  Patrick will take the lead on this project.  Students will be involved in the process with a survey in homeroom.  Marcus would like to have the final schedule by February 9th to submit to the district.

–Nancy mentioned that this past fall the incoming 9th grade parents did not know that the bells schedule had changed.

 

II.            Enrollment

–Marcus said administration will decrease enrollment by 50 students.  This will mean 2.0 – 2.5 FTE reduction in teachers.  He discussed the fact that district enrollment is going down and some schools are in danger of closing.  Last year we had a projection of 2220 students.

–Nancy said we started this year with 2182 and now we are at 2104.

–David asked about the amount of incoming freshmen.  Marcus said we put our general education at 440 and then we get Special Ed. to make around 500.  The 50-student reduction will be in the 9th grade.

–Nancy said we will get 50 – 80 newcomer students.

–Nancy said Feb. 11 is the School Site Summit and that is when we should know our allocation and budget.  This year it will probably be A, B and C for the budgets.

 

III.            Priorities

–Marcus passed out a draft of the “2012/2013 Priorities Timeline.”

–Marcus asked for feedback on departments discussing the timeline.

–Marcus said the SSC needs this information so we may have to have a special meeting next week.

–Michelle asked how we could offer courses for students to sign up for without knowing what will be cut and what we can offer.

–Nancy said she will distribute the registration material to the members today.  She said that registering for courses is a way to collect data and understand what the courses the students need or want are.  She said that the priorities depend on input from the students.  Spec. Ed and ELD drive the priorities.

–Lauren mentioned that we ask for options from the students for their elective classes.

–David mentioned that we need to have the courses ready to see student issues.

–Group will meet on Tuesday 1/17/12 during 4th period to finish the priority process.

–Nancy passed out a “Spring Master Schedule Timeline.”  She discussed the draft document.  The amount of students is contingent upon the district.

–Nancy distributed the Course Description Draft.  She would like that back by next Thursday.  She also talked about the on-line registration form, as well as the Google form.

–Nancy asked for questions.  Denise wanted to know with the reduction in teachers how will we know home many sections we can have.  Marcus referred to the Priorities and explained how it works.

–Marcus said the academies and pathways are protected as we are an Academy of Science & Technology.

–Nancy distributed the Course Selection Sheets.  She discussed additions, etc.  She has forms for each class—10, 11, and 12.  Nancy discussed the registration process online.

–She is using course numbers for .6 classes, as they are now general ed.  The .6 classes are now the old .8 classes.  There are no .S and .C classes now.

–Nancy said there is another sheet that has languages and electives. Nancy said this is posted on the web site.

–Marcus asked how parents see this.  Nancy said it is on the website on each counselor’s website.

–David talked about the balance when some classes are listed on the website and others are on the paper course selection sheet.

–Ben suggested all the information be in one place and wondered why there are paper descriptions.  He felt all the information should be on the website.  He thinks by selectively printing courses on the paper this is influencing students about which courses to take.

–Marti asked about electives and mentioned specific courses in her department that are not listed as electives.  Nancy said if these courses are listed as electives, with the Excel sort, the Math classes would be listed as electives.

–Ben suggested listing electives by department.

-Please give Nancy any edits by next Thursday.  Nancy prefers email responses.  It is OK to give her a hard copy.

–Nancy said teachers should let students know what their next class in the subject area will be.  She distributed a form. There are some changes from how we did this in the past.  This should help students know what they should be taking.

–David asked if we could separate the electives by department.

–Nancy mentioned a document that has every course listed for each department.  David asked which document the counselors prefer.

–Joseph asked that electives be added to the Student Course Worksheet.  Ray asked that .71 and .72 classes be added.

–Katie suggested rearranging the document as the A – G requirements.  Lauren said it gets tricky and she gave the example of American Democracy and where it is listed.

IV.            BSC Working Groups

–Tony discussed how the SSC is working on the BSC and would like to have members of the Leadership Team and other stakeholders to be part of the SSC discussion on the BSC.  Tony encouraged everyone to come.  This will involve the direction of the school, what do we know, what data do we have, etc.

–Stan mentioned that there would be 4 meetings and those interested should commit to all 4 meetings.  David suggested we keep WASC in mind.

 

V.            Open House

–Karin said the date would change as Wed. March 21 would not work.  Karin said it would be the same format as last year—one program for our current students and one program for the incoming 9th graders.

–Karin indicated that combining the two into one evening brought more people.

–Michelle said the 8th graders are mostly interested in the Scavenger Hunt, which should be run by students.  Michelle said her teachers did not have the opportunity to talk to the students and parents.

–This topic will be tabled until the next meeting.

–Joseph discussed the past when we had big attendance in the fall when we gave out the report cards.

 

VI.            Feedback from Emergency Drills

–Marcus thanked everyone and said all the drills went very well.  He liked that everyone was on the field.

–Ray felt all classrooms should have a diagram in the room where the class meets on the field.  This diagram should be posted by the door in every classroom.

–Denise said her students were engaged in conversations and could not hear the lock down instructions.  Also the Polk Street Gate is a problem for entering and exiting the field.  She also asked if teachers are supposed to bring their first aid kits.  This should be for all drills.  She also asked about student attendance strips, particularly those who are do not come to the field.  She mentioned having the students sit down would be good.  She also suggested using red and green cards for the teachers to hold up for collection of the strips.

–David said there should be explicit instructions as to what teachers should have on the field.  He also asked for a clear protocol for TA’s.

–Patrick gave kudos to Katie and Susan for their hard work.

–Michelle mentioned staff helping and how they should be aware of correct exit strategies.

–Marti mentioned that her class was in the courtyard and then went into the auditorium and had difficulty hearing the warnings.

–Marcus said he felt that not all those teachers with prep periods showed up at the command center.

 

VII.            Senior Calendar

–Nancy distributed a draft of this calendar.  It will also be on the website.

–Lauren will coordinate graduation with Celia as her co-captain.

–AP Exams begin on May 7th—a week later than usual.

–Senior Finals will start on Wednesday, May 9th and end on Tuesday, May 15th.  There will be coordination between Senior finals and AP exams when there are conflicts.

–Nancy mentioned Frisco Day and all seniors are expected to attend.  Lily Rodriguez is coordinating that activity.

–Senior Clearance, Senior Breakfast, Graduation Rehearsal, Graduation dates are listed.

–Michelle wanted to make sure seniors could be signed out on May 18th for make-up or late work.

–Let Nancy or Lauren know if you have additions to the calendar.

 

VIII.            Testing Calendar

–Nancy passed out the Testing Calendar.  She discussed the STAR test and those periods that will meet in the afternoons each day.

–Joseph asked about the end time of school each day.

–Nancy distributed the AP Exam schedule.  Morning testing begins at 7:30am and afternoon begins at 11:30am.

–The yellow Testing sheet gives all of the rest of the testing for this year.  Nancy mentioned that City College will be coming to Galileo to help students who are going to City.  These are our most at-risk students and we want to make sure they have a plan after high school.

 

IX.            NASA Johnson Space Center Visit

–Karin distributed information on this visit—March 13th.  It will begin 3° in Room 101.  She explained the agenda.  This will also be televised on G-House TV.  The 5th period talk will be by an astronaut.  She explained the process of selecting the 40 students to participate.

 

X.            Feedback from Class Change Process

–Lauren mentioned the new forms—7 step process and the sign-out process.

–Michelle said the forms are great and forcing students to have conversations with their teachers.  Marti said we have started to change the culture of the school.

–Michelle said there are teachers who are feeling they are receiving more Special Ed. students than others in their department.  They feel it is because they are better at working with these students.  She asked about how these choices are made and which teachers are selected.  Ray said it is based strictly on class availability and size.  Ray said all teachers should share this responsibility and some teachers will not.

–Patrick asked for Special Ed. data on the class size spread sheet.

 

XI.            Academy Fair

–Tony distributed information and talked about a video that will be shown on G-House TV.  He is working with Eleanor for a note sheet for the students.

–He discussed the issue of 9th graders not being able to be in an academy or pathway right away.  We need to raise student awareness about the academies and pathways.

–Michelle asked about the format and set-up in the cafeteria.  Tony said it would be a series of tables in the cafeteria.  Michelle asked if students could be presenters.  Tony said he was leaving the presentations to each academy.  Kathleen asked about electricity and the use of technology.  Tony will email everyone a map.  Email your academy/pathway presentation plan to Tony.

 

XII.            Department Head Terms

–Marcus asked each department to let him know who will be the department head next year. One department head will not be returning.

 

Meeting adjourned 11:42am.

 

 

12/7/2011 Meeting-Attachment (SFUSD BSC&CoreCurriculum)

Overview:

Currently all fifty states have their own curriculum standards and the assessments associated were written based on these individualized standards.  Therefore, it was impossible to have a fair comparison between states.  To resolve this issue, the national core curriculum was created.  California adopted this new set of national standards, and subsequently, our District developed assessments (Common Learning Assessment-CLA) in math and English to align with these new standards.  Now schools are tasked to administer these CLAs twice a year in addition to the STAR test given in April annually.

 

The CLA are written based on the adopted textbooks within the national standards, so in order to perform well on the CLA, the school has to use these adopted textbooks.  The current Algebra class might pose some challenges.  The CLA for English assess students in their literacy skills; therefore, non-English teachers will also be tasked to develop the students’ literacy skills as well as the subject matters in the coming years, though the current CLA only assess math and English.

 

The Core Curriculum Framework delineates how each school achieves its goals and meets its academic performance.  Right now the Core Curriculum Framework is based on the old California standards.

 

 

“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.”

 

District Initiatives School Initiatives High School Initiatives
Core Curriculum Framework

English Language Development

Educational Service Delivery to Students with Disabilities

 

Ÿ  Equity and Access – Making Social Justice a Reality

Ÿ  Achievement – Engage High Achieving and Joyful Learners

Ÿ  Accountability – Keeping Our Promises to Students and Families

Ÿ  9th Grade Transition

Ÿ  A-G

Ÿ  Algebra

 

Ÿ  Core Curriculum Framework Ÿ  English Language Development Educational Service Delivery to Students with Disabilities
Ÿ  Standards Maps

Ÿ  Assessment & Collaboration Calendar

Ÿ  Intervention

 

 

Ÿ  At least 30 minutes per day for all EL students

Ÿ  Essentials of ELD

  1. Language Objectives
  2. Differentiated Language Instruction, which includes

Ÿ  Vocabulary development

Ÿ  Language structures

Ÿ  Sentence frames

Ÿ  Structured Language Practice

Ÿ Inclusion services at K,  6, 9

Ÿ Implement Pre-Referral

Ÿ Interventions

 

 

 

I did a side-by-side comparison of the BSC/SP template that the SSC reviewed in the Spring compared to the BSC/SP template that was handed out this Fall. The two documents are identical except in the district initiative for English Language Development:

District Initiative Two: English Language Development

Ÿ  30 minutes per day for all EL students

Ÿ  Essential Elements of ELD

1. Language Objectives

2. Structured Learning Protocols

3. Differentiated Sentence Frames

 

Describe what your school will do to ensure that this initiative is met.

 

Possible Next Steps Towards Implementation for the English Language Development initiative may include: reviewing CELDT and other language development assessment data (e.g., ADEPT); participating in APD’s

professional development related to the Essential Elements of ELD and other EL professional development provided by English Learners Support Services; engaging teachers in completing and analyzing Section III of the Lau Protocol; and supporting teachers to implement the ELSS ELD sample lessons.

District Initiative Two: English Language Development

Ÿ  At least 30 minutes per day for all EL students

Ÿ  Essentials of ELD

  1. Language Objectives
  2. Differentiated Language Instruction, which includes
    1. Vocabulary development
    2. Language structures
    3. Sentence frames
    4. Structured Language Practice

Describe what your school will do to ensure that this initiative is met.

 

Possible Next Steps Towards Implementation for the English Language Development initiative may include: reviewing CELDT and other language development assessment data (e.g., ADEPT); participating in APD’s professional development related to the Essential Elements of ELD and other EL professional development provided by English Learners Support Services; engaging teachers in completing and analyzing Section III of the Lau Protocol; and supporting teachers to implement the ELSS ELD sample lessons.

Background:

In 2008 the Board of Education adopted an ambitious 5 year strategic plan to close the achievement gap. Central to the plan was the development of  a Core Curriculum and Common Learning Assessments. One of the 13 initiatives of the plan was a  “ project that will develop rigorous and consistent curriculum to meet the new California and national core standards for all students”  The goals for this project for 2011 were articulated as:

  1. Co-construct the key components of the 21st century core curriculum, including scope and sequence, instructional strategies, assessments, and teacher resources for English Language Arts and Mathematics.  Begin with schools that are ready to participate in testing the curriculum and providing feedback to modify the tools and materials.
  2. Develop a multi-year curriculum and assessment plan for implementing the 21st century core curriculum, instructional strategies, and assessments across all schools.
  3. Build a professional learning system, including a web-based platform, to support the co-construction of the core curriculum and to give feedback on the assessments and to post and share practice within and across schools.

 

Core Curriculum and Common Learning Assessments

 

Project Overview

Guarantee that all students have access to rigorous and consistent curriculum that meets the new California and national core standards and promotes 21st century learning for all students, as articulated in our vision for student success. Develop the 21st century core curriculum with teachers, school leaders, and students and use it to provide the baseline for differentiated instructional strategies that are informed by Common Learning Assessments (CLA). Ensure that teachers and instructional staff at all schools continuously refine their approach to using core curriculum, instructional strategies, resources, and assessment tools through active participation in Equity Centered Professional Learning  Communities (ECPLCs).

 

2011 Goals

  1. Co-construct the key components of the 21st century core curriculum, including scope and sequence, instructional strategies, assessments, and teacher resources for English Language Arts and Mathematics.  Begin with schools that are ready to participate in testing the curriculum and providing feedback to modify the tools and materials.
  2. Develop a multi-year curriculum and assessment plan for implementing the 21st century core curriculum, instructional strategies, and assessments across all schools.
  3. Build a professional learning system, including a web-based platform, to support the co-construction of the core curriculum and to give feedback on the assessments and to post and share practice within and across schools.

 

Project Status Report

 

As part of implementing its strategic plan, Beyond the Talk, SFUSD is using a project management structure, which will include ongoing project status reports. Each report contains milestones that must be reached to make sure that the goals will be reached, project metrics to ensure the project is on track, a color code that corresponds to key progress metrics, and lessons learned and challenges. To see the latest project status report for the Core Curriculum and CLA initiative go here.

 

Read an overview of the district’s 13 priority projects for 2010-2012

 

Thirteen Initiatives

“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

 

The San Francisco Unified School District has higher average test scores than any other large, urban California school district. But ensuring our students reach their full potential requires more than having them perform well on tests. To help all students achieve their aspirations, SFUSD has developed a series of plans and projects to help create quality schools throughout the district:

 

Superintendent’s Zone/School Improvement Grant (SIG)

SIG is a three-year competitive grant to help improve student learning in 10 high-needs schools.  Funding allows the district to address the unique priorities school leaders and communities identify, as well as focus attention on areas of improvement that all schools are undergoing. Read more here.

 

College and Career Readiness

This project will help SFUSD achieve its goal of graduating all students so they are college and career ready by

expanding programs, partnerships, and coursework to help fulfill California public university requirements. Read more here.

 

Core Curriculum and Common Learning Assessments

A project that will develop rigorous and consistent curriculum to meet the new California and national core standards for all students. Read more here.

 

Special Education Redesign

Comprehensive reform of policies and programs to provide services that support students with disabilities through a partnership with general education. Read more here.

 

Student Placement: Middle School Feeder Patterns

A plan for K-8 pathways, which have assignment patterns so certain elementary schools feed into specific middle schools. These pathways create continuity for academic programs, support positive school climates, and build a bridge from elementary to middle school. Read more here.

 

Area Teams

Organization of the central office staff into area teams to provide a greater level of service and guidance to schools to ensure that the needs of schools inform and guide the strategies of the district. Read more here.

 

Early Learning

Creates a continuum of instruction between preschool and elementary school by incorporating a strong literacy approach, a smoother transition between grades, parental engagement, professional development, and summer and after-school programs. Read more here.

 

English Learners/Lau Plan

Ensures that english learners acquire high levels of English and home language proficiency, academic achievement, and skills that lead to success in the 21st century. Read more here.

 

Human Capital

A plan to recruit highly qualified, effective teachers and implement an evaluation system and tools to help develop leadership and encourage professional growth. Read more here.

 

Parent Engagement

An initiative that provides parents with continuous feedback on the progress of their child so that they may fully participate as educational partners and ensure their child graduates from high school with the skills to be college and career ready. Read more here.

 

Partnerships and Resource Development

A plan to attract and coordinate private funds with the philanthropic community to maximize resources and facilitate ongoing collaboration in pursuit of a shared vision for SFUSD youth. Read more here.

 

Restorative Practices

The creation of safe and caring school environments where students learn to take responsibility for their actions and adults have the tools to promote positive student behavior. Read more here.

 

Central Office Accountability and Performance Manager

An initiative that seeks to improve service from the central office to the school sites through the development of new or existing work-related processes and tools . Read more here.

 

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