SAN FRANCISCO UNIFIED SCHOOL DISTRICT

ANALYSIS OF CURRENT EDUCATIONAL PRACTICE

The following statements characterize educational practice at this school:

Alignment of curriculum, instruction and materials to content and performance standards: Teachers meet in grade level teams at least once a month (some teams meet more frequently – weekly, bi-weekly) to review current programs, curriculum, and teaching practices. All teams identify focus areas and standards based on the previous year’s data. Additionally, the Grattan teaching team meets to review Academic Plan, examples of student work to assess effectiveness of instructional practices-and identify areas of curriculum alignment with content performance standards. Teachers manage SST cases to review assessment of performance gaps, paying particular attention to SPED, ELL, EDY, GATE, AA and other targeted populations to improve instructional practice. Grattan uses district-adopted materials that align with the standards and use supplementary materials to support and extend themes/strands accordingly. Teachers teach the state mandated required instructional minutes. Third grade teaches 20 minutes beyond their required minutes and focuses this time on building reading fluency in their students.

Availability of standards-based instructional materials appropriate to all student groups:

Grattan utilizes adopted instructional materials provided by SFUSD. All students have had access to these materials throughout the school year. The school has purchased and implements adopted instructional materials and standard-based supplemental materials for all students including specialized materials designed to meet the needs of targeted, underperforming, Special Education ELL’s, EDY students (TERC, Marilyn Burns, Rosetta Stone). Staff development is aligned to standards, assessed student performance and professional needs. Teachers research, pilot and analyze supplemental materials and programs and advise other staff and the site council accordingly. Grattan maintains its focus on technology and environmental education issues and purchases supplementary materials to support integrating the curriculum within the focus area. All classes have attended at least one fieldtrip where there has been an environmental focus.

3. Alignment of staff development to standards, assessed student performance and professional needs:

Grattan’s faculty participates in onsite professional development activities to address specific needs in the student population, based on data evaluation and formative assessments. The Grattan teaching team researches grant opportunities to fund on and off-site PD activities to support all students towards reaching academic content and performance standards. PD days are budgeted for grade-level teams to perform assessments and reflect on teaching practices. Grade level meetings, planning sessiosn and faculty meetings are used to align standards, assessments and best practices to professional development and meeting the needs of all students including targeted, underperforming, Special Education, ELL, EDY students and to challenge high- performing and GATE students. Grattan teachers attended many conferences including SFUSD PDI sessions, the CMC – North and South conferences, Early Childhood conference, Green Schoolyard teaching events. Grattan teachers participated in on site PD including, ELL teaching requirements and Vocabulary development. During the 05-06 SY faculty also participated in several on-site professional development programs including: UC Botanical Gardens focusing on the Japanese Model of Lesson Study, Visual Thinking Strategies, LGTB Family Diversity Issues. Grattan has partnered with several groups throughout the school year including SFUSD Green School- Yard Alliance, Nature in the City and UC Botanical Gardens to share the many resources available to the students of San Francisco. Our teachers have allied their students throughout this network of resources through their participation in ___________.

Services provided by the regular program to enable under-performing students to meet standards:

A. Faculty meets and identifies target students to move from the below average range to the average range, and from the average range to above average. Specific strategies and programs are developed to meet student needs. i.e. pre-teaching, re-teaching, small group tutorials, designing centers, modifying curriculum. SFSV coordinator works with the staff to maximizing use of volunteer in-class efforts in working w/ individual, targerted students. All targeted students are entered into the SST program where teachers meet at least twice yearly to track their progress and develop individual programs and specialized action plans including modifications and strategies to use in the classroom at home to bolster learning.

B. Grattan provides an after-school-tutoring program, designed to provide interventions to targeted, under performing students in the third, fourth & fifth grade. The afterschool program is designed to provide a balance of dynamic, hands-on experiences with more traditional methods of practicing concepts. Teachers work with SST teams and the paraprofessional staff to design in-class and pull-out support structures to meet individual needs of targeted students. Small group structures are designed for clusters of students with similar targeted needs.

Services provided by categorical funds to enable under-performing students to meet standards:

Grattan uses categorical funds to provide additional supplies and services to enable under-performing students to meet standards. These are: .5 of a Certificated Teacher, partial funding of both the Technology Paraprofessional and a Student Advisor. Grattan used its carryover to fund Substitute days for teacher grade-level planning of Lesson Study and towards a fifth grade character education overnight field trip.

Use of state and local assessments to modify instruction and improve student achievement:

In August, the faculty and staff review the school site data information (CAT-6, California Standards Assessments, CELDT, – Brigance in September) to analyze student performance and achievements, and develop plans to address student needs. Grade level teams work to identify targeted students and review SST files, IEP’s and psychological assessments (when appropriate), assessment portfolios and student work samples for information on previous year’s progress and program modifications. The School Site Council reviews data at their first meeting of the school year and again at a Spring time community meeting. Teachers review student work regularly and the SSC reviews samples in the spring. The SST teams of individual students monitor on- going curriculum assessments and work samples to monitor student progess.

Family, school, district and community resources available to assist these students:

Grattan uses San Francisco School Volunteers and parent volunteers to provide supports and extended learning opp. to underperforming students. Our PTA works tirelessly to generate funding to support extended learning opportunities for all of our students, particularly our targeted students. Grattan works collaboratively with The Urban School who place high school students in community service activities on site. We encourage retired teachers to work with specific students especially ELL and EDY targeted students. Additionally, Grattan seeks out opportunities to invite community friends to our school for special events. In the past we have worked with writers from 826 Valencia, dental students from UCSF, Sunset Scavenger, neighborhood volunteers and published authors for Read Across America activities, etc. Grattan teachers continue to seek out opp. to offer themselves as mentors and master teachers to USF, UCSF and St. Mary’s credential program candidates.

School, district and community barriers to improvements in student achievement:

The parent out-reach program has strengthened its resources this past year however, our Asian and African American communities are underrepresented in the PTA and on the Site Council. Categorical funding enabled us to reduce class size in the fourth/fifth grade at 29. Grattan is currently awaiting the district hire of a .5 counselor. Although we received a grant through the Buchanan YMCA Spark program we have been unable to begin the program due to their inability to hire a .5 P.E. teacher. Because there is a lack of sufficient funds to support social/emotional, affective and wellness programs, Grattan has expanded its knowledge of community mental health resources and shares information through the SST process. We use categorical funds to supplement the consent decree budget to increase the Student Advisor’s hours. The Student Advisor is the liaison to the parent in the SST process and is responsible for keeping the schedule and calendar. Yearly funding cutbacks have hurt Grattan’s support network as we no longer are able to fund classroom support paraprofessionals.

Limitations of the current program to enable under-performing students to meet standards:

There is concern over the early start time at Grattan school. After school enrichment and tutorial programs are limited by separate on and off-site after- care programs and a limited busing schedule. Although there has been improvement this school year, there is a pervasive issue of tardiness at our school. Grattan staff has waged a campaign to get children to school on time: The SART team meets regularly to track truant students, and monitor classroom incentives, SARBS, SST's. Grattan’s top priority over the past several years is to maintain a low-class size in our upper grades. Due to severe budget constraints we are only able to partially fund class size reduction teachers in the fourth and fifth grade this school year.

Insert SARC Highlights

ACADEMIC PLAN EXECUTIVE SUMMARY

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Goal 1: Academic Achievement: Significantly increase academic achievement and learning for all students, including closing the achievement gap, based on achievement data. Focus must be on reading and mathematics as measured by tests and other assessments as appropriate.

Data Conclusions

Grattan’s API score increased in 2005 to 758, an 11 point gain from 2004. Despite this progress, 55% of Grattan students did not score at or above proficient on the mathematics portion of the CST, and 52% did not score at or above proficient on the language arts portion.

In mathematics, Grattan students across all grade levels performed lower in Number Sense than the other strands.

In language arts, Writing Strategies and Written Conventions are the most problematic areas for Grattan students, as demonstrated by CST teacher reports and classroom writing samples.

For each of the past three years, there has been a large drop in the number of fifth grade students scoring at proficient or above on the math portion of the CST, compared to how the same groups of students scored in fourth grade. For example, in 2004, 50% of fourth graders scored at or above proficient in math. When that same group of students reached fifth grade in 2005, only 14% of them scored at or above proficient.

Although Grattan no longer has a numerically significant number of African American students to form a subgroup for the API, we have identified our African American students across all grades as an underperforming targeted group for the 06-07 school year, particularly in mathematics. The EDY subgroup continues to be enrolled at a numerically significant number, and will also be a targeted group. Grattan’s ELL students are also targeted and will receive additional services based on the CST and the CELDT results.

Based on the above data conclusions the following are the objectives for Goal 1.

Objective 1: 60% of all Grattan students will score at proficient or above on the California Standards Test in mathematics and language arts. Principal’s management letter criteria and report will be used as a measurement tool.

Objective 2: On the mathematics portion of the CST, 75% of fifth grade students will score at or above the level they achieved in fourth grade. Principal’s management letter criteria and report will be used as a measurement tool.

Objective 3: 35% of targeted students will move from below average to average range of performance on assessments, with special emphasis on our consistently low performing sub-populations, through their participation in a comprehensive academic and enrichment program as outlined in the Grattan Academic Plan. Principal’s management letter criteria and report will be used as a measurement tool.

The above objective(s) will be achieved by the implementation of the following activities:

1. Adoption and pilot year of a standards-based report card.

2. Use of environmental education to support academic achievement. This activity will be supported by:

a. Professional development for teachers and staff on this topic; and

b. An environmentalist who will coordinate school-wide garden and environmental activities and support teachers in integrating environmental activities into their teaching.

3. Extended learning opportunities and tutoring for targeted students by credentialed teachers and trained paraprofessionals who will be compensated for their additional time. Upper grade classes will participate in Problem of the Week math problem solving lessons.

4. ELL instruction will be implemented according to CELDT level needs across grade level clusters. Staff will determine the schedule.

Goal 2: Academic Equity: Ensure that all students have access to a comprehensive education by providing a high-quality program of studies in the Core Curriculum areas (English/language arts, mathematics, science, social studies, visual and performing arts, health and physical education), world languages, and school-to-career and technical programs where appropriate.

Data Conclusions related to Goal 2:

African-American students in all grades are scoring far below their peers in both ELA and Math. While 55% of all students tested are scoring at proficient or above only 13 percent of AA are meeting that baseline. ELL students are scoring higher in Math than in ELA and are scoring slightly lower than the district average on both subtests. Socio-academically Disadvantaged students did not meet their sub-group API target. Our Latino students did not meet district averages or show a 5% improvement on the Math subtest nor did the English Language Learners on the ELA subtests.

Based on the above data conclusions the following are the objectives for Goal 2.

Objective 1: Given instructional minute requirements, all students will participate daily in required number of minutes for each content area (including ELL, AA, Latino, EDY, GATE and Special Education students) as evidenced in the school-wide instructional minutes and bell schedules. Additionally, all teachers will submit daily schedules during the first week of school, to the office indicating required number of minutes for content area of instruction. Principal will monitor program implementation through weekly walkthroughs w/ written feedback of observations to the teacher.

Objective #2: Given Professional development opportunities, best teaching practices, flexible scheduling and supplementary materials and support structures, targeted students, (including EL, AA and Latino, EDY, GATE and Special Education students) will have increased opportunities to build critical thinking and mathematical skills and will improve their performance in classroom work and on standardized tests. Evidence: 15% of targeted students will move from basic to proficient on the Math section of the CST tests and 15% will move from below basic to basic.

Objective 3: Given arts enrichment consultants, environmental focus, and supplementary materials, all students will be provided with daily increased opportunities to enhance their learning through the arts, including music lessons (choral & instrumental), performance (dance) and visual art experiences as evidenced in daily schedules and lesson plans, bulletin boards, participation in the Youth Arts festival, school-wide and evening performances.

Objective 4: Grattan School will implement an attendance policy by tracking frequently tardy and classified truant students to improve daily on-time attendance and maintain a daily attendance rate of 96%. Student Advisor will present records and logs for review to the SART team.

The above objective(s) will be achieved by the implementation of the following activities:

Teachers will be responsible for managing cases of all targeted students and communicating “gaps”/ needs to administrator and/or SST team.
Grade level teams will consult with on site resource personnel, (environmental consultant, technology consultant, Student Advisor, VI and other SP.Ed. teachers and paraprofessionals) in an effort to support students and to create groupings, modify teaching strategies and materials for targeted students as necessary.
Classroom teachers will work in their grade level teams on multiple assessment practices, modifying and differentiating instruction to align with California content standards for reading, writing and mathematics. Particular emphasis will be analyzing student work from the targeted populations (AA, ELL, EDY, Special Education and GATE populations).
Extended learning opportunities will be designed according to Targeted , Special Education & GATE student needs utilizing the services of the technology consultant and the Student Advisor, SFSV, student interns and student teachers.
The SSC and the PTA will explore funding options for teacher’s working with small tutoring groups after school.

Goal 3: Initiatives to Improve Instruction: Improve the instructional delivery to all students using best practices for student learning as reflected in Focus on Learning recommendations, compliance, whole school reform models, school wide programs, school-based curricular instructional or programmatic improvements.

Data Conclusions related to Goal 3:

CST data indicated the following areas for school-wide focus on in the 06-07 school year: Writing Conventions and Number Sense. Additionally, Reading Comprehension continues to be a focused need. Specific grade levels will meet to determine grade level focus at the beginning of the school year. The SSC survey data and teacher input indicate that green school yard, technology and the arts should be fostered and integrated into the regular curriculum to support targeted students.

Based on the above data conclusions the following are the objectives for Goal 3.

Objective 1: Given the CST data in ELA, 35% of our targeted students will move from basic to above basic. 15% of our students will move from basic to proficient in Math. Grattan teachers will design and implement a K-2 and 3-5 cluster schedule and implement ELL district adopted instruction according to students CELDT levels and their individual language needs. Supplementary instruction will include Rosetta Stone Software. Targeted individuals and small groups will work with SFSV personnel as available. Monitoring will take place through schedules, SST notes, teacher feedback and Principal Management letter criteria.

Objective 2: All students (with a particular emphasis on the third - fifth grade) will score overall at proficient or above on the CST Math test. Given the technology lab schedule the third, fourth and fifth grade teachers will partner with the technology paraprofessional to implement instruction according to student strengths and areas of need. Teacher student ratio will decrease to provide more attention to each student. Monitoring will take place through schedules, SST notes, teacher feedback and Principal Management letter criteria.

The above objective(s) will be achieved by the implementation of the following activities:

All teachers will work in grade level and cluster level teams to reflect on teaching strategies and learning outcomes specifically around Number Sense and the Writing Process. Teachers will work together within their clusters teams to create a daily schedule that focuses on the fostering of number sense. TERC and Math Solutions strategies will be implemented throughout each class. The faculty will develop a writer’s workshop structure within each classroom and display student writing samples on a regular (at least monthly) basis.
Teachers will receive in-service on questioning skills and communicating learning outcomes to their students (CA teaching standard 4.3). The school as a whole will explore questioning skills that promote higher-level thinking and practice this within their classrooms (CA teaching standard 1.4).
The Grattan Green School-Yard committee will explore ways to use the environment as an Integrating Context for Learning through the State Education Executive Summary Reports and will continue their relationship with UC Botanical gardens.
Grattan will implement Visual Thinking Strategies across all grade-levels and will continue to foster their relationship with the deYoung Museum.
Grattan teachers will use the Japanese Model of Lesson Study to explore children’s learning outcomes and their own best practices in teaching.

Goal 4: School Climate: Ensure safe, secure school and learning environment relative to cleanliness, management of the facility and student behavior

Data Conclusions related to Goal 4:

The results of the Grattan school survey indicate that the areas of most concern relate to bullying/interpersonal relations, the need for “across the school” conflict management training, and possibly introducing Tribes or another research based program. Grattan’s “Caught in the Act” program has been successful however the need to possibly extend it to after school programs was noted. Yard supervision has been much improved this year although consistency across all yards and recess periods need to be a focus for next school year. Transition to and from the classroom, yards, before and after school continue to be areas that require monitoring and more structure to ensure safety. Translation services were identified as an area that will need to be monitored since the needs change frequently.

Based on the above data conclusions the following are the objectives for Goal 4

Objective 1: Given SFUSD school health programs, our Grattan Health Advocate and other outside resources, all teachers will implement tobacco, drug and violence prevention programs mandated by Safe and Drug Free Schools (S&DFSC) and Tobacco-Use Prevention (TUPE) Education funds as evidenced on the master calendar and through daily lesson plans and periodic informal observations by principal.

Objective 2: Given SFUSD School Health Programs and Pupil Services resources, Grattan will implement a school wide positive behavior program that promotes conflict resolution, I-messages, peace tables, peace walks, and a community of respect. The SSC, faculty and staff will monitor the success through ongoing discussions, observations, teacher feedback, office referrals and family surveys. The Student Council will provide opportunities for positive school wide events with supporting evidence of flyers, event announcements and the master calendar.

The above objective(s) will be achieved by the implementation of the following activities:

Grattan’s faculty and staff will work with Pupil Services to adopt and implement a school-wide positive behavior program. All staff and SSC members will receive training on the program and will monitor it throughout the school year. Teachers will continue to promote positive behavior within their classrooms and will share behavior expectations with families at the beginning of the school year.
All students, teachers, parents and administrator will sign a Home – School compact in an effort to build a mutual understanding on behavior expectations. Principal, Student Advisor and teachers will meet with students at the beginning of the school year to review school rules and behavior expectations. Follow-up meetings will be called (by grade-level) when necessary.
Student Advisor will work with Principal and teachers to create SST’s for students who bully. Individual support programs will be created for those who bully. The student council will actively plan school wide events that promote harmony and a community of respect.
All classes will participate in Health related curriculum activities according to grade-level standards. The on-site school health program coordinator will monitor all mandated health curriculum and will provide in-service to teachers as necessary.

___________ _____________________

Goal 5: Parent and Community Involvement: Significantly increase the involvement of a broad base of parents and community at the school level.

Data Conclusions related to Goal 5:

Parental involvement is identified as a positive element of the school. According to family surveys, relationships between parents, staff and students were identified in a positive light and are seen as very strong. PTA efforts to support enrichment programs, including environmental science education, choral music, after school enrichment, supplementary supplies and fieldtrips were lauded by respondents as positive actions. There is an identified need to diversify our PTA to reflect our student body and to strengthen Parent – Teacher communication within the PTA regarding planning and budgetary decisions. Additionally, parents responded that they need further information and education on California Content Standards and what is expected of their child at each grade level.

Based on the above data conclusions the following are the objectives for Goal 5.

Objective 1: Given State & Federal site council guidelines, Grattan will have a properly composed SSC, ELAC and SAC that meets on a regularly (at least monthly) scheduled basis and completes required tasks including academic plan, budget and school prioritization as evidenced through SSC agendas, sign-in, archives and meeting minutes.

Objective 2: Given parental involvement opportunities, (school-wide events, volunteerism, SST’s, Committees, PTA, etc.) and supporting structures (web site, leaflets, room parents), Grattan will work to promote events to increase parent, family and community-involvement that reflects the diversity of our student body, as evidenced through sign-in sheets, archives, meeting minutes and schedules. Translation will be provided when appropriate.

The above objective(s) will be achieved by the implementation of the following activities:

1. Annual Grattan surveys will be mailed out in February prior to the Community meetings. Town Hall meetings will be scheduled twice in the Spring to gather input and review plan. Food and childcare will be arranged at community meeting events if necessary.

2. SSC, ELAC and SAC will be duly elected and constituted. The SSC will present CAT-6, CST Data to the Grattan community during an evening meeting.

3. GATE Advisory Committee parent representative will be actively involved in the planning, implementing and monitoring of the GATE program. Committees will be formed to ensure a broad base of parental involvement in the development of ongoing and new programs.

4. Regular and ongoing communication between PTA, SSC and Faculty meetings will be fostered by representation of each group on each committee. A report back time allotment will be factored into the agendas for the purpose of cross-communication.

5. Grattan will articulate to and encourage all parents to attend their child’s class or a school-wide function for at least one daytime event (fieldtrip, special project, etc.).

6. The Grattan school website will be updated regularly (bi-weekly) to inform of “goings on” and upcoming events. The Grattan Globe newsletter will be sent home monthly. Teachers will send (at least monthly) newsletters home to families describing class themes, lessons, standards being addressed, and/or classroom volunteer opportunities.

7. PTA will explore the idea of creating a committee to reinforce/remind families who utilize the “Stop, Drop, and Go” drop off service of current PTA events through either a liaison, leafleting, banners, or signs at the drop off site at 7:30 am.

Action Plan

GOAL #1 Academic Achievement: Significantly increase academic achievement and learning for all students, including closing the achievement gap, based on achievement data. Focus must be on reading and mathematics as measured by tests and other assessments as appropriate.

Student groups participating in this goal: All Students, particularly targeted students, AA, ELL, SPED., EDY, GATE.

Performance gains expected for these students At least one year's growth on standardized tests, basic or above on CST, satisfactory progress on reports, IEP’s.

Means of evaluating progress toward this goal: On-going teacher observations, informal classroom walk-throughs, review student work, portfolio review, progress reports, regular SST meetings, IEP’s and form G of IEP.

Group data needed to measure academic gains: CAT-6, California Standards tests, CELDT and LALAR and informal assessment and review of student-work, summative tests.

Objective 1: 60 % of all Grattan students will score at proficient or above on the California Standards Test in Language Arts and Mathematics. Principal’s management letter criteria will be used as a measurement tool.

Objective 2: 35% of targeted students will move from below-average to average range of performance on assessments, with special emphasis on our consistently low performing sub-populations, through their participation in a comprehensive academic and enrichment program as outlined in the Grattan Academic Plan. Principal’s management letter criteria and report will be used as a measurement tool.

Description of Specific Actions to Improve Educational Practice

Persons Responsible

Timeline

Related

Expenditures/

Estimated cost

Funding

Source

1.1 Alignment of standards-based instruction to content standards:

Grattan teachers will all be fully credentialed and hold CLAD certificates.

In faculty meetings and grade level meetings staff will review CST data clusters, align with content standards, review current instructional and assessment practices, and plan instruction in accord with the results and Grattan’s green focus. Grattan’s faculty will determine targeted students and utilize SSTs accordingly.

Grattan will adopt a standards-based report card to help teachers and parents monitor student progress toward meeting the California Content Standards.

The principal and teachers will work together to ensure that all students receive instruction covering the grade-specific California Content Standards during the school year. The faculty will explore extending instruction through the core curriculum while maintaining teacher discretion and creativity in instructional methods.

Principal

Teachers

August 05

Salaries:

1 Principal,

14 Teachers.

WSF,SBCP

1.2 Improvement of research-based inst. strategies and materials

Grade level teams will work together regularly (at least monthly) to support each other in the infusion of green-based approaches to improve academic achievement. Teams will emphasize green strategies for teaching written conventions, writing strategies, and number sense. Each grade level team will plan for the achievement of all students with a special emphasis on targeted students and students who need additional acad. challenges.

Special Education students’ IEPs will reflect standards-based goals and objectives and service models to meet individual student needs in their least restrictive environments.

Teachers will share successful teaching strategies for our targeted area (Number Sense, Writing) at each faculty meeting. Teams will review student work samples.

Training for teachers will be obtained in research-based strategies for raising achievement using environmental education, such as those offered by “Environment as the Integrating Context (EIC)” with the State Education and Environment Roundtable (SEER) (www.seer.org).

Teachers will continue to participate in The Japanese style of Lesson Study PD structure to analyze student learning.