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AUSD Strategic Plan 2003-2008

In June 2003 Alameda Unified School District had adopted a strategic plan. An entire copy of the document is here: AUSD Strategic Plan. Here is a high level summary of the key components and 2003/04 goals and accomplishments.

Note: Larger font goals are the focus for 2004/05.

2004/05 Goals

STUDENT ACHIEVEMENT: Curriculum/Instruction/Assessment

GOAL #1: Curricular Coherence & Effectve Practices

A clearly defined core curriculum, aligned with state standards, is being used consistently district-wide, and all edcuators are implementing effective instructional practices.

  • Align high school texts in all four major core areas (Math, English, Science and Social Studies)
  • Develop AUSD K-5 writing curriculum to support Houghton Mifflin Reading Series
  • All middle and high schools will have school wide literacy plan in place. These literacy plans will address the learning needs of students at all levels: advanced, benchmark, strategic, and intensive
  • Use K-5 and 6-12 monthly meeting times to focus discussion and articulation on curriculum coherence and effective instrution in math and literacy
  • Use reading leaders and coaches to support full implementation of the district-adopted reading and English programs.
  • Support reading leaders work and provide training in processes to lead grade level data dialog meetings
  • Identify teacher leaders/contacts for each middle school and high school
  • Provide additional support to Alameda Reform Collaborative (ARC)* sites by building adult learning communities of principals and key leaders focused on closing the achievement gap in literacy. *Eight schools of which are Title I schools
  • Write curriculum guide for four core works of literature at the high school level

    • February Update

    • Align high school texts in all four major core areas (math, English, science, social studies)

      • Calibrate adoption lists collected in ’03-’04 to compare and note discrepancies. A spreadsheet has been created with all titles. This is ready for review. Next steps will be to determine areas out of alignment and begin discussion with high school departments

    • Write curriculum guides for 4 core works at the high school level

      • This will happen in summer 2005

    • Develop AUSD K-5 writing curriculum to support Houghton Mifflin Reading Program

      • Plan to initiate in late March with work ending in Summer 05.

    • All middle and high schools will have school-wide literacy plans in place. These literacy plans will address the learning needs of students at all levels: advanced, benchmark, strategic, and intensive

      • Secondary Literacy coach was hired. Literacy teams were formed. Timeline for final literacy plan is November 2005.

    • Use Pre K-Adult monthly meeting time to focus discussion and articulation on curriculum coherence and effective instruction in math and literacy.

      • Visiting math educator teaches math course at 6-Adult principals meetings. Beginning with Feb’ 05 6-Adult meetings, this discussion of literacy will be a regular agenda item. PreK-5 learning community is focused on literacy.

    • Use reading leaders and coaches to support full implementation of the district-adopted reading and English programs

      • Monthly meetings with K-5 reader leaders are happening. We now have a district format for collecting information from grade level study sessions. Houghton Mifflin Reading (HMR) consultant is working all day for 3 days with each teacher leader group, and doing class demos at the Alameda Reform Collaborative (ARC) schools. Secondary coach works with the REACH teachers doing monthly meetings for support as well as much in class time. Also system for REACH placement is in development and will be complete by end of March so that we can begin to assess all 5th and 8th graders for the fall.

    • Provide additional support to Alameda Reform Collaborative (ARC) sites by building adult learning communities of principals and key leaders focused on closing the achievement gap in literacy -eight schools of which six are Title 1.

      • School Reform coach hired. School reform coach is meeting regularly (at least weekly) and working with site staff and principal to build site-level learning communities through Grade Level Study Teams (or grade /subject) using Cycle of Inquiry.

      ARC sponsored professional development is taking place including: 1.) Book Study (Culturally Responsive Teaching)Feb-May 2005, 2.) K-12 Articulation event Oct, 2004, and 3.) African American Student Voice fishbowl Feb, 2005.

    June Update

    • Align high school texts in all four major core areas (Math, English, Science and Social Studies)

      • Meetings have been held with department chairs and VPs. Currently in the process of determining exact needs for ordering in the fall.

    • Develop AUSD K-5 writing curriculum to support Houghton Mifflin Reading Series

      • Writing task force has met three times. We have identified areas of weaknesses in HMR. We have heard two presentations regarding alternative writing programs.

    • All middle and high schools will have school wide literacy plan in place. These literacy plans will address the learning needs of students at all levels: advanced, benchmark, strategic, and intensive

      • Work with Secondary Literacy Support Network has been very effective. Sites are goign forward with developing site literacy plans that will be completed by October, 2005.

    • Use K-5 and 6-12 monthly meeting times to focus discussion and articulation on curriculum coherence and effective instrution in math and literacy

      • Literacy has beena continuing topic of focus of 6-12 meetings this spring.

    • Use reading leaders and coaches to support full implementation of the district-adopted reading and English programs.

      • We have developed a system of REACH placement. All students in grades 5 and 8 are assessed with a variety of measures and appropriate placement recommendations have followed.

    • Support reading leaders work and provide training in processes to lead grade level data dialog meetings
    • Identify teacher leaders/contacts for each middle school and high school

    • Provide additional support to Alameda Reform Collaborative (ARC)* sites by building adult learning communities of principals and key leaders focused on closing the achievement gap in literacy. *Eight schools of which are Title I schools

      • Approximately 400 1st-8th grade students are enrolled in the LEAPS program.

    • Write curriculum guide for four core works of literature at the high school level

    GOAL #2: Staff Development

    A staff development plan supports all educators in being more effective.

  • Develop AUSD professional development plan in math to support math teachers at all levels, K-12. Training will focus on implementation of district-adopted prgrams and use of AUSD math pacing guides
  • Develop AUSD professional development plan in literacy to support literacy teachers at all levels, K-12. Training will focus on implementation of district-adopted prgrams and use of AUSD literacy pacing guides
  • GATE cluster teachers at grades 4-5 will be supported with after school training/collaboration and in-classroom coaching
  • A series of after school technology courses will be offered to support teachers in their use of new computers. Courses will be offered at the Alameda Adult School
  • Ongoing training and support of paraprofessionals
  • Implement Measures Training
  • Support literacy coaches and Title I Principals in implementing professional development in literacy, with emphasis on teacher collaboration and coaching

    • February Update

    • Develop AUSD professional development plan in math to support math teachers at all levels, K-12. Training will focus on implementation of district-adopted programs and use of AUSD math pacing guides.

      • Math professional development plan has been implemented. K-1, 2-3 monthly seminars with Math Teacher on Special Assignment and consultant for Grades 4-5 two day long sessions. Pre algebra/transitions seminar with consultant and in class coaching.

    • Develop AUSD professional development plan in literacy to support literacy teachers at all levels. Training will focus on implementation of district-adopted programs and use of AUSD literacy pacing guides

      • At the elementary level training is ongoing. Training takes place at monthly teacher leader meetings, K-5 principal meetings and Title I coach meetings. 3 day Houghton Mifflin Reading overview for new primary teachers/Resource Specialist. Program/English Language Development held Sept/Oct 2004. High school teachers were trained on core works binders in August at district wide staff development day. Intervention kit training for all Resource Specialist Program teachers on 2/1/05.

    • Gifted And Talented Education (GATE) cluster teachers at grades 4-5 will be supported with after school training/collaboration and in-classroom coaching.

      • Monthly GATE Cluster teacher trainings are facilitated by GATE teacher on special assignment. GATE teacher on special assignment provide regular coaching.

    • A series of after school technology courses will be offered to support teachers. Courses will be offered at the Alameda Adult School

      Adult School classes for teachers offered quarterly at the Adult School; class offered at Bay Farm School for Bay Farm and Franklin staffs, 9/04; classes scheduled for Bay Farm School, 4/05.

    • On going training and support of Special Education paraprofessionals (paras) and teachers

      • Conducted paraprofessional training on 11-21-04; offered 4 different job-alike sessions. There were 50 paras in attendance. Continued training between teacher and paraprofessional in various programs; e.g. Quality Behavioral Outcomes (QBO) regularly trains paraprofessionals in Autism programs.

    • Implement Measures Assessment

      • All AUSD Teachers received training on Measures Assessment. Monthly drop in classes are held, open to all district employees.

    • Support literacy coaches and Title 1 principals to implement professional development in literacy, with emphasis on teacher collaboration and coaching.

      • Coaches have been meeting monthly to work on coaching skills and coaching climate issues. In February, Title 1 coaches and administrators visited Elk Grove to see their system of coaching support. We still are at the beginning stages of building such a system. All Title 1 sites now have built in time for collaboration through banking time and/or release time. Principals and Literacy Coaches are learning to support Cycles of Inquiry with grade level, cross-grade teams, and/or subject a like teams. The School Reform Coach meets regularly on site with each Title 1 principal, often including the Literary Coach, to support building professional learning communities among the staff.

    June Update

    All training has been completed.

    GOAL #3: Staff Recruitment, Assignment and Retention

    Every student is taugh by fully credientialed highly qualified teachers.

  • Partner with UC Berkeley Department of Teacher Education Program to recruit new teachers. Add MOUs with other teacher education programs, including but not limited to CSU Hayward, San Francisco State, Mills and St. Marys to attract new teachers to AUSD
  • Verify that teachers meet High Qualified Teacher status in core subjects at all District schools
  • Move teachers from internship to clear credential (including CLAD) status
  • Ensure that paraprofessionals providing instructional assistance in core subject meet NCLB requirements

    • June Update

    All activities have been completed.

    GOAL #4: Assessment (Formative, Incremental Testing for Diagnostic Purposes)

    A comprehensive assesment system is providing ongoing individual student data that enables teachers to be more effective in improving student performaance.

  • Build knowledge of data analysis to guide instructional decisions
  • Continue to builda common district assessment plan in math and literacy
  • Increase the types and number of tests that are ready to be used online to assess students using Measures Aligned

    • February Update

    • Build knowledge of data analysis to guide instructional decisions.

      • By coordinating the training for Reading Leaders, Literary Coaches, K-5 principals, and Alameda Reform Collaborative site support, a protocol for grade level Cycles of Inquiry that use data to guide instruction is becoming widespread across the district at the K-5 level. The school reform coach is working on-site at the ARC schools to support use of student assessment data to guide instruction. Principals have received professional development around using data to drive instruction in the PreK-Adult cabinet meetings.

      In progress and on going

      1. Attended faculty meetings
      2. Fall protocol completed
      3. Houghton Mifflin Data training on going
      4. Measures “drop in” help available on an on-going basis.

    • Continue to build a common district assessment plan in math and literacy

      • Grade 1-5 math mid-term assessments have been created by math task force. First administration planned for March, 2005. Completed mid term and final exams for pre-algebra and transition to algebra courses.

    • Increase the types and number of tests that are ready to be used on line to assess students using Measures Aligned.

      • Piloted California Summative using Measures Aligned in grades 4-5. Created integrated theme test templates

      Assessments were built and implemented using Measures Aligned to deliver tests:

      1. Math 6-9:
        • Course 1
        • Course 2
        • Pre-Algebra
        • Algebra 1
        • Transition to Algebra
      2. English Language Arts
        • California Summative – mid year/end of grades
        • Emerging Literacy Survey
        • Theme Skills Tests K-5
          • -

    June Update

    Work continued on Measures training.

    STUDENT ACHIEVEMENT: Strategic Intervention and Support

    GOAL #5: At-Risk Students

    All at-risk students have equal access to effective intervention programs that helps them get back on track academically.

  • Develop comprehensive English Language Arts (ELA) and Math standards based curriculum K-12 for special education
  • Implement the standards based special education curriculum district wide
  • Reduce the over identification of African American and Hispanic students to special education
  • Improve implementation of Promotion, Acceleration, Retention, and Intervention (PARI) process to ensure all students are provided academic support early

    • February Update

    • Develop a comprehensive ELA and Math standards-based curriculum K-12 for special education.

      • Consultant continues to provide training and support for elementary special education teachers in Reading Mastery and secondary teachers in REACH. A program specialist is being supported by a consultant in providing support to all first year teachers. Looking at ordering math curriculum for special education.

    • Implement the standards based special education curriculum district wide.

      • Reading Mastery implemented at all elementary schools. Provided workshop to all new and 2nd year special education teachers on 8-17-04. mplementation of REACH at all middle schools and Paden. Several special education teachers attended REACH training during August 2004.Program specialists have conducted after school job alike meetings with special education teachers.

    • Reduce the over identification of African American and Hispanic students to special education.

      • At monthly special education management team meetings, have been providing training in identification, special education, and Individual Education Plan’s(IEP’s) per state, federal laws, over identification. Increase support to teachers in the development of a behavior plan which keeps student in the regular education classroom. A district wide K-5 intervention committee has begun meeting to discuss evaluating the available resources at each site to support personnel. And to collect data on the effectiveness of current successful intervention programs. Implemented new 6-8 Student Study Team(SST)/Promotion Acceleration Retention Intervention (PARI) process.

    June Update

    Work continued from February status with an Autism Task Force being re-established.

    GOAL #6: High School Graduation

    Every student graduates from high school

  • Increase of students who meet graduation requirements by 15%. The percentage of students who graduate from high school having passed the CAHSEE, or AUSD's profciency test, and having met AUSD graduation requirements will increase by 15% over the baseline year
  • Provide high school students with a variety of programs and activities that would increase success in meeting or exceeding the high school graduation requirements
  • Develop intervention and academic support programs that focus on the needs on ninth and tenth graders
    • <

    GOAL #7: Limited English Proficient Students

    All limited-Engligh-proficient students become proficient in English and reach high academic standards

  • Continue sharing and implementing English Language Development (ELD) standards
  • Provide more staff development focused on English Language Learners (ELL) for SDAIE/ELD teachers
  • Continue staff development for ELD and Bilingual Paraprofessionals focused on English learners
  • Create a system which captures ELL growth in English language proficiency through comparison of California English Language Development Test (CEDLT) Annual Assessments
  • Continually inform principals on specific English Language Development responsibilities and issues to ensure English Learners have equal access to effective programs

    • February Update

    • Continue sharing English Language Development (ELD) standards.

      • Copies of English Language Development(ELD)/English Learners Arts(ELS) standards map were purchased, distributed, and explained to all cabinet members, principals, and English Language Development resource staff.

    • Provide more staff development focused on English Learners for Specially Designed Academic Instruction in English(SDAIE)/English Language Development(ELD) teachers.

      • On-going scheduled monthly English Language Development resource teacher staff meetings are held to review “beyond clad” and “meeting the needs of English Learners” strategies.

    • Capture English Language Learners’ growth in English Language Proficiency through comparison of California English Language Development Test (CELDT) Annual Assessments.

      • Annual California English Language Development Test (CELDT) results have been received, distributed and reviewed with English Language Development resource teachers, coordinators and paraprofessionals.

    • Through Curriculum Updates and written correspondence, inform principals on specific English Language Development responsibilities and issues to ensure English Learners have equal access to effective programs.

      • Communication regarding specific English Language Development responsibilities and issues to ensure English learners have equal access to effective programs and continues to be delivered via e-mails, curriculum updates, at principal/cabinet meetings and school site visits with principals. Implemented in Goals for Administrators in the evaluation process for 04/05.

    June Update

    Work continues on items listed in February update.

    GOAL #8: Early Child Education

    Every Title I school has a high-quality early childhood education program

  • Assess the quality of instructional programs of the existing Title I Early Childhood Education Programs, and make recommendations that will inform the Implementation Plans being developed for the two new programs
  • Network with Early Childhood Education providers in the Alameda community to promote collaboration and the sharing of resources and develop an Implementation Plan
  • Seek additional funding to support Early Childhood Education professional development and programmatic needs

    • STUDENT ACHIEVEMENT: Student Involvement and Engagement

    GOAL #9: Student Involvement and Engagement

    All students have the opportunity to be actively involved in decisions regarding their educational experiences

  • Continue to develop and implement practices that increase student engagement and a sense of connectedness for all high school students

    • STUDENT ACHIEVEMENT: Conducive Learning Environment

    GOAL #10: Safe Schools

    All students are being educated in learning environments that are safe and conducive to learning.

  • Ongoing implementation of Safe Schools Program
  • Provide Safe School Facilities through Measure C and other school facilities funds
  • Reduce the number of suspensions for drugs/violence/ disruption by 10%

    • June Update

    Measure C work has begun to improve facilities. At the June 28th BOE meeting a report on suspensions and explusions was presented.

    STUDENT ACHIEVEMENT: Vocational,Career, and Adult Education

    GOAL #11: Vocational,Career, and Adult Education

    All students are preapred to succeed in college and\or their career choice becuase they have been exposed to a range of options that included career and technical education experiences

  • Provide student career training through Regional Occupation Program (ROP)/Vocational courses that reflect the needs of the local job market and challenge students academically (UC approved)
  • Provide students with opportunities to explore the world of work through job internships, job shadows or job mentoring
  • Provide students with vocational and entry-level career choices which lead to a certification or vocational degree
  • Provide ROP, Vocational Education and Adult Education staff with ongoing staff development on SCANS and other career related methodologies

    • June Update

    Partnership with the Chamber of Commerce was established during the year.

    Communications: Parental Involvement and Community Engagement

    GOAL AREA #12: Communications and Community Engagement

    An effective communication system promotes infromation exchange, and engages our diverse population in support of every student being successful.

  • Develop a district wide communcation plan that promotes information exchange, connects and engages our diverse population and motivates our community to support Alameda's public schools
  • Focus on the implmentation of the AUSD website as a major communication tool
  • Establish district wide communication protocols to support the successful implementation of new district technology
  • Determine the communication and information needs of all stakeholders, including under-represented groups, in order to develop effective communication and community outreach plan for Title I schools
  • Convene new Technology Steering Committee, with emerging technologies subcommittee as part of the structure

    • June Update

    Installation of teacher computers using Measure C monies was completed. A new District web site was launced in June.

    Send mail to mikemcmahonausd@yahoo.com with questions or comments about this web site.
    Last modified: June 28, 2004

    Disclaimer: This website is the sole responsibility of Mike McMahon. It does not represent any official opinions, statement of facts or positions of the Alameda Unified School District. Its sole purpose is to disseminate information to interested individuals in the Alameda community.