LCAP Local Control Indicators�& Vital Signs Update

2022-23 School Year | Full Year

June 22nd, 2023

Executive Summary

• We have worked hard this year to create a system for monitoring our students’ academic, social, and emotional health
• We are now able to check our Vital Signs regularly, which allows us to begin diagnosing the root causes of our outcomes
• It is now time to determine our Treatment Plan

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Our District’s Strategic Priorities

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Engage students with relevant, rigorous and standards-aligned instruction, supports and materials

Provide safe, joyful and productive learning environments with the proper social-emotional supports

Recruit and retain

highly effective and diverse�team members

Partner with families and the community to support

the whole child

Manage people, time and budget responsibly, equitably, and strategically in service of students

Work collaboratively

and share responsibility�for our core values

Our District’s Goals

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Literacy

Students are powerful readers and writers who use literacy across content areas to make meaning and share their ideas

Students see themselves as mathematicians and use their skills, a deep understanding of content, and strong practices in their learning and work

Students feel safe at, connected to, and trust the school community, providing them with agency and�a sense of belonging

Math

Belonging

LCAP Local Control Indicators

• Basic Conditions at Schools
• Implementation of State Academic Standards
• Parent Engagement
• Local Climate Survey
• Access to Broad Course of Study

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California’s Eight State Priority Areas

These priority areas are reported to the public via indicators at the state and local levels

Discussed on the following two slides

(local district data)

Available on the

CA Dashboard (state-collected data)

Local Indicators: Conditions of Learning

We met requirements and will continue improving implementation of services and standards

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Local Indicators: Engagement & School Climate

We met requirements and will continue improving family engagement and school climate

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Visualizing District Vital Signs

A snapshot of vital signs shows positive change when compared to last year

Map Indicators

Satellite Indicators

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Growth numbers are median progress to annual growth goals

Growth compares the current attendance rate to the 2021-22 rate

CAASPP growth data will be available in Summer 2023

Change compares the 2022-23 chronic absenteeism rate to the 2021-22 rate (51%)

Note: 2021-22 average attendance rate was 85%, 2021-22 chronic absenteeism rate was 51%

Sources: i-Ready: i-Ready Diagnostics 1, 2, & 3; YTD Attendance: Infinite Campus as of June 14th; CAASPP Indicators: TOMS; Chronic Absenteeism: Infinite Campus as of June 14

Next year this dashboard will include local indicators

Academic Health

• English Language Arts
• Mathematics
• Language Development
• Standards Alignment

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Strategic Priorities 1, 2

Academic Health: Diagnosis

Our multi-tiered needs are flipped

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1-5%

5-10%

80-90%

What we should be seeing…

…vs. what we are actually seeing

1-5%

80-90%

5-20%

Tier 1

Tier 2

Tier 3

Academic Health: Treatment Plan

We believe we must focus on TEAMS, TIME, and TIERED instruction…

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To ensure the Academic Health of our students, we believe we must focus on:

• Building strong Teams
• Using Time intentionally and strategically, and
• Planning for, observing, and giving feedback on standards-aligned �Tiered Instruction

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For the 2023-24 School Year, we will:

• Create consistent and high capacity team structures at school sites focused on Tiered Instruction (ILT, PLCs, COST, PBIS)
• Ensure that systems, routines, procedures enable time for teams, planning, site leader observation of instruction, and site leader feedback of instruction
• Build strong and consistent Tier 1 coherence in ELA and Math (including via a new K-5 ELA curriculum, 2nd year with 6-8 ELA Curriculum, a new K-5 Math curriculum pilot, and Early Learning Cohorts)

Outcome Goals

…which will enable us to achieve our SY 2023-24 outcome goals

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Literacy

Students are powerful readers�and writers who use literacy across content areas to make meaning�and share their ideas

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Students are literate by 3^rd grade

Students see themselves as mathematicians and use their skills,�a deep understanding of content, and strong practices in their learning and work

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Students are numerate by 3^rd grade

Students and staff feel safe at, connected to, and trust the school community, providing them with agency and a sense of belonging

Math

Belonging

underlined text = updates made for SY23-24

English Language Arts�i-Ready Placement and Growth

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Source: 2022-23 i-Ready Diagnostics 1, 2, and 3

Progress to Typical Growth:

105%

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The median (middle) Ravenswood student completed 105% of their expected growth in reading for the year

Action Steps

• Train all K-5 Teachers in the new Standards and Science of Reading aligned ELA/ELD Curriculum (recommended adoption CKLA)
• Train all TK-8 teachers to use SIPPS for Tier 2 ELA foundational skills building
• Create a clear vision and plan for Early Literacy in TK that aligns with our K-8 scopes and sequence
• Continue to implement 6-8 ELA/ELD curriculum with fidelity

Results

• 16% (181 students) of Ravenswood students are early on, at, or above grade level in reading
• Over half of Ravenswood students (~52%) met or exceeded their reading growth goal

Mathematics�i-Ready Placement and Growth

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Source: 2022-23 i-Ready Diagnostics 1, 2, and 3

Action Steps

• Continue to build Teacher capacity in Inquiry Based Mathematics Instruction
• Form a TK-5 Mathematics Adoption committee
• Use ST Math across the district with fidelity to build foundational numeracy and conceptual knowledge

Results

• 9% (114 students) of Ravenswood students are early on, at, or above grade level in math
• Nearly half of Ravenswood students (~47%) met or exceeded their math growth goal

Progress to Typical Growth:

86%

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The median (middle) Ravenswood student completed 86% of their expected growth in math for the year

English Language Development�ELPAC Testing and Reclassification

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Last year, 9% of of students who took the ELPAC scored a 4

Action Steps

• Prioritize the reclassification of students who score a 4 on the ELPAC
• Offer multiple opportunities to meet the basic skills RFEP requirement
• Streamline the teacher recommendation and parent consultation pieces of the RFEP process
• This will ensure that as many students as possible reclassify before high school and have the widest possible selection of classes
• Continue to build Teacher capacity in designated and integrated ELD

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Results

• 86 different staff members spent at least a total of 598 hours individually testing students
• This is equivalent to one person administering 1:1 ELPAC tests for 92 school days without a break

Belonging �Social / Emotional / Behavioral Health

• Student Survey
• Suspension
• Absenteeism

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Strategic Priorities 2, 4, and 6

Physical, Mental and Behavioral Health: Diagnosis

Our multi-tiered needs are flipped

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1-5%

5-10%

80-90%

What we should be seeing…

…vs. what we are actually seeing

1-5%

80-90%

5-20%

Tier 1

Tier 2

Tier 3

Student Survey�% of students responding positively to measures of student belonging

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Action Steps

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Tiers

• 6 week Tier I Culture & Climate Plan
• PBIS reset district wide
• Restorative Justice conference this summer

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Team & Time

• District MTSS team bimonthly meeting with site leads
• Assistant Principal Meetings monthly
• Collaborative site visits

Results

• 60% of students feel safe at school
• 67% of students have a supportive relationship with adults at school
• 86% of students feel connected

(n = 782)

Source: Spring 2023 Student Survey (Panorama)

Out of School Suspension�% suspension rate (overall, by subgroup)

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Source: SWIS; Infinite Campus (as of June 13, 2023)

Action Steps

Tiers

• Tier I PBIS re-set
• COST meetings
• Listening Campaign with students with special needs and Black/African American Students

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Team & Time

• AP bi monthly meeting
• MTSS bi monthly meeting
• School Visits with a MTSS and APs to observe and reflect on the culture

Results

• Students with Special Needs 3.6% over target
• Black/African American students: 9.6% over target

Goal: lower suspension rates�AND equity across subgroups

Absenteeism�% chronic absenteeism rate (overall, by subgroup)

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Data Source: Baseline Data - Infinite Campus 2021-22 School Year; Fall Interim Data - Infinite Campus (as of Nov. 15, 2022); Winter Interim Data - Infinite Campus (as of Mar. 14th); Spring Interim Data - Infinite Campus (as of June 13th)

Results

• Chronically absent = missing 10% of the school year (18 out of 180 days)
• Most student groups, except for Pacific Islanders, met or beat their attendance targets

Next Steps

• SARB Resource Fair
• Targeted plans for students having Tier II and III attendance needs via the COST process
• PBIS re-set - the more fun and engaging the more our attendance increases

Goal: lower absenteeism rates�AND equity across subgroups

Talent & Engagement

• Staff Retention
• Family Engagement

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Strategic Priorities 3, 4, and 6

Talent

Staff Hiring and Retention

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Action Steps

• Continuing workforce development initiatives for staff recruiting
• Conducting Culture & Climate Survey
• Incorporating feedback from staff listening campaign in planning for next year

Results

• 83% completion of RTA staff evaluations (vs. 95% last year)
• 77% staff retention (vs. 90% last year)

Family Engagement�% of families who feel they have a good relationship with their child’s teacher

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Source: Spring 2023 Family Survey – “On a scale of 1-5 (where 5 is the best), how would you rate your relationship with your child’s teacher?”

81% of families feel they have a good (4 or 5) relationship with their child’s teacher

Up from 76%�in Fall 2022

Action Steps

• Synthesize and reflect on family survey results to inform engagement and outreach efforts for SY 2023-24

Results

• 81% of families feel they have a good relationship with their child’s teacher (up from 76%)
• 220 families participated (up from 157 in the Fall, driven by in-person canvassing efforts)

Family Satisfaction�% of parents/guardians who would recommend Ravenswood to others

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67% of families are very likely (9 or 10) to recommend Ravenswood to others

Up from 64%�in Fall 2022

Action Steps

• Launching a formal strategic planning process which will prioritize the inclusion of families and community members as co-creators

Results

• 3% increase in promoters (scores of 9 or 10) vs. Fall
• NPS increase from 47 to 50

2023-24 Priorities and Practices�Our student-level goals will be supported by our teacher and leadership practices

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Literacy

Math

Belonging

Student Goals

Teacher Practices (across content)

Leadership Practices

Create culturally responsive and antiracist classroom cultures grounded in trauma-informed restorative practices and clear expectations/routines that prioritize active, joyful, engagement

Work collaboratively with their teams to create a shared vision for student success grounded in the instructional core and align all decisions to this vision

Collaboratively develop distributed leadership structures

Give meaningful, timely feedback to teachers

Build capacity of individuals & teams to implement school systems

Work in professional learning communities focused on instruction

Internalize instructional standards & tasks

Build positive relationships with and among students

Summary

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Appendix

Our District Data Collection

We collected substantial data across all levels in each Vital Sign / Strategic Priority area

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to last year

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Street Data: Our Plan�We are collecting data across all three levels to monitor progress towards our goals

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“Begin with curiosity: [it] shines a light on the experience of learning and promotes a listening stance by openly inviting the presence of uncertainty, complexity, curiosity, vulnerability, and wonder” - Safir and Dugan

District Report Card & Vital Signs Overview (1 of 2)�Our new data and reporting infrastructure will inform how we can best support our students

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District Report Card

Vital Signs

We have created a District Report Card that consists of ~30 metrics tied to our Strategic Priorities and overall goals (deep dive on next slide)

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The Report Card also includes Vital Sign indicators as our way of tracking progress on a few key metrics throughout the year:

• Academic Health – iReady data on ELA and Math achievement
• Belonging – attendance, suspension, and student survey data

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Street Data

Our site teams are also collecting Street Data on an ongoing basis as part of our Vital Sign monitoring of student educational health

We have built the infrastructure to collect and monitor our data… �Now it is time to get curious about the root causes and use this information to plan our next steps

“Complex, adaptive work demands constant attunement and responsiveness”- Safir and Dugan

District Report Card & Vital Signs Overview (2 of 2)�We have defined baselines, set targets, and developed interim Vital Signs for our key metrics

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22-23 Target

(EOY)

For each Strategic Priority we have set multiple Outcome Measures to evaluate our performance

Outcome Measure 1

Outcome Measure 2

Outcome Measure 3

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SP 1: Engage students with relevant, rigorous and standards-aligned instruction, supports�and materials

For each Measure we have baseline data, annual targets & interim data to track ongoing progress*

2021-22 Baseline

(BOY)

23-24 Target

24-25 Target

Interim Data and Vital Signs

(~2-3x a year)

*Note: Because several metrics are new this year, not all baseline data is available yet and some future targets will be set after gathering data this year�Furthermore, some metrics are only tracked on an annual basis so no interim data is available – this will be indicated in our reporting

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District Report Card

Vital Signs

Overall Mission�Baseline Data, Interim Vital Signs, and EOY Targets

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Source: CAASPP 2021-22, ELPAC 2021-22, Reclassification Data 2021-22, Fall 2022 and Winter 2023 Student Survey

Student Growth - i-Ready Diagnostics

Explore the i-Ready diagnostic growth visualization below

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Source: i-Ready Diagnostics 1 - 3 (Fall, Winter, and Spring) 2022-23

Interactive Tableau Visualization

PDF Version

English Language Arts�i-Ready Placement and Growth

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Action Steps

• Train all K-5 Teachers in the new Standards and Science of Reading aligned ELA/ELD Curriculum (recommended adoption CKLA)
• Train all TK-8 teachers to use SIPPS for Tier 2 ELA foundational skills building
• Create a clear vision and plan for Early Literacy in TK that aligns with our K-8 scopes and sequence
• Continue to implement 6-8 ELA/ELD curriculum with fidelity

Results

• 16% (181 students) of Ravenswood students are at or above grade level in reading
• Over half of Ravenswood students (~52%) met or exceeded their reading growth goal

Source: 2022-23 i-Ready Diagnostics 1, 2, and 3

ELA Achievement�Spring i-Ready data shows growth from the Diagnostic baseline this fall

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i-Ready Diagnostic Reading Data: Grades 1-8

(% on target)

Source: i-Ready Diagnostic 1 Fall 2022, i-Ready Diagnostic 2 Winter 2023; i-Ready Diagnostic 3 Spring 2023

Mathematics�i-Ready Placement and Growth

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Action Steps

• Continue to build Teacher capacity in Inquiry Based Mathematics Instruction
• Form a TK-5 Mathematics Adoption committee
• Use ST Math across the district with fidelity to build foundational numeracy and conceptual knowledge

Source: 2022-23 i-Ready Diagnostics 1, 2, and 3

Results

• 9% (114 students) of Ravenswood students are at or above grade level in math
• Nearly half of Ravenswood students (~47%) met or exceeded their math growth goal

Math Achievement�Spring i-Ready data shows growth from the Diagnostic baseline this fall

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i-Ready Diagnostic Math Data: Grades 1-8

(% on target)

Source: i-Ready Diagnostic 1 Fall 2022, i-Ready Diagnostic 2 Winter 2023; i-Ready Diagnostic 3 Spring 2023

Standards Alignment

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Action Steps

• Teachers will work in Professional Learning Communities to internalize the purpose of standards and tasks within the lesson/unit, and prepare for frequent "student talk"opportunities that support meaning-making, critical thinking, writing, and academic language practice
• Leadership will provide meaningful and timely feedback to teachers that support the growth and development of instructional practices

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Strategic Priority 2�Baseline Data, Interim Vital Signs, and EOY Targets

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Source: CHKS 2021-22 (low sample size), Fall 2022 and WInter 2023 Student Survey, SWIS, Infinite Campus

Out of School Suspensions�% suspension rate (overall, by subgroup and by school)

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Source: SWIS; Infinite Campus (as of Mar 10, 2023)

Strategic Priority 3�Baseline Data, Interim Vital Signs, and EOY Targets

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Source: Evaluations, Credential Status, Employee and Staffing Data

Notes: ¹Classified evaluations were previously done on paper; we are using a new system this year to improve the process and increase completion rates�²Although we exceeded our target last year, based on national trends and the teacher shortage we are keeping the 70% target for this year

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Strategic Priority 4�Baseline Data, Interim Vital Signs, and EOY Targets

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Source: Fall 2022 Family Survey, Infinite Campus (as of Nov 11, 2022)

Absenteeism�% chronic absenteeism rate (overall, by subgroup)

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Data Source: Baseline Data - Infinite Campus 2021-22 School Year; Fall Interim Data - Infinite Campus (as of Nov. 15, 2022); Winter Interim Data - Infinite Campus (as of Mar. 14th); Spring Interim Data - Infinite Campus (as of June 13th)

Context

• Chronically absent = missing 10% of the school year (today is day 126 so chronically absent is missing 12.6 days)
• If students are sick, we do ask that they stay home
• 63.6% of absences this year so far are excused absences (unexcused absences can be a parent not calling)

What actions are we taking to drive this forward?

• Ed Services and STE will be teaming up to support families with a resource fair instead of traditional SARB
• Exploring differentiated ways to look at the data to identify trends (e.g., sporadic absences vs. extended absences)
• Reviewing of absences within COST teams to get to root cause analysis

Goal: lower absenteeism rates�AND equity across subgroups

Jenn context and actions

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Numbers updated

Student Survey Results - Grade Level�Across all survey categories, students in higher grades responded less positively than students in lower grades

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Source: Spring 2022-23 Student Surveys (Panorama) for 3rd-8th grade students

Student Survey Results - EL Enrollment�Our “English Only” feel less represented and less belonging compared to peers

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Source: Spring 2022-23 Student Surveys (Panorama) for 3rd-8th grade students

Note: The group sizes do not total to the district average because some students completed the non-disaggregated version of the survey for technical reasons.

Student Survey Results - Gender�There are differences between male and female students across several categories

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Note: The female student group includes one student identifying as non-binary. To protect this student’s privacy, but also include their voice, Panorama included them in the female student group.

Source: Spring 2022-23 Student Surveys (Panorama) for 3rd-8th grade students

Student Survey Results - Students with Disabilities�Students with 504 Plans and enrolled in Special Education classes responded differently to the survey

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Source: Spring 2022-23 Student Surveys (Panorama) for 3rd-8th grade students

CCRMS Survey Results - Race and Ethnicity�Black/African American students at CCRMS responded less positively than their peers

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Source: Spring 2022-23 Student Surveys (Panorama) for 3rd-8th grade students

Costano Survey Results - Race and Ethnicity�Disaggregating by Race/Ethnicity shows differences at Costano

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Source: Spring 2022-23 Student Surveys (Panorama) for 3rd-8th grade students

Belle Haven Survey Results - Race and Ethnicity�Disaggregating by Race/Ethnicity shows differences at Belle Haven

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Source: Spring 2022-23 Student Surveys (Panorama) for 3rd-8th grade students

Strategic Priority 5�Baseline Data, Interim Vital Signs, and EOY Targets

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Source: Year-End Actuals 21-22

Strategic Priority 6�Baseline Data, Interim Vital Signs, and EOY Targets

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Source: Fall 2022 Family Survey, Fall 2022 Student Survey�Notes: ¹The Fall sticker survey was done for TK-1st classes and a few 2nd grade classes; in the Winter and Spring the survey was expanded to all 2nd grade classes

Parent Satisfaction�% of parents/guardians who would recommend Ravenswood to others

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Net Promoter Score Calculation

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What actions are we taking to drive this forward?

• Launching a formal strategic planning process which will prioritize the inclusion of families and community members as co-creators

Source: Spring 2023 Family Survey – “How likely are you to recommend Ravenswood to a friend/colleague?”

Net Promoter Score Calculation

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67% of families are very likely (9 or 10) to recommend Ravenswood to others

Up from 64%�in Fall 2022

Up from 47 in Fall 2022

Engagement Initiatives

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While we work to ensure our current families are happy to be at Ravenswood, we are also working in parallel on engagement initiatives so that even more families and community partners #ChooseRavenswood

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Here are some updates on our enrollment efforts:

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• Held a district-wide enrollment event in May
• Hosted site tours and kindergarten classroom visits across school campuses in May/June
• Connected with local preschools to build relationships and pipelines into kindergarten
• In the process of planning a Countdown to Kindergarten event for August 12

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Here are some updates on our community partnerships:

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• Held a community partners year-end wrap up event in early June
• Conducted a partnership survey in May/June so we can continue to improve our relationships with partner orgs

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Student Satisfaction�% of TK-2nd grade students who are happy to be at their school

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Source: Fall, Winter, and Spring 2023 Student Surveys (Posters for TK-2nd) – “How are you feeling about school today?” / “How was your day today?”�Note: Expanded sticker posters to all 2nd grade classrooms (many of which had previously used Panorama)

Key Takeaways

• ~73% of TK-2nd graders reported feeling happy about school (averaged across both mornings and afternoons)
• Some teachers noted feeling sick and missing friends as reasons for feeling sad

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Spring Average: 75% happy

Spring Average: 71% happy

Teachers were asked to survey students via stickers on posters at the start and end of the day over a two-day period

Student Satisfaction�% of 3rd-8th grade students who are happy to be at their school

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Source: Fall, Winter, and Spring 2022-23 Student Surveys (Panorama) – “Are you happy to be at this school?”

Key Takeaways

• ~70%+ of elementary schoolers are happy to be at school, compared to 47% of middle schoolers
• This survey happened after right after CAASPP and i-Ready testing, which could have affected the results
• Student happiness at Belle Haven fell by 15 percentage points compared to the Winter survey

Winter Average: ~63% of students are happy at their school most or all of the time

(n = 782)

Theory of Action

We are developing a theory of action for district and school leaders in SY 2023-24

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DRAFT

2023-24 Priorities and Practices

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