# data[].attributes.body
Data:  What we know
--reclassification rates
--two student groups qualify for DA in two or more priorities:  SWD, AI
--504/4,295 SWD
Data:  What we don't know
--individual school data
--SPED data
--trend data
Learning Questions:
--What is the school level data?
--What is the trend data for SPED?  What is being done to support SWD in graduation?
--What school climate efforts are underway, processes regarding suspension, etc.?

System Component +
Explanation
Component 2 due to actions/services lack of impact for some individual studentgroups as well as low overall academic performance.

# data[].attributes.body
Data: What we know:

SWD & American Indian are of focus:  ELA/Math & Suspension

Declining scores across all groups in ELA & Math

EL do better than some student groups but have a lower graduation rate

High percentage of students identified as SWD

Data: What we don't know:

trend data

school level data

detailed data for 5 x 5 grid

amount of ELs  dually identified as SSWD

Learning Questions:

are there anomalies in the data they warrant deeper inquiry?

have there been recent changes in curriculum and instructional practices?

what reclassification criteria are in place?

System Component + Explanation:

Component 2:  how is using data being used to determine what is successful in regards to instructional practices?

Component 5: how is data being utilized across systems, goals, actions/services to measure effectiveness?

# data[].attributes.body
Data: What we know
High EL population
Transitioning to CCSS
All ELA & Math declined
Significant increase in suspension rate for SWD, AI, Asian.
Grad rate high but 3 groups declined - SWD, White, & EL
Tenure of staff is 15 year average plus
Implementation of new tech plan
Community relectuant re common core

Data: what we don't know
Who is reluctant to engage in CCSS?

Learning Questions:
What does your transition plan to CCSS look like?
Classroom observation data?  What does instruction look like especially related to CCSS?
Who in the community is resistant to CCSS?
What teacher prep has been provided to new teachers to support CCSS?
Why might higher SES be underperforming? New trend? Historical?
Why is grad rate so high?
Have SPED been included in CCSS training and ongoing support?

System Component + Explanation
Is the LCAP the driving force for the district"s strategic plan?
How does the district analyze the effectiveness of their plan components?
LCAP felt reactive - vs proactive e.g. Focus on developing high quality first instruction vs interventions/intervention camps.

# data[].attributes.body
Data: What we know

Decrease in EL reclass over 5 year

Implementing Technology

Lack of community support for Common Core

ELA & Math performance declined

All student groups orange in ELA/Math

Suspension rate varied results in regards to change for different subgroups

Graduation rate more has less variation across groups

Data: What we don't know

Demographics of SWD group and why is there such a high % of SWD

What is the professional development plan and tech support for teachers?

Learning Questions:

What PD has taken place and support systems are in place to improve teacher practice?

How were decisions made to purchase and implement technology. What is the strategic plan and rationale?

What is the process for Special Ed. identification?

What supports are in place for SWD?

Why the consistent/ uniform decline in ELA and math results?

To what degree has the district fully implemented CCSS?

Alignment/calibration between teaching, learning and assessment.  Rigor?

System Component + Explanation

Alignment between needs, targets, actions, services

LCAP reveals a lack of specificity and targeted action. Possible compliance orientation in developing LCAP vs. systematic improvement

Shared beliefs between what is being implemented and the intent/expectation of LCFF & LCAP

# data[].attributes.body
Data: What we Know

Significance difference between ELA  and Math in rate of decline. Starting low and declining in Math (68.4 pts below level 3--almost twice of ELA)

Subgroups- Hispanic represent large percentage of students

everyone graduating

SEL is large part of population

SWD/Native American has suspension rate

Data: What we don't know

How many of those graduating are meeting A-G

Graduation criteria in district

Learning questions:

How many of those graduating are meeting A-G? What is the graduation criteria?
What does their standards implementation look like and how do they measure that?
What does professional development for teachers look like and what are the areas of focus?
What processes do they have in place for suspension? Why are students being suspension? How does truancy relate to suspension rate? Why are subgroups (Asian, American Indian, SWD) seem to be targeted (red)?

System Component + Explanation

Systems--Data Infrastructure (metrics), instructional program, local assessments

System of targeted improvement

Systems of Support for subgroups (such as SWD)

Assumptions/explanation:

LCAP does not serve as an improvement plan--how are they targeting their actions and services for student improvement. There is no system of high quality teaching and learning that includes standards implementation, use of data, and formative assessment practices.

# data[].attributes.body
Data: What we know

Smaller student groups have higher suspension rates (SWD, American Indian, Asian)

SWD & American Indian area struggling across all indicators

Every group is Orange or Red in ELA and Math

High graduation rate overall (exception: SWD)

Data: What we don't know

Is there a migrant population?

What programs are in place?

How are curriculum and programs implemented?

What do professional learning opportunities look like for staff?

Why so much variation among student groups in suspensions?

Why discrepancy in EL graduation rate (compared to overall rate)?

Implementation plan for Common Core to address community resistance

Learning Questions:

What kinds of behavior supports are provided for students?

What kinds of educational supports are provided for EL students?

What changes might have been implemented in ELA and Math instructional program that led to decline? How was professional learning provided for these changes?

How are they evaluating the effectiveness of technology implementation and relationship to Common Core?

What are teacher perspectives about current reality/outcomes?

Systems Component + Explanation
Component: Teaching, Learning & Assessment
Why:

Internal benchmark scores are relatively strong, but CAASP results are low.

Reading data report combines two indicators that might create misleading/inaccurate picture of student learning

Lack of specificity in action steps to address needs of students; action steps as "continuation" of processes that yielded unsatisfactory results.

Component: Infrastructure Alignment

Why:

Allocation of resources between technology and staffing may be imbalanced

# data[].attributes.body
Data: What we know
* ELA and Math are areas of concern for all subgroups (low status and declining change)
*  Achievement gap exists for Students with Disabilities and American Indian students
* Grad rate is strong but is declining for ELs and SWD and White students
* Important to note a decline in reclassification rate

Data: What we don't know
*   Are any of the American Indian students also ELs or speak indigenous languages?
* Want to know more about the academic achievement of the high schools students, even with strong graduation rates?
* Missing grade level data for ELA and Math: are the middle school students achieving at grade level?

Learning Questions:
* Where are they at in Common Core Implementation?
* Do they collect any implementation data in areas of professional learning, assessments, principal walk through data, etc
* What local benchmark data are informing their work? How is the district monitoring this data?
* How are culture and community practices integrated in the district
* Are they disaggregating data for English Learners: LTELS, Newcomers
* What Tier 2 interventions for both academic and behavior is available to all students
* How are their local benchmark assessments calibrated with CAASPP assessments?
* There is a large budget for online coursework, how many students access that and which  courses are most likely to be remediated?
* How are they measuring "high quality" instruction?
* Who accesses the interventions?
* Do they have universal screenings to help identify needs?

Systems Component + Explanation
* Component 2 because
it may assist them in looking in depth at the "quality" of their instruction and interventions.
It includes a review of the data and processes for analysis.

# data[].attributes.body
Data: What we know

High Graduation Rate.

Sub groups SWD, American Indian, and EL are struggling in almost all areas.

7 out of 7 subgroups in ELA and Math are in either red and orange.

Decline in almost everything

Suspension rates increased for SWD, American Indian and Asian.

Graduating students even with low test scores

Data: What we don't know

Why did the reclassification rates drop?

Discrepancy in the number of students in SWD and what was tested?

Don't know the turn over rate with students

Nothing on homeless or foster youth.

Learning Questions:

What Professional has taken place?

What are the current interventions? Are they working? How do we know?

Where are they in implementation of Common Core and technology implementation?

How do they define high quality instructional strategies?

Define the transition to common core and the specific elements of it?

What did they adopt with curriculum?

Has an analysis of suspension rates occured?

What is the correlation of graduation requirements and graduation rates?

Systems Component + Explanation

Based on the dashboard data for the ELA and Math results:

What assessments are they using and is it aligned to SBAC?

How much assessments/how often?

How are the instructional coaches being used or trained based on the needs of the district?

How is intervention used, is it working, how do we know?

How long has the implementation been going on the local data?

# data[].attributes.body
Data: What we know
-Low performance in ELA and Math in all subgroups
-High grad rate except for EL
-SWD and AI are lowest performing in Suspension Rate, ELA and Math
-AA Suspension rate is Very High and getting worse and is the most at risk group
-They would be identified for suspension, academic for AI, SWD
-SWD graduation rate is Low and Declined Significantly
-High grad rate but low performance
Data: What we don't know
-Nothing about homeless and FYS
-Don't know their transiency rate
Learning Questions:
-How are they taking such pour K-8 performance but ending up with a high graduation rate?
-What are your graduation requirements?
-What kind of interventions do they have in place?
-More data on their SWD population and what the spectrum of disabilities are?
-How are they identifying SWD?
-What is their MTSS?
-What kind of PD is in place for veteran teachers?
-What kind of support for tech are teachers getting in the classroom?
-What is their school level data?  Is it one or 2 schools with challenges?
-Thinking about their Spring data, what was their plan for their 2017-2018 LCAP?
Systems Component + Explanation
-Component 2- Teaching, Learning and Assessment with a focus on how they are implementing their actions
-Component 4- How is their Professional Learning addressing their areas of need?
-Component 5- How are data systems supporting getting an accurate picture of how the district is performing?

# data[].attributes.body
Data: What we know
Strengths in grad rates and suspensions.

Low performance across ELA and math.
SWD and Am Indian are lowest in suspension

Data: What we don't know
Do not know overall goal/instruction of instructional program, "high quality instructional strategies" and technology?

Learning Questions:
What types of behaviors are SWD and AI exhibiting warranting suspensions?
How is "high quality instruction" defined by the district?
What kind of professional development is being provided to staff to build capacity?
What types of assessments are in place to gauge student learning and progress?
What opportunities exist for staff to collaborate across sites?

How are the needs of AI students being

Systems Component + Explanation

Component 2 -- Teaching, Learning, and Assessment. Misalignment between student performance as reported on dashboard and local measures. Student performance across ELA and Math is low and declining. Seems to be a high leverage area.

Component 1 Shared vision.
Need to clarify overarching vision and purpose (high quality instruction, technology use).

# data[].attributes.body
Data: What we know
District is orange in ELA and Math in the Academic Indicator

Students with Disabilities and American Indians are read in the ELA and Math Indicator

Their change is declining

Disparity in Suspension Rates
SED, SPED, and AI are in red and orange and suspension have increased
Graduation rate is blue, but they are declining (EL is not blue)

Reclassification rate has dropped

Data: What we don't know

We don't know the differences between the schools

What do they have in place for suspensions or curriculum and instruction

What supports they are giving to the 13% new teachers

Why reclassification rate dropped

What metrics are they using to determine if the investment in technology is benefit learning

Learning Questions:
How do they assess themselves in Implementation of Standards and priority 2?

What is the process for handling students who are struggling with behavior?

What are they doing with all of the technology?

What is the professional development plan.

What drives instruction?

What's the % of pull out vs push in?

Systems Component + Explanation
Component 2
We think starting here might surface some other areas that are needed for growth ie: Component 4-PL and Component 5-Data and Resources