Inside the Local Control Funding Formula

California is in its second year of using the Local Control Funding Formula (LCFF) to fund K-12 education.

This change was considered by many to be revolutionary in that it streamlined the state’s funding formula to allow school districts to exercise greater discretion in deciding how funding should be used to serve local needs and better support the neediest students.

With LCFF, the allocation has changed from the state’s former flat, per-student allocation to one that has equity at its core. Now, California school districts that have higher concentrations of students with greater needs, such as low-income students, English learners, and foster youth (referred to as “focus” students in San Diego Unified), receive proportionately more funding to support those students. And, although there are some important guidelines with this funding model, the state does not dictate how the funds must be spent; that decision is left up to local districts. Under LCFF, the number of categorical funds – those with ‘strings’ attached for their use – was cut from 30 to 14, allowing districts far greater flexibility in determining how to support their respective student populations most effectively.

Under LCFF, districts receive two types of allocations per student. One is called “base funding” and is received for all students. The second type of funding, “supplemental and concentration funding,” is allocated based on the concentration of focus students (low income, English learners and foster youth) at each school.

As required by LCFF, extensive community engagement is conducted to ensure transparency in the process and to help all stakeholders more fully understand the new model. In addition to presentations conducted throughout the year, the Board of Education conducted a special workshop focused on LCFF on May 6, 2015. Superintendent Cindy Marten, Chief Financial Officer Jenny Salkeld, and other district leaders presented information to explain how the district receives and spends LCFF dollars.

Superintendent Marten emphasized that the LCFF supports a district focus on equity that began several years ago.

“Our Vision 2020, developed in 2009 with its 12 indicators for quality schools in all neighborhoods, reflects a moral imperative that one’s zip code should not dictate a student’s access to or success in a rigorous college- and career-ready education,” she said.

The superintendent also stressed that LCFF funding supports strategies and actions that are prioritized by data analysis and community feedback. Given that over 63 percent of district students are considered focus students, many supports are provided districtwide; however, they are designed to principally benefit focus students.

Some strategies —ones that emerged as top priorities from community feedback— not only benefit focus students but all students. These include lowering class sizes and increased counselor support. In addition to these districtwide strategies that provide additional resources at each school campus, schools also receive funds to implement site-specific strategies.

During discussion, board trustees emphasized the need for clear communication to continue reaching out to all stakeholders in the San Diego Unified community. Vice President John Lee Evans suggested including “equity” in the name for the new funding model, thereby coining a new acronym, LCEFF. Trustees noted that there are positive trends for some of our metrics (e.g., improving graduation rate and decreasing dropout rate); however, continual data analysis is needed to understand where some student groups need additional support.

Superintendent Marten indicated that this year’s data analysis has identified three student groups (English learners, students with disabilities, and African American students) for which specific, focused supports need to be implemented. Trustee Richard Barrera stressed that our core belief in equity will only be realized with a corresponding investment in equity.

More information about LCFF is available on the district website at www.sandi.net/lcff. All of the LCFF workshop materials are available at the Board Docs meeting site at http://www.boarddocs.com/ca/sandi/Board.nsf/goto?open&id=9MHQLS5EA307. The video of the meeting is available at http://www.sandi.net/cms/lib/CA01001235/Centricity/domain/431/reports/2015/0506/video.html.

Graduation rate rise, dropout rate decline continues five-year trend in San Diego Unified

San Diego Unified School District once again has the lowest dropout rate and second highest graduation rate in 2014 among the state's largest districts according to statistics recently released by the California Department of Education. The district-wide dropout and graduation rates surpassed both the statewide and countywide percentages.

With the Class of 2014 results, the dropout rate continued its decline maintaining the district’s status as having the lowest rate among large, urban districts in California. The 2014 dropout rate was 4.5 percent, a 0.7 percentage point decrease from 2013. Rates in other large, urban school districts ranged from second-place Sacramento with 5.3 percent, to Oakland with 24.1 percent. The statewide percentage was 11.6 and the countywide percentage was 9.7.

San Diego Unified also remains the district with the second-highest graduation rate among large urban school districts in California. Among the district’s 7,096 students in the 2014 cohort—students who started high school together in 2010—89.6 percent of the seniors graduated. That is an increase of 1.7 points from 2013. Only Garden Grove Unified School District had a higher rate, narrowly edging out San Diego Unified with 89.7 percent of its 3,644 student cohort graduating. Sacramento, with 85.1 percent of its 2,802-student cohort was third. The statewide 2014 graduation rate was 80.8 percent and countywide was 79.6 percent.

“As part of our Vision 2020 to create quality schools in every neighborhood, we made a promise and commitment to the community to advance and accelerate student achievement, to improve graduation rates and to decrease the dropout rate. To once again be at the top among the state’s largest school districts in these important areas is an incredible validation of the hard work and commitment of our teachers, staff, families and students to ensure all students will graduate with the skills and knowledge necessary for academic and career success," said Superintendent Cindy Marten. "The data show that our high expectations for all students are being met and that we are on the right course to make even greater progress across all student groups.”

Graduation rates between ethnic groups continued to narrow, although there was still a gap. The increases in the 2014 graduation rates for African American and Hispanic students groups, compared to 2013, were 3.8 and 3.4 points respectively. These increases in graduation rates doubled the district overall rate increase of 1.7 points from 2013 to 2014.

Although graduation rates for English Learners, students with disabilities, and socioeconomically disadvantaged students are much lower than the district-wide rate, the one-year increase in graduation rates for English learners was 5.5 points., students with disabilities was 6.8 points, and socially disadvantaged was 2.5 points.

Since 2010 when the first cohort dropout rates were released, the rate for African American students has dropped by 57 percent, the rate for Hispanic students has dropped by 42 percent, and the rate for English Learners has dropped by 37 percent.

"To see our graduation rates continue to rise at the same time we are raising academic standards is a testament to the hard work of our students and our staff, and, as a Board, we could not be more proud," said Board of Education President Marne Foster. "We will continue to focus on providing a world-class education and ensure equity, access and success for all students.”

Marten and Foster cited programs and interventions that have been successful in making sure students stay in school and graduate: the Check and Connect program, graduation coaches at all high schools, expanded summer school, San Diego Community College District partnership, online learning interventions, Linked Learning Initiative, and the College Career and Technical Education pathways program.

For specific school results, go to the California Department of Education website, www.cde.ca.gov.

Bethune K-8 students become engineers for the day

Middle school students from Bethune K-8 got the chance to be engineers for the day thanks to Qualcomm and it's Think-a-Bit Lab. Students received hands-on training in engineering by learning about computer programming and working with code to create a robotic art project. Check out the half cat/half dragon that Bethune students created in this piece from Cox Channel 4.

Qualcomm and San Diego Unified worked together to develop the curriculum for the lab and make it applicable and enjoyable for middle school students.

Link to Channel 4 San Diego

Link to YouTube (accessible outside district network)

Project Ujima Parent Program Helps Students Improve Academics

For more than five years, the district’s Project Ujima parent program has been engaging African-American families in culturally-focused workshops, providing free resources to parents to help their students improve academically.

Named for the Kwanzaa principle of collective work and responsibility, Project Ujima workshops offer lessons on academics, as well as African-American culture and history.

“We have seen so many of our parents that started in Project Ujima that had never gone to a School Site Council meeting or District Advisory Council meeting or Board of Education meeting. They didn’t know how to support their child,” said Program Manager Elneda Shannon. “Some of these parents are now in leadership roles and their children are doing well. We have parents that never had any type of homework structure in their home and now recognize what their kids need to do, started a routine and their children are succeeding. And we have total proof of that with this program,” Shannon said.

To help busy families participate, the program often provides free childcare, homework stations and dinner. Spanish translation is also available.

The program’s all-important goal is to improve student academic success, but it provides parents with much more. It facilitates stronger partnerships and resource sharing between parents, students and the district to promote a productive learning environment for students. It also encourages stronger family involvement and provides programs that respect, value and validate the African-American culture.

Shannon and her key instructors, who are African-American, facilitate classes such as “Understanding the Common Core State Standards” and “Preparing African-American students for Career and College.”

The program comes from an African-American perspective, but all parents are welcome to participate.

“We have a diverse group of parents that are involved in Ujima because the information is good for all parents and for all students,” Shannon said.

Project Ujima is one of several culturally-focused programs offered by the Parent Outreach and Engagement Department. Project Ujima’s success led to the creation of other culturally-focused programs for American Indian and Southeast Asian parent communities. These programs complement other department programs such as Raising A Reader, Parent University and Computers on the Go.

“We want to make sure that parents have good information, good skills and good techniques on how they can help their children do well academically, and that’s what all of our programs are about,” Shannon said. “Our goal is the same: a successful student outcome and building parent leaders.”

Shannon hears from both parents and students that the program has been helpful.

“I know it’s successful when parents keep coming back and when parents share with other parents what has helped them,” Shannon said. “I know it’s successful when I have a parent come in and say ‘look at this report card’ or a student will come and tell me ‘I just passed my CAHSEE and I didn’t think I was going to.’

“I tell parents that you don’t have to know how to do your child’s homework, all you have to do is be there, be supportive and set the rules for your household.”

Project Ujima hosts monthly workshops and provides teachers with educational materials relating to African-American history and culture. In celebration of Black History Month, the department is hosting two events. The first is a screening of the play “The Montford Point Marines of San Diego – Legacies of Pride” on Feb. 12. The second is a lesson on genealogy called “Discovering Your Roots,” on Feb. 26 hosted by district staffer and genealogy expert Marti Lewis.

“Legacies of Pride” is a true story about the experiences of the original Montford Point Marines in the 1940s. They were the first African-Americans to serve in the United States Marine Corps. The one-act play depicting some of their experiences was written by Project Ujima parents, students and community members.

The Montford Point project was grant-funded, as are many of the special projects and field trips coordinated by the staff at Project Ujima.

Students and parents have participated in college tours to USC, UC San Diego and San Diego State, as well as field trips to Campo, home of local Buffalo Soldiers, and to Julian, which unbeknownst to many, has a rich African-American history.

A separate grant funded a parent mentor program in which parents, who have been part of the Project Ujima program and support the Parent Outreach and Engagement’s mission, work with other parents to get them involved. The mentor program was piloted successfully with Project Ujima so the department recently launched it as part of the American Indian program.

For parents or guardians that want to get involved, Shannon says the best thing to do is just come to one of the workshops or events.

“I know that African-American parents care about their children and they care about education,” Shannon said. “I am an African-American parent and grandparent so I know that parents care and that they want their children to do well.”

For more information about Project Ujima, contact Program Manager Elneda Shannon at eshannon@sandi.net or 619-291-4431.

Broad and Challenging Curriculum: 'a-g' requirements for high school graduation

As part of the district's monthly reports detailing progress with implementation of the Local Control Accountability Plan (LCAP), a presentation on 'a-g' requirements for high school graduation was provided to the Board of Education on Oct. 28, 2014.

To be considered for admission to a University of California or UC campus, students must complete what are called “a-g” requirements. A study conducted by San Diego Unified in 2009 showed that our students were graduating from our schools and could not apply to UC or California State University (CSU) campuses because some of the a-g requirements were not on their transcripts. In 2010-11, the 'a-g' Task Force began developing implementation plans based on the audit results. The Board of Education approved the Task Force recommendations to: align district graduation subject requirements with UC/CSU 'a-g' subject requirements and require new graduation requirements to be implemented with the Class of 2016.

“This initiative ensures access for all students in our schools and makes sure we have courses available and the necessary supports for our students,” said Superintendent Cindy Marten at the Board meeting.

“The initiative is one that I am very proud of.”

Since 2011-12, district staff have been laying the 'a-g' implementation groundwork to ensure success for the Class of 2016 and beyond. Implementation has included assisting high schools in developing master schedules that include 'a-g' courses; working with high school principals, counselors and registrars on the 'a-g' course sequences; providing additional supports for students; developing four-year plans with 8th grade students to ensure they will be on track to graduate; and establishing a High School Resources Office to coordinate implementation efforts.

A study of the implementation of the new 'a-g' requirements shows that approximately 59% of juniors (Class of 2016) are on track to meet them. Actions are underway to make sure the remaining 41% are able to catch up. Manual reviews of transcripts are underway to look at each student’s progress individually. Aggressive alignments of master schedules are in progress for next semester to ensure course offerings are consistent with the needs of students at individual campuses. Realignments of pathways from middle school into high school are also underway to ensure coursework supports 'a-g' requirements, especially in regards to world language offerings.

“Teachers understand the importance of access; they understand that we want students to have exposure to higher-level material,” said Marten. “We also need to make sure we provide sufficient support classes and interventions so that our teachers have what they need to help students be successful.”

Related Resources

• San Diego Unified Local Control Accountability Plan (LCAP)
• Oct. 28, 2014 Board of Education 'a-g' Presentation: Watch Video l Read Exhibits
• San Diego Unified Graduation Requirements

Family engagement helps students achieve

Did you know that students whose parents or guardians are engaged in their education achieve at higher levels?

Research shows that these students traditionally have higher grades and graduation rates, better social skills, behavior and attendance, and a more positive attitude.

Engaging families in support of student achievement is a collective effort among parents, teachers and administrators that starts at home and extends to school and the school community.

“What is important is how much support parents provide at home, whether it’s reading with their child, or going to the school to learn about a-g or Common Core,” said Bea Fernandez, program manager for the district’s Parent Outreach and Engagement Department. “There are a lot of things that parents can do to give their child the message that school is important.”

According to a recent report by EdSource, students whose parents promoted academic achievement at home scored better on academic tests. In addition, parents that were more involved with their child’s education “became aware of homework assignments and tests and were able to reinforce good study habits in the home.”

To help guide parents in working with their children at home, the National, State and Local PTAs offer a variety of materials, including information on literacy, tips for reading with your child and how to make healthy lifestyle choices. They also offer parents guides on Common Core that provide tips on talking to your child’s teacher and how to help your child learn at home.

Encouraging and facilitating parent engagement is a key component of the district’s Vision 2020 and Local Control Accountability Plan to increase overall student achievement. The district works with schools, principals and teachers to facilitate communication with parents and increase engagement across all socio-economic levels for all students.

Through the Parent Outreach and Engagement Department, the district works with school sites to offer more than 90 free classes for parents, including “Destination College,” “Mathematics Today,” “Raising Skilled Readers,” and “Common Core.” Most classes are taught in both English and Spanish.

“Our responsibility is to reach out to families and help build relationships between parents, teachers and school sites,” Fernandez said. “There are great opportunities for parents to get involved, like the workshops and parent advisory groups. But it’s important that parents take the opportunities that are provided by their schools, especially those that are linked to student learning. Picnics and carnivals are great, but the opportunities that are linked to student learning are the opportunities that will impact how their student does in school.”

Whitman Elementary PTA President Celeste Ozaki agrees.

“Parent engagement isn't just about sending the child to school or if the parent attends a school activity, but how active the parent is in the education process, such as homework, meeting with the teacher, attending school meetings, as well as learning and understanding the education process,” Osazki said. “As a PTA leader, I probably take it to the extreme in the level of involvement; however, I have seen a difference when I observe parents just taking their level of engagement beyond just sending their child to school.”

Horton Elementary Principal Nassersa Mitchell says that they engage parents by listening and responding to family needs and personally inviting them to campus.

“Parents asked for more training on Common Core so now we host a monthly workshop,” Mitchell said. “We noticed that we were not getting as many fathers as we would like on campus, so I explicitly reached out to them. Their interest prompted us to start a Dad's Club this year, which now has more than 50 dads attending.

“They were so excited to be targeted in a positive light. Many are supporting our site after hours and are going to start helping after-school clubs with gardening, art, and music.”

The school’s efforts resulted in nearly 90 percent of Horton families attending Open House-Curriculum Night and about 150 parents attending Family Fridays.

Ozaki said that one reason Whitman Elementary has been successful in engaging parents is that staff, teachers and administrators have created an open and friendly school environment. Both the principal and teachers communicate regularly with parents, including one-on-one conversations, which Ozaki feels goes a long way in helping parents understand how much of an impact they truly have on their child’s education.

Creating opportunities for engagement as well as environments in which parents feel comfortable approaching the school is essential to the partnership and to overall student achievement.

“Students’ success depends on the strong working relationship between the school and family for students to grow emotionally, academically, and socially,” Mitchell said. “Relationships are everything. At Horton we strive to build long-term healthy relationships with mutual trust, respect, love and supports with accountability for all of us for the best interest of all students.”

District adding text messaging capabilities to mass notification system

San Diego Unified will soon have a new way to communicate with its employees and families.

On Oct. 22, the district will be adding text messaging capabilities to SchoolMessenger, the mass notification system it now uses to deliver important information by phone and email to its stakeholders.

The system will be configured to send text messages to cell phone numbers in SchoolMessenger whose recipients have agreed to receive them. Employees and parents are encouraged to opt-in now to receive texts.

“We have heard from principals that some parents would like to receive texts so we are making this option available to school sites as another means of communication,” said Superintendent Cindy Marten. “This new tool aligns with the Board of Education’s focus in 2014 on enhancing communications and parent engagement as outlined in Vision 2020.”

The district and its school sites currently have the option of sending recipients either a voice or email message, or both. Now they will also have the ability to send text messages, expanding the tools they can utilize to communicate with parents and staff. It is important to note, however, that recipients will only receive text messages if they opt-in, have a cell phone number on file with the district and the message sender provides content for a text message.

The district will likely limit its use of text messaging to emergency situations, such as lockdowns, in which short, quick communication is helpful. Texts may also direct individuals to an email or a website for more information.

“SchoolMessenger uses short code texting, which is highly reliable and fast because it’s regulated by the wireless carriers,” added Jennifer Rodriguez, the district’s SchoolMessenger liaison. “Our goal is to make sure that the district and its schools have all the tools they need to effectively communicate each day, but especially during emergencies.”

The district will be encouraging all stakeholders throughout October to opt-in to receiving texts. To do this, recipients can text “Yes” to 68453 from each mobile device at which they wish to receive text messages. Should you opt-in and no longer wish to receive messages, or vice versa, the process for switching preferences is simple; either text “YES” or “STOP” to 68453.

For those that have not opted-in on their own, a reminder message will be sent district-wide Oct. 22 to all cell phone numbers on file reminding individuals to opt-in. The message will read “San Diego Unified text messages. Reply Y for aprx 3 msgs/mo. Txt HELP 4info. Msg&data rates may apply. See schoolmessenger.com/tm.”

The reminder text message is sent on the same day, Oct. 22, that district and school sites can start sending text messages to individuals that have opted-in.

The district will send reminders throughout the school year to encourage recipients to opt-in. Information about text messaging is available on the district’s Communications Department webpage.

Welcome message from Superintendent Cindy Marten

Welcome to the 2014-15 School Year!

As a teacher, principal and now superintendent, those words carry a great deal of meaning for me. The opening of a new school year offers us amazing opportunities to make a difference in the lives of our students. I am looking forward to the year ahead.

I know the start of the new school year also brings a great deal of excitement to parents and students. Our principals, teachers and support staff have been working hard to make sure the excitement extends from Day One through Day 180. Our focus for the start of the year is developing academic, physical and social environments worthy of all students. This focus is fully aligned with our Vision 2020 of creating quality schools in every neighborhood.

Across the district, from bus drivers to custodians, food service associates to administrative support professionals, principals to teachers, we are all committed to making sure our students are on the pathway to success. We are ready!

The implementation of the Common Core State Standards is at the forefront of teaching and learning. Our principals and teachers have spent time over the summer fully engaged in professional development. The Common Core State Standards will help position all students for the future – THEIR future in which critical thinking, problem-solving, collaboration and creativity are essential. Students will be better prepared for post-secondary education and careers, and ultimately become actively literate contributing participating members of society.

In addition, we remain cautiously encouraged about the budget passed by the State’s legislators and the reinvestment in public education. Although we still face financial challenges and will continue to be prudent with our dollars, there is hope. The new Local Control Funding Formula (LCFF) changed the structure of how school districts received funding from the state level. Our district’s Local Control and Accountability Plan (LCAP), which involved input from multiple stakeholders, has been approved and will provide a road map with clearly defined metrics that aligns academic priorities with our budget.

The start of a new school year gives us a renewed sense of anticipation, hope and enthusiasm as we work collaboratively to assure that each child in our district receives the best education possible. I look forward to working beside you as we continue making our Vision 2020 a reality.

Best,

Cindy Marten
Superintendent

Superintendent Cindy Marten 'exceeds expectations'

The San Diego Unified Board of Trustees has released Superintendent Cindy Marten's first year evaluation, finding that "Cindy Marten has exceeded our expectations," in a joint statement released by the five-member Board of Trustees.

"Ms Marten has exceeded our high expectations, embracing the board’s Vision 2020 and:
-  Has put teaching and learning at the center of the organization
-  Excels in her ability to reach out to the community and a broad range of stakeholders
-  Manages the larger vision of the district, while being attentive to all levels of operation
-  Has brought forth a strong team of leaders who share her passion for improving student achievement for all students.
-  Developing strong multi-year budget strategies

Responding to the Board of Education’s evaluation, Ms. Marten said she was "gratified by the Board's confidence," and "excited to continue this important work, alongside extraordinary educators and staff in ensuring we serve the needs of all of our amazing students."

The Board of Education focused its evaluation on four of the indicators for Quality Neighborhood Schools:
-  Access to broad and challenging curriculum
-  Quality Teaching
-  Quality Leadership and
-  Professional Learning for all

On the operational side, the key factor was budget development.

The following rubric was used to measure progress in each area:

Beginning – The Superintendent has launched the work and there is no evidence of progress yet.
Developing – The Superintendent has launched the work, is continuing to develop the implementation, and there is some evidence of progress.
Accomplishing – The Superintendent has accomplished the implementation of the work and progress is evident.
Extending – The Superintendent has accomplished the work and significant progress/impact is evident.

The School Board rated each focus area as follows:

Access to broad and challenging curriculum: Accomplishing
Quality Leadership: Extending
Quality Teaching: Developing
Professional Learning for All: Accomplishing
Operations and Budget Development: Extending

Trustees Extend Superintendent Cindy Marten's Contract Another Year

Superintendent Marten's accomplishments to date have reinforced the Board's confidence that her leadership will result in greater success for all students. Therefore, the board has decided to extend her contract for an additional year beyond the original four-year contract.

The Board of Education indicated that, “while many challenges are ahead, we are confident that under the leadership of Cindy Marten, all students will thrive and have the opportunity for success.”

San Diego Unified Joins Nationwide Effort to Improve Achievement of Young Men of Color

Sixty big-city public school districts from across the country, including San Diego Unified School District, released a pledge to improve the academic and social outcomes of boys and young men of color at a White House event with President Obama today. Superintendent Cindy Marten was among the attendees at this historic event.

In a call to action by the Council of the Great City Schools, each of the urban school districts support boosting efforts to prepare males of color for college and careers. This pledge will include a number of actions, including a focus to reduce the disproportionate number who drop out of school or who are suspended, and to help them succeed.

“The pledge we are making with President Obama is a promise to our boys and young men of color that we firmly support equity and the opportunity for our students to fully realize their potential,” said Superintendent Cindy Marten. “It represents an unprecedented platform that sends a strong signal to the nation. As leaders of the largest public urban school districts, we stand with the White House to commit our resources, efforts, hearts and minds to act with courage and conviction to positively impact the life outcomes of our young men.”

Nearly 32 percent of the nation’s school-age African-American males and 39 percent of the country’s school-age Hispanic males are enrolled in big-city public schools. San Diego Unified has approximately 46.5 percent Hispanic students and 10.5 percent African-American students enrolled in its schools. The 2013 graduation rate for San Diego Unified white students was 94.1 percent, the graduation rate for Asian students was 92.9 percent; compared to a graduation rate of 82.8 percent for African-American students and 81.6 percent for Hispanic students.

The San Diego Unified Board of Education adopted a resolution on June 10, 2014, in support of the pledge by urban school districts to address the achievement gap, particularly regarding males of color.

“The achievement gap is an urgent matter that we must address as a school district,” said Board of Education Vice President Marne Foster. “We have established multiple strategies and are closely monitoring students who are on track for graduation in order to have a laser-like focus on supporting our students.”

San Diego Unified approved the Local Control and Accountability Plan that specifically outlines the goal of “Closing the Achievement Gap with High Expectations for All” as the first goal. This plan outlines specific actions and metrics that San Diego Unified will implement to measure ongoing progress in closing of the achievement gap, among other goals.

In “A Pledge by America’s Great City Schools,” each of the 60 urban school systems committed to carrying out specific actions. San Diego Unified has implemented or will be implementing the following actions:

• Board of Education adoption of the pledge in collaboration with Council of Great City Schools on June 10, 2014.
• A Harvard Study was conducted in 2013-14 to examine problems of practice in the school district that included: 1) Evaluating discipline policies and practices; 2) Enhancing early childhood readiness; 3) Closing the achievement gap and increasing graduation rate; 4) Improving teacher and school leader recruitment, retention, and evaluation; 5) Long-term English learners.
• Provide access to classes required for admission to the University of California and the California State University System (A-G courses) are a part of the graduation requirements for the class of 2016. San Diego Unified will closely monitor the ongoing progress by males of color towards completing these requirements.
• Establishment of the Lincoln High School Science, Technology, Engineering, Arts, and Math (STEAM) Middle College in collaboration with the San Diego Community College District.
• Collaboration with the Association of African American Educators for implementation of the Blueprint to Accelerate the Achievement of African American and African Students.
• Collaboration with the Latino Advisory Committee to develop and implement Cultural Proficiency Standards.
• Establishment of the San Diego UNIFIED Through Diversity Committee to develop recommendations to the Superintendent and Board of Education.
• Organization of the Teacher Pipeline Task Force to explore and address issues of diversity in the teaching corps. This work is being carried out in partnership with local universities, employee organizations, and community based organizations.
• Development of the Local Control Accountability Plan that includes metrics and measurements to monitor the access and completion of rigorous coursework such as Advanced Placement, International Baccalaureate, and College and Career Technical Education classes.
• San Diego Unified is currently implementing the Uniform Discipline Policy, which offers direction to principals to reduce the disproportionate number of suspensions of young men of color by utilizing Positive Behavior Intervention and Supports and Restorative Practices.

Garfield Elementary students celebrate English fluency

Students at Garfield Elementary School are more proficient in English and marked the occasion with a grand celebration.

Superintendent Cindy Marten, Board Trustee Richard Barrera and Principal Lali Barhoumi joined students and staff June 18 to celebrate the reclassification of 14 students to Fluent English Proficient, and two others who almost reached the designation.

In order to be reclassified, these students demonstrated English proficiency in reading, writing, listening, and speaking using a variety of measures, including state tests and classroom performance. They began the school year designated as English Learners and are now designated or “reclassified” as Fluent English Proficient.

The celebration included student speeches and a presentation of awards and medals. Students also shared their reclassification stories in a book that was published and distributed to all attendees.

Garfield Elementary honors its reclassified students each year during a June celebration.

Students get hospitality lesson from local industry executives

More than 300 students from San Diego Unified’s Culinary Arts and Management courses got the opportunity to tour local hotels and restaurants and hear from industry executives as part of the 16th annual High School Hospitality Conference at the Convention Center.

Organized by San Diego State University’s Payne School of Hospitality & Tourism with help from San Diego Unified, the conference was designed to prepare students who are already enrolled in the hospitality and culinary programs for careers they can expect post-graduation.

Superintendent Cindy Marten kicked off the conference by addressing the students. A panel discussion followed and then students departed for tours of downtown hotels, restaurants and the Convention Center.

Students from Mira Mesa, Morse, Madison, Scripps Ranch, Hoover, and Garfield high schools attended the conference.

Payne School of Hospitality & Tourism Program Director Carl Winston called the event a win-win-win.

“When we first started, we expected it to become a ‘feeder’ for our school,” Winston said. “And, while we do get students enrolled, it has become far more important for our current students who act as mentors to the high school students. This helps our students develop their leadership skills which in turn makes them even better future leaders for the local industry.”

For more information, please contact Angela Croce, CCTE Program Specialist, at acroce@sandi.net.

Information for this article was courtesy of the San Diego Convention Center.

Cluster meetings provide setting for community input on the district's LCAP

As San Diego Unified prepares to conclude the Vision 2020 – Dream Big Together Forums, the focus will turn to engaging school communities through the regularly scheduled monthly cluster meetings. This engagement will provide students, parents, teachers, administrators, support staff and interested community members with the opportunity to provide input towards the development of the Local Control and Accountability Plan (LCAP) at the cluster level. All 16 clusters will have the LCAP discussion at an upcoming meeting. Here is the schedule:

Cluster	Date	Time	Location
Clairemont	3/20	5:30 p.m.	Marston Middle School
Crawford	3/17	5:30 p.m.	Mann Middle School
Henry	3/20	4:30 p.m.	Henry High School
Hoover	3/24	5 p.m.	Clark Middle School
Kearny	3/20	4:30 p.m.	Kearny High Complex, Rm. 301
La Jolla	3/20	4 p.m.	Muirlands Middle School
Lincoln	3/24	6 p.m.	Porter Elementary School
Madison	TBD	5 p.m.	Madison High School
Mira Mesa	3/24	5:30 p.m.	Mira Mesa High School
Mission Bay	4/10	6 p.m.	Pacific Beach Middle School
Morse	3/17	5:30 p.m.	Zamorano Elementary
Point Loma	4/7	4:30 p.m.	Correia Middle School
San Diego	3/10	5:30 p.m.	SD High Complex library
Scripps Ranch	3/19	4:30 p.m.	Marshall Middle School
Serra	3/17	4:30 p.m.	Farb Middle School
University City	3/24	4:30 p.m.	UC High School Media Center

As the district continues to develop the Vision 2020 and Quality Schools in Every Neighborhood model of school reform, it continues to engage stakeholders in partnership. If you have a question about the cluster engagement process regarding the LCAP, contact the Office of District Relations at 619-725-7505 or visit the website at www.sandi.net/lcff.

Will “high-quality customer service” for San Diego principals mean high-quality schools?

IN THE NEWS: The story of a new superintendent coming to town and shaking a school district up in the name of improving education is a familiar one. San Diego Unified's new superintendent, Cindy Marten, is basing her makeover of city schools on the theory that the key to school success is top-notch principals. Read more from KPBS.

Students still get $150,000 in scholarships as SD Unified falls short in Broad Prize bid

It wasn't first place, but San Diego Unified's Class of 2014 will still split $150,000 in scholarship money thanks to the The Eli and Edythe Broad Foundation.

Eli Broad, left, Edyth Broad, Ed. Sec. Arne
Duncan, Board Pres. John Lee Evans, Supt.
Cindy Marten, retired Supt. Bill Kowba

On Wednesday morning, the Foundation announced that the Houston Independent School District was awarded this year's Broad Prize and $550,000 in scholarship money for its students. Besides San Diego Unified, other districts nominated were Corona-Norco, located in Riverside County, and Cumberland County Schools in North Carolina.

"We're thrilled that San Diego Unified has been recognized as one of the four best school districts in the United States," said Kevin Beiser, Board of Education Vice President and Subdistrict B representative. "This is a big win for the teachers that work constantly with our students to improve their learning, and a recognition of the hard work done by support staff in making a great environment for our students."
Superintendent Cindy Marten and retired Superintendent Bill Kowba -- on whose watch the nomination was announced -- attended the award ceremony in Washington, D.C.

"It was an honor to be recognized by The Broad Foundation," said Superintendent Cindy Marten. "I am grateful to our team of employees who work every day in-and-out of the classrooms for our children.
"This honor reaffirms that our community-based reform efforts and singular focus on student achievement are making a difference."

Districts do not apply for this prize. Staff from the Broad Foundation looks at test scores and other data from the 75 largest school districts and picks four finalists. A team of independent educational experts then analyze the districts and one winner is selected. Only the four top districts receive scholarship money.

In its announcement of the award, the Broad Foundation noted San Diego Unified's progress in key areas.

San Diego Unified has more than 110,000 students-65 percent of whom are low-income. Among the reasons San Diego schools stood out among the nation's largest urban school districts:

• San Diego students outperform students in other California districts with similar poverty rates. In 2012, proficiency rates for San Diego Unified students surpassed expectations compared to other California districts given the poverty level of families in the district. Proficiency rates for San Diego students were above expected across all subjects (reading, math and science) and all school levels (elementary, middle and high school).

• San Diego Unified narrowed achievement gaps. In recent years, San Diego narrowed the achievement gaps between its Hispanic students and white students across California at every school level and in every subject. The district also narrowed the gap between its Hispanic and white students in elementary, middle and high school reading and science, and in elementary and high school math. San Diego also achieved a smaller achievement gap between its low-income students and California's non-low-income students in elementary, middle and high school science and in elementary and high school reading and math.
• San Diego Unified's low-income, Hispanic and African-American high school students showed more improvement in science than other California students. In recent years, San Diego Unified was in the top 30 percent of districts across the state for increasing the percentage of low-income, Hispanic and African-American high school students performing at the highest achievement levels on the state science assessment. Low-income students in San Diego, for instance, increased their performance by 8 percentage points in high school science between 2010 and 2012, while California overall saw scores increase by only 3 percentage points over the same period.

The selection jury evaluated quantitative data on the finalists that consisted of publicly available student performance data compiled and analyzed by RTI International, one of the world's leading research institutes. In addition, the jury evaluated the four finalist districts' policies and practices, compiled following site visits conducted by a team of education practitioners led by RMC Research Corporation, an education consulting company. The site visits included classroom observations and interviews with administrators, teachers, principals, parents, community leaders, school board members and union representatives.

Kowba, who retired June 30, said he was "grateful to our San Diego Unified employees for their dedication to our students."

"We are honored, humbled and grateful to the Broad Foundation for this recognition," said Kowba, who retired June 30. "We appreciate their feedback about our past efforts. It will help provide the district with a road map for future efforts."

The $1 million Broad Prize is the largest education award in the nation. It recognizes urban school districts that demonstrate the strongest student achievement and improvement while reducing achievement gaps among low-income students and students of color.

The $150,000 in scholarships will go a long way to help the Class of 2014 succeed, said Marten.

"I'm excited for our students who will receive Broad scholarships," she said. "I can't wait to get back to San Diego."
The 75 largest urban school districts in America are automatically eligible for the award each year.
Houston Independent School District will receive $550,000 in college scholarships for high school seniors who will graduate in 2014. San Diego Unified, along with Corona-Norco Unified School District in Riverside County, Calif., and Cumberland County Schools in North Carolina, will each receive $150,000 in college scholarships.

The Broad Prize is awarded by The Eli and Edythe Broad Foundation. Founded by entrepreneur Eli Broad and his wife Edythe, both graduates of Detroit Public Schools, The Broad Foundation is a philanthropic organization that seeks to ensure that every student in an urban public school has the opportunity to succeed.

Area superintendents renew focus on school leadership, instructional support

When Supt. Cindy Marten reorganized the district to enhance the focus on teaching and learning and leadership development, it included a shift in the roles of the six area superintendents.

The area superintendents will be spending more time on their school campuses, in classrooms and supporting principals as they ensure quality teaching and learning at their sites. This renewed focus closely aligns with district's 2020 Vision to create quality schools in every neighborhood

The area superintendents hit the ground running this summer, starting with the responsibility of hiring 40 new principals at school campuses. This process included working with parents and school communities to identify what qualities were important for the new principals to possess. By the first day of school, more than 36 principal vacancies had been filled along with more than 15 vice principal vacancies.

In addition to hiring site administrators, the area superintendents spent time making sure all principals were well-prepared for the start of the school year. In collaboration with the new Leadership Development Office, they coordinated two principal institutes, three operational meetings, several area principal meetings and a two-day workshop specifically for the new principals. Topics of discussion included team and relationship building, working collaboratively, looking at student data strategically, identifying strengths, and developing a broad and challenging curriculum.

"The key to creating a quality school is making sure it has a quality leader; that is the role of the principal,” said Supt. Cindy Marten. “Our principals also need leaders to lead them; that is the role of the area superintendent."

Area superintendents not only have a renewed focus this year, but many have changed the school communities they oversee. Area 3 Superintendent Julie Martel now oversees the Kearny, La Jolla, Mission Bay and University City clusters; Henry has been added to Area 4 under Marian Phelps; the Hoover and San Diego clusters have moved into Area 5 under Mitzi Merino and Area 6 now encompasses the Point Loma, Scripps Ranch and Serra clusters under direction from Gilbert Gutierrez. Shirley Wilson continues to oversee the Crawford and Lincoln clusters in Area 1.

Former principal and chief human resource officer Lamont Jackson has been appointed area 2 superintendent and will oversee the Mira Mesa and Morse high school clusters.

Read more about the area superintendents at www.sandi.net/areasuperintendents.

Cluster Committees bring schools, parents, community members together

The innovative Cluster Committees revolving around San Diego Unified's high schools and their "feeder" neighborhood schools are inviting parents, guardians and local community members to upcoming meetings.

Established in 2010 as part of the district's Vision 2020 plan to create quality schools in every neighborhood, the clusters help coordinate instruction and activities among a cluster's elementary, middle and high schools. For example, in the Hoover cluster, school communities from Hoover High, Wilson and Clark middle schools, along with elementary schools Adams, Central, Cherokee Point, Edison, Franklin, Hamilton, Joyner, Normal Heights, Parks and Rowan meet monthly to promote continuity, communication and collaboration. Area superintendents share the leadership and coordination of the clusters in their respective learning communities.

According to the Vision 2020, "Curriculum will be coordinated across the K-12 curriculum in each cluster to assure continuity across the curriculum," which ensures that students can move more successfully from elementary to middle to high school. Another goal of Vision 2020 is for schools to extend beyond the school site, not only to home and around the world through technology, but through the cluster committees to the entire community.

Other goals for clusters include:

• Cluster councils will promote the schools in their communities
• Cluster councils will work with schools, community and district staff to improve the quality of their neighborhood schools.
• Cluster councils will be a democratic representation of the school community including teachers, administrators, support staff, students, parents and community members.
• Parents will play an integral role in school site governance councils and cluster councils.
• Community members will participate in cluster councils alongside parents and staff.

For more information on clusters and a schedule of meeting dates and times, visit the cluster website or check with your neighborhood school's principal.

Superintendent talks about goals for district

IN THE NEWS: Superintendent Cindy Marten discussed her plans for the San Diego Unified School District and educational philosophies on the Roger Hedgecock Show.

• Watch video from UTtv»

New Superintendent outlines plans for implementing Vision 2020

IN THE NEWS: Supt. Cindy Marten makes students and learning the "heart of the district."

• Watch video from KUSI-TV»
• More on Vision 2020»
  

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Children at the heart of district reorganization

After engaging in extensive dialogue with staff, community, parents, and diverse stakeholders, Superintendent Designate Cindy Marten designed an organizational structure to support our schools. She recently announced the reorganization plan that will go into effect on July 1 when she becomes superintendent.

By gathering insights and input over the past four months, she was able to create a systematic approach that puts the needs of children at the heart of the district with a strong focus on students, classrooms and learning. The plan encompasses what is needed to implement the Board of Education’s 2020 Vision for Quality Schools in Every Neighborhood. It is designed to ensure the district is a system that is effective, collaborative, and efficient in serving children, particularly with the implementation Quality School Indicator Number Four: Access to a Broad and Challenging Curriculum. See the new organization chart .

This new structure is designed in a way that will eliminate several leadership positions, while professional development is being insourced, saving the district nearly $400,000 in outside contracts.

Watch Marten's Board presentation.