• Emphasize student accountability and motivation, going-to-college culture
• Teachers plan, modify instruction to promote equity in learning
• Resource staff help teachers analyze data, maintain focus, meet instructional goals

In their own words: At Almaden we pride ourselves on putting children first. Teachers provide a positive learning climate by sustaining caring relationships with students and modifying their instruction to promote equity in learning. We focus on student motivation and a going to college culture. We instill in our students the idea of hard work and honesty. Accountability is also an intrinsic part of Almaden’s culture. Our students are constantly informed of their progress. Furthermore, they know what accountability means. Students can be heard saying, “You can count on me to reach our API goals this year.”

Our accountability extends to our staff. We focus on planning and coaching and have embraced the district-wide initiative of Elicit Direct Instruction. We provide support for implementation of best teaching practices through consistent peer and principal classroom visitations, 1-on-1 meetings with teachers to review data and develop clear courses of action to meet instructional goals, and in house professional development. We have an excellent Resource Staff who works closely with teachers on meaningful data analysis and on maintaining focus and support through staff and grade level meetings. Our talented teachers have embraced the challenge of closing the achievement gap by their openness to professional development and their willingness to put in the necessary planning time to excel. Our teachers plan for their low, medium and high achievers. Interventions are held before and after school.

We continue to look forward to closing the achievement gap even further. Our students deserve an equitable education.

• Focus on learning, maintaining academic achievement growth
• Use data analysis to improve student results
• Nurture collegiality, staff collaboration
• Develop shared leadership responsibilities, resources

In their own words: Focus on learning and maintaining academic achievement growth: Cassell’s Vision -- to create a climate and environment in which the staff, parents, and students have an attitude of mutual involvement that will ensures that our students achieve academically to the standards for life-long learning. At the same time acquiring the tolls that they need to become contributing members in a rapidly changing, cultural divers and global society. We strive for student appreciation and acceptance of people from all backgrounds. We believe that all students are capable of learning. Use data analysis to improve student results: Cassell has developed the characteristics of a collaborative culture. Teachers meet frequently, to analyze assessment data which they use to guide their instruction. The data is also used to help them to plan interventions. Nurture collegiality and staff collaboration: Teacher collaboration has become a part of the weekly culture at Cassell; where teachers meet whenever they feel the need to. Develop shared leadership responsibilities and resources: Cassell has high-quality professional development practices, and there is constant communication between the school, the principal, and staff. This has created the professional learning community that has produced powerful test results.

• Special attention paid to English Learners’ academic vocabulary development
• Technology is integral to curriculum, everyday learning
• Students track, reflect on progress on quizzes and assessments
• Intervention targets reading comprehension, meeting student needs

In their own words: James McEntee Academy’s 3rd grade team in 2010-11 significantly closed the achievement gap for English Learners and moved towards the SJ 2020 goal through the use of the following best practices:

• On-going opportunities and support was provided to develop critical thinking skills.
• Special attention was given to developing the use of academic vocabulary among English Learners (EL).
• Students took cumulative standards based quizzes daily which helped them review the standards that had been covered in class.
•  Technology was an integral part of the curriculum and everyday learning. Students used the Learner Response Systems (LRS) along with the interactive whiteboards. This was particularly helpful for student engagement and developing technological and academic confidence in students.
• Students were held responsible for tracking their own progress for all quizzes / assessments and were expected to reflect on their progress. English Learners and their parents had an in depth explanation of how to read their CST and CELDT scores and use them to set short term and long term academic goals.
• Lastly, student needs were met at an individual level during targeted intervention hour after school in a small group setting. These interventions specifically focused on reading comprehension skills and strategies.

A culture of high expectations and continued focus on student success, along with a dedicated group of teachers and a supportive parent community, has enabled McEntee’s 3rd grade students and teachers to close the achievement gap.

• Leveled reading instruction includes reading specialist, aides
• Assessment-driven instruction includes regular practice and mastery assessments
• Teachers plan, collaborate, brainstorm, share resources weekly

In their own words: Lietz Elementary School staff and students are proud of the academic results achieved during the 2010/2011 school year. By implementing a number of strategies, third grade ELA scores improved considerably over the previous year, with a significant reduction in the performance disparity between White and Hispanic students. These strategies included: leveled reading instruction, assessment driven instruction, and weekly collaboration and planning.

The third grade teaching staff worked with a reading specialist and two aides to provide targeted reading instruction to small groups of students on a daily basis. Each trimester, students completed a Practice and Mastery assessment to gauge progress. While all key standards were taught at each reading level, instructional emphasis differed for each group. For example, the intervention group mainly focused on reading fluency, comprehension and word analysis skills, while the above level group, where students were proficient in these skills, emphasized literary response and analysis, as well as writing convention and strategy skills.

Weekly collaboration meetings between the third grade teachers, the reading specialist, and RSP teacher provided continuous evaluation of student performance. Teachers brainstormed ideas and shared resources in both reading and writing instruction. Students and teachers benefitted from the shared insights and knowledge gained during these collaboration meetings.

• Staff uses a team effort to provide for a diverse student body
• Teachers collaborate to plan, analyze assessment data in grade-level teams
• Parents involvement links school to home, show students value of education

In their own words: Student achievement at Luigi Aprea is careful and deliberate work by everyone at the school site. One of the main themes in our school plan is that education is a team effort. All resources at our campus both in terms of material and people are geared to providing educational services for our diverse student body. Key to the success is teacher participation in grade level planning. Our educators are the ones that fuel the learning in the classrooms. Our teachers spend time collaborating on student progress and reviewing assessment data. With careful planning and the analysis of student performance data in purposeful grade level teams, student success is not an anomalous byproduct it is a predictable outcome.

In addition Parent Involvement is vital to student achievement at our school. Parents serve as models of service and help promote a strong tie between the home and school. Students observe first hand that education is highly valued by their parents as well as the larger school community. Working together we look beyond percentages on assessment diagnostics and build true a lasting partnership that paves the way to greater student achievement.

• Teachers work together to improve academic success of all students
• Students, parents understand the importance, urgency to meet grade-level standards
• Effective use of curriculum to teach standards

Identification of students needing special attention

• Students receive targeted instruction, support, re-teaching
• Monitor student progress with formative, summative assessments
• Students motivated to increase reading skills, set goals

In their own words: Reed Elementary has been, and remains committed to eliminating the achievement gap. Reed believes that an opportunity gap likely exists first and when we eliminate the opportunity gap, the achievement gap will close. We began by thoroughly analyzing our data and identifying those Latino students who would need additional opportunities in order for accelerated learning to occur. Our teachers then focused on three key strategies. First, they intentionally targeted those students during instruction, targeting with an intentional focus and adjusting support. Second, our teachers monitored the progress of the targeted students by using both formative and summative assessments on a regular basis, reteaching as much as possible. Third, the teachers motivated the target students to increase their independent reading mileage and helped them learn to set goals for themselves. The principal met with teachers throughout the year to monitor student progress and support them with any available resources. The instructional coach provided instructional support and feedback through professional development and coaching. A school-wide reading incentive program also added motivation for student achievement. We remain dedicated to this vision and will continue to work collaboratively to eliminate the achievement gap.

• Ongoing professional development for teachers
• Development of relationship between school and parents
• Combine traditional classroom learning and individualized instruction

In their own words: Rocketship Education is the leading public school system for low-income elementary students, eliminating the achievement gap by building a nationwide network of K-5 charter schools. Rocketship pioneered the Rocketship Model, which combines developing outstanding educators, empowering parents, and individualizing instruction to improve student achievement.

Rocketship recruits talented teachers and provides ongoing professional development to become outstanding educators. Some resources offered are an Academic Dean, individual professional growth plans, videotaping teachers, and real-time coaching in the classroom. Teachers have an exciting career path including higher compensation, increased professional support, and leadership training.

Rocketship fosters a deep connection between its schools and parents, equipping families to understand the academic requirements of college. Through home visits, a Parent Leadership group, monthly community meetings, and volunteer opportunities parents become engaged in their children’s education. By empowering parents, they are reforming the public education system.

Rocketship’s learning approach combines traditional classroom learning with individualized instruction through Learning Lab, where students spend one-on-one time on computers utilizing online adaptive technology and in tutor-led small groups mastering basic skills. Learning Lab alleviates time spent during class on basic skills development allowing teachers to devote instruction to introducing concepts, guided practice, and teaching critical thinking skills for success.

• Ongoing training in best practices, technology for teachers
• Emphasis on parent involvement through training, classes, programs
• Nurturing of community partnerships

In their own words: Washington Elementary's trajectory of academic progress is due in large measure to a devoted staff.  Ongoing training in best practices and technology are necessary for teachers to remain cutting edge in their field.  And grade level collaboration is key to student success, as 95%  of Washington's students are Latino, and 75% are English Language Learners.

Washington's emphasis upon parent involvement has also increased student motivation, as every day of the week parents are invited to trainings, classes, and programs. On a typical Thursday morning, 60 Spanish speaking mothers can be found in the library improving their parenting skills.  The school community is proud of Washington's Camino Con Tigo parent safety program, which won both city and county awards for outstanding volunteerism.

Community partnerships are also embraced.  The San Jose Rotary Club provides reading mentors, sponsors for clubs, and judges for our monthly school-wide competition.  In fact, the second annual fieldtrip (three lucky students and 1 teacher) is sponsored by Rotarians.

With many clubs for students to participate in weekly, students are preparing for success in middle and high school, as they participate in extracurricular activities.

Because this is the Washington Way!

Teacher Collaboration + Student Inspiration + Parent/Community Support

• Ninety-minute algebra classes allow for guided practice, oral language development, etc.
• Monthly Saturday Algebra Academy provides remediation, pre-teaching of fundamental skills
• Math coach/facilitator focuses on teacher content development, English learner instructional strategies
• Frequent teacher collaboration, use of formative assessments

In their own words:  Listed are several of the key strategies implemented at ASMS to help eliminate the achievement gap in Algebra I. These strategies reduced the 8th grade Algebra achievement gap from 42% in 2010 to 8% in 2011 allowing 64% of Latino students to score proficient or above on 8th grade Algebra I on CST in 2011.

• Site funds were allocated to fund a math coach/facilitator position for 45-minute daily release. Coach focused on teacher’s content development and specific instructional strategies targeting language learners.
• ELD facilitator developed English/Spanish math “power words” and operations vocabulary posters for math classes.  ELD facilitator and math coach collaborated to implement targeted partner talk, vocabulary development, and oral language development strategies for daily use in Algebra classes.
• Master schedule adjusted to support 90-minute Algebra classes.
• 90 minute Algebra classes allowed for extended periods of guided practice, oral language development, partner talk, and group projects.
• Algebra teachers collaborated on a daily/weekly bases and frequent use of formative assessments allowed teachers to examine student work and adjust instruction accordingly. 
• Algebra teachers provided students with monthly Saturday Algebra Academies for remediation and pre-teaching of foundational skills.

• 90-min. math classes allow for language development, concept exploration, etc.
• Intervention provides student-leveled computer-based instruction
• Student accountability and consistency
• Peer observations, dedicated algebra collaboration time

In their own words:

• 90 minute math classes that allowed for language development, in depth exploration of concepts, student collaboration and presentations
• Dedicated SuccessMaker intervention time which provided student leveled computer based instruction that filled student skill gaps and provided/built critical algebraic skills and concepts
• Student accountability and consistency.  Just the answer, is not good enough…explain, “how’d you get it, show me.”  
• Peer observations and dedicated Algebra collaboration time.

• Online math program (ALEKS) supplements instruction
• No tracking at sixth and seventh-grade levels
• Teachers inform instruction with quarterly benchmark assessments
• Manipulatives, hands-on strategies illustrate abstract math concepts

In their own words:

The strategy used by Cabrillo Middle School’s (CMS’s) math department to improve student performance in Algebra on the CSTs include:

• CMS supplements its clearly defined standards-based math program with ALEKS, an online math program which students access at home and school.
• We do not believe in tracking at CMS.  All sixth and seventh graders take the same course of study in math and (ELA), which is differentiated by a talented faculty.  It is only at the eighth grade level where students are split between Algebra 1 and Algebra Readiness.
• All math teachers administer quarterly benchmark assessments which inform their instruction.
• CMS’s math department utilizes manipulatives and hands-on strategies to provide concrete examples for abstract math concepts.
• Math teachers in the SCUSD have worked together for years to develop pacing guides and curriculum maps which are updated annually.

• Create short cycle common assessments,  implement every four to six weeks
• Data used to plan future instruction, morning intervention classes
• Teachers share best practices, strategies

In their own words: As the new leader of Clyde L. Fischer the vision I had for Fischer Middle School, which was to ensure academic success for our student in all subject areas, including Algebra. I worked with all the teachers including the Algebra team to focus on three major areas through the creation of Grade Level Academic PLC Teams. First we worked on creating short cycle common assessments, which our Algebra teachers created and implemented every 4-6 weeks. Analyzing the data from these short cycle assessments, our Algebra teachers planned forward together, sharing best practices and instructional strategies with each other. Our Algebra teachers also used this data to plan intervention morning classes to provide extra support for those students who were struggling. The dedication we had from our Algebra teachers to provide the intervention, create the common assessment and use the data to plan forward is what led to our great successes in Algebra and throughout Fischer Middle School.

• Students are accountable for accurate, well-done homework
• Student personal responsibility emphasized in and out of class
• Longer school day builds team and family culture
• Students taught persistence

In their own words: KIPP Heartwood Academy’s HEART values (Honor, Excellence, Absolute Determination, Responsibility, and Team) drive the success of our students and staff.  We demand Excellence from our students by setting high expectations for academics and behavior.  We hold our students accountable to completing their homework every night and check it daily for accuracy.  For homework assignments that are done poorly or incorrectly, students must re-do the assignment until it meets our expectations. 

We also teach and emphasize personal Responsibility during class (on-task behavior, good note-taking skills, giving 100% when approaching classwork and exams), as well as outside of class (rigorous homework and seeking help from teachers as needed).  Our “Team and Family” culture often provides a surrogate family for our students.  Our extended school day, school week, and school year enable us to spend more time with our students in instruction, remediation, coaching, and teaching good habits.  Struggling students attend tutoring after school from 4-5pm, Saturday school twice per month, and are able to call their teachers until 9 pm each night for help in homework. 

Additionally, we have a strong focus on Absolute Determination, where we teach students to not give up, and to show persistence in their work.  After every exam, we spend time tracking progress, reflecting, correcting mistakes, and setting new goals for the next unit.  There is no magic potion to our students’ success; rather it is a result of hard work, absolute determination, and instilling in our students the knowledge, skills, mindsets, and habits that our students need in order to reach and succeed in college and in life. 

• Extra instruction, intervention through afterschool program, specialized academic instruction setting
• Use computer software for individualized, differentiated instruction and assessment
• School-wide accountability and reporting system for students to record, discuss progress

In their own words:

Students at Luther Burbank work hard at understanding Algebra, and their teachers work hard at planning, organizing and delivering instruction.  While all of our 8th graders learn Algebra, some also study Pre-Algebra and some study Geometry.

We are proud of their accomplishments - and intend that even more students demonstrate algebraic competency in 2012! Most critical to their success is the relationship that the students and teachers develop, a climate of trust and respect that fosters persistence and a need to learn.

Some of the strategies that we feel are essential and effective for developing proficiency in mathematics may be unique to Luther Burbank.

• Extra and intervention mathematics offered in Afterschool Program and in our Specialized Academic Instruction setting.
• Individualized, differentiated instruction and assessment via software.  Daily, our K-8 students sit down to a computer for leveled, interactive sessions. 
• A focus on math fluency so that students can know and use basic math facts quickly and accurately.
• A school-wide accountability and reporting system where students record and discuss their individual progress in math comprehension and math fluency. Teachers record and display classroom proficiency scores. Everyone works for, and cheers for, increasing percentages of students to show academic growth, and, for increasing percentages to demonstrate mastery of concepts and facts.

• Regular benchmark testing and content-area curriculum mapping refined instructional program
• Math placement based on data, not grade level.
• Multiple measures to monitor student progress
• School community improved through work of Community Liaison, English Learner Advisory Committee, Parent Project

In their own words:

Our entire staff is committed to Closing the Achievement Gap at Moreland Middle.  With a very diverse population, including 37% Hispanic-Latino students, we have focused staffing and resources to ensure the academic growth for all students.    

With the implementation of regular cycles of benchmark testing, along with the addition of content area curriculum mapping, Moreland Middle School staff significantly refined our instructional program.  Dramatic changes took place on campus as data-driven decisions were made to appropriately place students in math, regardless of grade level.  Using the newly adopted motto of, “Accelerate, not remediate,” multiple measures were used to monitor student achievement and student progress towards mastering grade-level standards.  In addition to analyzing the data and consulting with teachers, we elicited feedback from our Hispanic-Latino parents to give us a deeper understanding of their needs.  Based on this information, we worked together to improve and refine our school community in the following ways:

• A Community Liaison was hired to increase communication and translation services.
• Research-based intervention programs, in both ELA and math, were implemented during the instructional day and after school.
• Community outreach grew due to the efforts of our English Learner Advisory Committee.  Attendance increased from just a handful of members to over fifty parents.
• The District partnered with the City of San Jose to offer family support through “The Parent Project.”
• Student progress is carefully tracked and monitored throughout the school year, and teachers meet with colleagues and the administrative team to review data and make instructional decisions based on student need.
• For the past two summers, over thirty of our Hispanic students have participated in the Summer Academic Enrichment Math Camp.  In 2011, an additional twenty Hispanic –Latino students also attended the Jose Valdez Summer Math Institute.  

Over a three-year period, Moreland Middle School’s API has grown approximately 85 points, reaching 851 in 2010.  Our Hispanic-Latino students have made monumental progress in all subject areas including Algebra 1– gaining 43 percentage points over a four-year period.  We are dedicated to further Closing the Achievement Gap and to ensuring that our Hispanic-Latino students are academically, socially, and emotionally successful during their middle school years.

• Revised student placement criteria to include district, local assessment data
• Students “on the border” enroll in algebra but receive extra support
• After-school model “Term-n8tros” provides algebra support
• Teachers use strong instructional practices, collaborate weekly

In their own words:

We at Quimby Oak Middle School are honored for the recognition of a “2020 Vision Award”.  Over the last few years, we have worked diligently to improve our Algebra 1 placement and performance.  Our progress may be linked to specific changes in our placement approach and the implementation of support structures for struggling students.

With Algebra 1 critical to future success, we moved our placement practices beyond previous teacher recommendation and outdated California Standards Test (CST) data.   While these measures offer value, we included district and local assessment data to encourage successful student placement.  With this change, we saw an increase in the placement diversity, especially with Hispanic students.

Along with revised placement criteria, we employed an “opt in” approach.   Students on the border traditionally were placed in a less rigorous math course.  Our philosophy put those students in Algebra 1, but with support.  The teachers collaborated to create and adjust instructional strategies.  Additionally, we created an after school model, called “Term-n8tors”.  This not only provided assistance for the course; it also allowed us to offer Algebra 1 CST support.

Simple structural adjustments and intervention strategies were key; however, no success would be possible without the weekly collaboration and strong instructional practices of the Algebra 1 teaching staff. 

• Students are aware of the expectation that their Algebra skills will progress over the year
• Lessons teaching specific Algebraic skills use guided notes
• Students make test corrections to review problems, rework errors and reflect
• Teachers provide before- and after-school support

In their own words:

The success of the River Glen Algebra 1 class making gains at closing the achievement gap is due to various instructional strategies.  First and foremost is the expectation and communication to students that their Algebra skill will progress over the course of the year.  The lessons focused on specific Algebraic skills students are presented with the use of guided notes where students are recording the most important information.  The students are able to complete test corrections after every assessment where they go back over problems, rework errors, and reflect on why the errors occurred.  The teacher provides support to the students before and after school. 

• Teachers collaborate to understand curriculum flow across grade levels
• Use stories, pictures, diagrams, sequences to break down mathematical rules
• Students use online software thrice weekly to fill learning gaps, build a sound number sense foundation

In their own words:

1. Vertical teaming – Collaboration with 6th and 7th grade teachers to understand the flow of curriculum across grade levels. During these meetings teachers also shared effective instructional strategies. 
2. Deconstruction of numbers in all areas of algebra— Use stories, pictures, diagrams, sequences to break down mathematical rules.
3. Use of Success Maker – Students used Success Maker for 20 minutes, three times a week, to fill gaps in learning from previous years and to build a sound number sense foundation.

• Students receive extra help, support at weekly tutorials before or after school
• Teachers base student goals on key standards, inform teaching with formative assessments
• Personalization of instruction to meet student needs

In their own words:

Extended Learning Time: Algebra I teachers invited 8th graders who needed extra support and help to attend a tutorial before or after school at least once a week for part of the school year.  During this time, students received extra help with new concepts, and were also supported while studying for assessments.  This extra time was integral to the success of students who, though on grade level in Algebra I, continued to struggle with some basic math facts as well as new algebraic concepts.

Data Team Work (Cycles of Inquiry): Algebra I teachers were required to set SMART goals for students around a key standard, and were also required to use a common formative assessment to inform their teaching.  Results from the common formative assessment led to teachers modifying their strategies and lessons, and there was a move towards small groupings and really trying to personalize and differentiate instruction to meet the needs of students. 

In the Data Team process, teachers were able to:

• use consistent criteria for choosing key concepts/standards.
• plan and collaborate around lessons and assessments.
• use results from assessments as a basis for modifying instructional strategies in order to truly meet students’ needs.

• Teachers focus on daily learning objectives, multiple checks for understanding to gauge student progress
• “A-Team” program gives student study skills, resources and help to show success at school
• Outreach to parents through School English Learner Advisory Committee, student ambassador program, Fiesta Latina

In their own words:

Pioneer High School has focused on improving the effectiveness of instruction for all students as our primary tool to close the opportunity gap.  By focusing on daily learning objectives and multiple checks for understanding, teachers are able to gauge when students are ready to move on in the lesson.  Instructional coaches work with English and math teachers through coaching cycles designed to improve delivery of explicit direct instruction lessons.  Weekly course-alike collaboration time is used to ensure a common viable curriculum is taught and results from common assessments are used to adjust lesson delivery.  Struggling students are enrolled in enrichment classes to support them in grade level English and math classes.

To support struggling students and create a community of learners, the A-Team  meets after school.  The program is designed to teach study skills and to equip students with the resources and assistance necessary for them to demonstrate success at school.  Additionally, time is regularly set aside for students to complete assignments, review concepts and complete or study for assessments with the help of bilingual student tutors and guest teachers.

Finally, outreach to the parent community is facilitated through SELAC meetings, attendance together at District meetings, and a teacher conference night for parents of EL and redesignated students. Socially, our first ever “Fiesta Latina” –provided an opportunity for increased visibility and responsibility for our Hispanic students.  The development of a student ambassador program (student translators who can work one on one with parents and families) endeavors to make parents feel welcome at all-school meetings and events. 

• Ensure all students have support and access to all aspects of curriculum, programs
• Ongoing professional development for staff
• Teachers monitor annual, ongoing learning measurements to adjust instruction, curriculum

In their own words:

At Lincoln we start with a focus on closing the opportunity gap – which leads to the gap in achievement between our highest and lowest achieving students.  The opportunity gap is created by institutional or social barriers that limit student access to educational opportunities.  At Lincoln we work very hard to make sure that ALL of our students have authentic access to all aspects of our curriculum and program offerings, plus the supports in place to help them achieve success.  This dedication results in a school culture in which students seek to challenge themselves in academics, the arts, and athletics.

Lincoln also has an extraordinary staff that never stops looking for ways to improve our instructional practices and curriculum. We are constantly engaged in professional development and data analysis, monitoring annual and ongoing measures of learning that we can use to adjust our instruction or curriculum to improve student learning.

Finally, a very supportive and forward thinking district leadership team provides a clear vision and a strong foundation of research-based strategies, curriculum, and support services for our students.