oakland unified school district the most improved large urban district in california over the past...
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Oakland Unified School District
The Most Improved Large Urban District in
California Over the Past Six Years
118 Point API Gain since 2006
Oakland USD Data (2009)• Students
– District enrollment (includes 1,827 Pre-K) 41,082– Adult Education Programs 25,138– Number of Schools 104– English Learners 23.1%– Free or reduced lunch 70.18%– Attendance rate 94.5%
• Student Ethnic and Racial Distribution– African American 35.3%– Hispanic or Latino 34.7%– Asian 14.6%– White (not Hispanic) 7.0%– Multiple or No Response 6.2%– Pacific Islander 1.1%– Filipino 0.8%– American Indian or Alaska Native 0.4%
• Oakland Charter Schools (1993-2010)– 42 Petitions approved, 32 Operating, 5 Revoked, 3 Surrendered– District authorized charter school enrollment 7,621
Effective Instruction for Every Student, Every Classroom, Every Day
Safe and Supportive Schools
Literacy for College and Career Readiness
Effective Instruction for Every Student, Every Classroom, Every Day
Safe and Supportive Schools
Literacy for College and Career Readiness
ACHIEVEMENT • EQUITY • ACCOUNTABILITY
Core Values Underlying Our Work
— — GOALS —GOALS —
All students will meet or exceed rigorous standards
in all academic disciplines. All students will:
Graduate prepared to succeed in college and the workplace.
Succeed in Algebra by the end of ninth grade.
Read and write by the end of third grade.
Students take responsibility for themselves and the common good.
Students will possess personalmotivation, skills and resiliency
necessary for success in life and the workplace.
VISION:All students will graduate as caring, competent and critical thinkers, fully
informed, engaged and contributing citizens, prepared to succeed in college and career.
— — BOARD PRIORITIES —BOARD PRIORITIES —
District Goals and Strategic Priorities
3rd Grade: Proficient in Reading and Writing3rd Grade: Proficient in Reading and Writing
Safe and Supportive Schools
Success in College and Career
Effective Instruction Every Day
9th Grade: Proficient in Algebra9th Grade: Proficient in Algebra
12th Grade: Ready for College and Career12th Grade: Ready for College and Career
The Results So Far…
Five Year Data:• 118 point district API growth past five years, highest by far of any
large urban in CA• 14 point increase in graduation rate, narrowed gap w African
American and Latino students• 30+ point gain in CST in Elementary math and ELA proficiency• Significant gains by schools and central office depts. on satisfaction
surveys
New Data:• All subgroups growing, Latinos narrowing achievement gap• District math CST grade 4 at 65%, grade 5 at 61% proficient/adv.,
beating the state average• Strong growth in 9th grade, extending grade spans with growth• Almost 50% of schools with 25+ pt. API gain
District API: OUSD Moves Ahead in 2010
OUSD Demonstrates Largest 6 Year API Gains
118 API points
8
every student. every classroom. every day. 8
9
every student. every classroom. every day. 9
7
EmpoweredSchool
Leaders
PerformanceManagement
Technology
StandardsBased
Instruction
PersonalizedLearning
QualityOptions
ExpectSuccess
Paper to computer Manual to automated Sustainable systems
Smart use of data
Small class sizes & schools Small learning communities Small principal networks
Families make choices District manages school portfolio
Dollars follow students More equitable funding
More flexibility in spending
Expect Success Reform: 2003-10
Standards-Based Pacing & Assessments
Collaborative Teacher Inquiry (PLC)Targeting Curriculum & PD
Investment in people Service Standards
Transparent scorecards
Public results
EmpoweredSchool
Leaders
PerformanceManagement
Technology
StandardsBased
Instruction
PersonalizedLearning
QualityOptions
ExpectSuccess
Paper to computer Manual to automated Sustainable systems
Smart use of data
Small class sizes & schools Small learning communities Small principal networks
Families make choices District manages school portfolio
Dollars follow students More equitable funding
More flexibility in spending
Expect Success Reform: 2003-10
Standards-Based Pacing & Assessments
Collaborative Teacher Inquiry (PLC)Targeting Curriculum & PD
Investment in people Service Standards
Transparent scorecards
Public results
Created a Culture of Accountability and Support at Each Level
Strategy & Strategic Projects
Homerun Projects
• Contracting
• Safety
• Pay Concerns
• On-boarding
• Substitute Fill Rate
• Clean Schools
Coherent Governance
Board of Education
Cabinet
Vision, Values, Goals
Strategic Planning Cycle
Schools & Central Office
School Goals/Scorecards Service Area Goals/Scorecards
SIPs, CPI & Team
Awards
SPSA, RBI & Team
Awards
Individuals Individual GoalsEmployee Evaluations,
Individual Learning Plans & Individual Awards
Data Collection
& Reporting
Leadership
ProfessionalDevelopment
Inquiry &Accountability
Cycle
Rewards &Consequences
Evaluation
Performance Accountability: Created a Data-Driven, Results-Oriented
Culture
Results-Based Cycles of Inquiry
Schools have the flexibility to partner with
a professional development provider or
data coach of their choice. Principals provide evidence of their inquiry
work to Network Executive Officers.
Central Office Supports Results-Based Inquiry in the following ways:
• Every administrator, teacher and coach has online access to real time student level data. Additional reports are released regularly.
• Standards-based common assessments are administered four times per year in Math and English Language Arts, and teachers have access to a robust item bank to create their own assessments.
• Principals receive data training and support from their Network Executive Officer, central office coaches, and peers at network meetings two times per month.
Central Office Accountability
Annual Scorecards Ensure Public Accountability
Every school posts a scorecard outside of the main office. Scorecards include information regarding:
•Enrollment,
•Summary performance data
•Student achievement and school climate and culture data,
•Qualitative description of the school.
30
American Indian 1
Asian 21
Pacific Islander 0
Filipino 2
Latino 167
Afircan American 47White 3
Mult.No Repsonse 25
DistrictSchool Trends
2007-2008 Annual Scorecard
XYZ Elementary SchoolOur vision at XYZ is that all students will have the tools to choose their life’s path and desired occupation with an equitable opportunity to attend college and pursue their dreams. We believe that access to college is the key to bringing about educational equity for our children.
Special Education 12.2%3rd Grade CST ELA Proficiency 87%
45% 57%English Learners Growth 57% 15%
35%
90% 90%4th Grade Writing Proficiency 90% 39%
88%
38%85%
85% 88%
85% 95%
87%
CST Math Proficency 95% 45%88%
STUDENT ACHIEVEMENT2006 2007 2008
CST ELA Proficiency 88% 37%87%
86%
2006 2007 2008
No
801
Yes No
Address: Phone:
266
Enrollment by Ethnicity
58.4%English Learners
EnrollmentGrades K-5
0%
1%White
Filipino
18%
63%
8%
Scorecard
Student-Level Growth1%
Attendance Area
Oakland, CA 94601 Principal:
OVERALL PERFORMANCE
Fax:
Email:
Web:
Enrollment Board District
Latino
Asian
5
African American
9%
0%
Multi./No Response
American Indian
School Tier Blue
Program Improvement (PI) Status Not in PI
Green
Academic Performance Index (API)781718
670801
Met Adequate Year Progress (AYP) No
Achievement Gap Green
Free/Reduced Lunch 75.0%
Pacific Islander
1
85% 88%87%
85% 95%88%
86% 87%85%
90% 90%88%
45%35% 57%
781 801718
EmpoweredSchool
Leaders
PerformanceAccountability
Technology
StandardsBased
Instruction
PersonalizedLearning
QualityOptions
ExpectSuccess
Paper to computer Manual to automated Sustainable systems
Smart use of data
Small class sizes & schools Small learning communities Small principal networks
Families make choices District manages school portfolio
Dollars follow students More equitable funding
More flexibility in spending
Expect Success Reform: 2003-10
Standards-Based Pacing & Assessments
Collaborative Teacher Inquiry (PLC)Targeting Curriculum & PD
Investment in people Service Standards
Transparent scorecards
Public results
School Portfolio Management: Managing the Success and Quality of Schools
The District will provide a diverse portfolio of high quality schools for students and families both within neighborhoods and district-wide
DEMANDHigh quality and
diverse educational
options
SUPPLY
Enrollment / Capacity
Quality
Programmatic Diversity
OUSD is continually managing its dynamic portfolio of schools across these three dimensions
School Portfolio Management Framework
Tiered School Accountability and Support
In order to accelerate achievement in every school, OUSD differentiates the supports and interventions provided based on where schools currently exist along the continuum from needing intervention to having demonstrated a capacity to accelerate achievement. This differentiation also allows for innovation while increasing accountability across the system
BLUE Tier GREEN Tier YELLOW Tier ORANGE Tier RED Tier
Increased Curricular Flexibilities awarded through application process
Increased Monitoring and Support
Accountability for Results
Tiering Criteria:
i) Absolute Performance ii) Accelerated Student Level Growth iii) Closing the Achievement Gap
EmpoweredSchool
Leaders
PerformanceAccountability
Technology
StandardsBased
Instruction
PersonalizedLearning
QualityOptions
ExpectSuccess
Paper to computer Manual to automated Sustainable systems
Smart use of data
Small class sizes & schools Small learning communities Small principal networks
Families make choices District manages school portfolio
Dollars follow students More equitable funding
More flexibility in spending
Expect Success Reform: 2003-10
Standards-Based Pacing & Assessments
Collaborative Teacher Inquiry (PLC)Targeting Curriculum & PD
Investment in people Service Standards
Transparent scorecards
Public results
22
Common Vision and Aligned System Requires Effective Practice Defined at Each
LevelA
chie
vem
en
t
Acc
ou
nta
bilit
y
Eq
uity
Vision & Core Values
Effective Learner
Effective Instruction
Effective Leadership
Effective Schools
Effective District Office
To Implement the District Priorities, we must
have Effective Leadership
If we recruit, develop, support, and retain strong, learning-focused principals at each school, hold them accountable for achieving ambitious goals, and allow guided budget authority and opportunities for curricular flexibility to meet the goals, those principals will develop highly effective teachers, empower their communities, and create a vibrant, collaborative culture so that all students achieve at high levels.
Our Theory of Action for Principal Leadership is…
Supt. &Cabinet
Central ServiceDepartments
Recruits, develops,supports, challenges, holds accountable
Recruits, develops,
supports, challenges,
holds accountable
Aligns Support
• Defines goals and targets• Defines district-wide strategies• Brokers relationships (internal and external)• Supports, challenges, inspires, holds accountable
Strong Learning-Focused Principals
SchoolLeadership Team
Effective Instruction Every Day
Safe and Supportive
Schools
Literacy forCollege and
Career Success
HighLevels ofStudentLearning
OUSD Network Model
Board
Network Officers
Regional Team
Supports
Developing and Supporting Principal Leadership• Pipeline partnerships to find and select the best
possible site administrators
• Coaching for new administrators
• Network Officers intensively support and supervise principals, monitor school progress toward goals
• Small networks and inquiry groups allow principals to share effective practices and create a learning focused culture
• Results-Based Budgeting gives principals real cost control over resources
• School Quality Practices set the standard and path for school improvement
Effective School Practices & Supports
Effective School Practices
1. School-wide focus on effective instruction and assessing student learning
2. Grade level standards based curriculum, aligned assessments, and effective instructional strategies for all students
3. Data-based collaborative inquiry on individual student progress
4. Aligned resources and structures to support effective and student learning
5. Safe, positive school climate and culture
6. Partnerships with parents and the community
Supports & Resources
• Curriculum & Pacing Guides
• Assessments
• Tools and Coaching for Collaborative Inquiry
• Professional Development in Core Curriculum, Interventions and Instructional Strategies (Swun Math; OCR; Writing; ELD)
• Principal Learning and Leadership Coaching
• Operations Support
• Extended Learning
• Linked Learning & “a-g”
EmpoweredSchool
Leaders
PerformanceAccountability
Technology
StandardsBased
Instruction
PersonalizedLearning
QualityOptions
ExpectSuccess
Paper to computer Manual to automated Sustainable systems
Smart use of data
Small class sizes & schools Small learning communities Small principal networks
Families make choices District manages school portfolio
Dollars follow students More equitable funding
More flexibility in spending
Expect Success Reform: 2003-10
Standards-Based Pacing & Assessments
Collaborative Teacher Inquiry (PLC)Targeting Curriculum & PD
Investment in people Service Standards
Transparent scorecards
Public results
#10 Montclair350 Students
#10 Hillcrest260 Students
#9 Chabot370
Students
#7 Kaiser274
Students
School Size Matters: Is This Fair?
#10 Thornhill350
Students#7 Munck
315 Students
#10 Joaquin Miller356 Students
#10 Redwood Heights280 Students
#7 Grass Valley240 Students
Lake Merritt
Flatlands:
Hills:
#2 Garfield950
Students
#1 Jefferson1009
Students
#2 Melrose490 Students
#2 Bella Vista750 Students
#3 Manzanita921 Students
#3 Franklin860 Students
#1 Webster990
Students
#2 Horace Mann540 Students
#2 Allendale590 Students
#3 Fruitvale730 Students
#1 Hawthorne1447 Students#8 Lincoln
640 Students
#2 Lockwood876 Students
#1 Woodland265 Students
#2 Stonehurst800 Students
#1 Highland830 Students#1 Whittier
682 Students
#2 Cox1240
Students
Color Key:# API Ranking: 10 is the highest Enrollment
New Small Schools Theory of Action
• Effective leaders guide effective teams of leaders who have control over the variables for success in an accountable system will create success.
• Schools that are filled with at-risk student populations need to be small so they can develop strong adult relationships, personalized learning, and safety nets.
• Teachers working with such populations need strong intimate learning communities to be effective
• New schools emerge from an identified community need• Incubator converts small declining enrollment, failing schools into new up-and-coming
school that attract enrollment, through community-based design team process.• Incubator converts large, over-utilized failing school into new optimally sized up-and-coming
school, through community-based design team process.
OUSD New Small School Incubation
INCUBATORDesign Team
New optimally-sized up-and-coming school
New optimally-sized up-and-coming school
Small, underutilized, declining enrollment, failing schools
New optimally-sized up-and-coming school
New optimally-sized up-and-coming school
Large, over-utilized failing school
Process
INCUBATORDesign Team
Design TeamTeam of 10 Parents, Community Members, Students, and Educators
Design CommunityLarge group of parents, community members, students, and educators
School CommunitySchool staff, administration, students, and families. Community organizations and neighborhoods. Oakland Unified School District and New School Development Group
Who is on the Design Team?Example: Design Team
• Liz O., Design Team leader• Marley C., parent• Elisa E., parent• Myesha L., parent• Jesus R., community partner (OCO)• Gilbert Z., community partner (Evenstart)• Eduardo E., teacher• Tim H., teacher• Linda T., teacher
Design Team Configuration
3
11
2
3
Parents
Community Partners
Student (6-12)
Des ign Team Leader
Educators
- 32 -
Fall 2000
ACORN Woodland
Fall 2001
Urban Promise
Life Academy
Melrose Leadership Academy
Fall 2002
* KIPP
Fall 2003
Fall 2005
Fall 2004
Think College
Now
YES
MandelaHS
Media College
Prep
* Robeson School of Visual &
Performing Arts
College Prep & Architecture
Encompass Academy
CBITS
**Explore
*East Oakland
Community HS
East Oakland School of the Arts Reach Academy
Sankofa Academy
RISE
*Kizmet Academy
ManzanitaSEED
EXCEL HS
*BEST HS
49 New Small Schools in Oakland: 2000 - 2008
ASCEND
Fall 2006
United for Success
Academy
*Peralta Creek
Alliance Academy
Bridges Academy
ColiseumCollege
Prep
Esperanza Elementary
NewHighland
Fred T.KorematsuDiscoveryAcademy
ManzanitaCommunity
School
ElmhurstCommunity
Prep
PLACE @
Prescott*Closed (7)
*Opened befpre incubation (2)
*National model, no OUSD incubation (3)
Fall 2007
West Oakland
MS
East Oakland PRIDE
FuturesElementary
Learning Without Limits
*Community United
Elementary
Global Family School
Graphic: Courtesy of Jean Wing, OUSD New School Development Group
*InternationalHS
*School ofSocial Justice& Community Development
LeadershipPrep
Roots Int’l
Int’l Community
School
*MetWest
GreenleafElementary
Fall 2008
Maxwell Park Int’l Academy
New School Incubator Curriculum – 1st Semester
Graphic: Courtesy of OUSD New School Development Group
OUSD INCUBATION PROCESS: 2004-09
Strand Strand Name
Strand 1 The New School Incubator: The Year, The Work, The Movement
Strand 2 Know Thyself: Understanding who you are as a leader in the context of this work
Strand 3 Getting Started: Forming and working with a design team
SCHOOL VISITS
Strand 4 Visioning: Who is the child walking out of your doors?
Strand 5 Know Thy Community: Who is the child walking into your doors?
Strand 6 Theory of Action: Bridging the gap between the child walking in the door and the child walking out of the door
SCHOOL VISITS
Strand 7 The School Program: Laying the foundation for the development of your new school
Recruiting Students
Fiscal Realities
Recruiting & Selecting Teachers
School Culture
Supporting & Training Teachers
Supporting Students
Community and Family Involvement
GovernanceDistrict
Operations
New School Incubator Curriculum – 2nd Semester
Jan - Feb
Mar - Apr
May - Jun
Gra
phic
: C
ourt
esy
of O
US
D N
ew S
choo
l Dev
elop
men
t G
roup
Instructional Program
OUSD INCUBATION PROCESS: 2004-09
SCHOOL DESIGN PROPOSAL = THE FOUNDATIONCommunity Analysis Theory of Action Vision
Instructional Program
Conditions That Have Promoted New School Success in OUSD
Leader• Desires to start a new school and willing to embrace the challenge• Has successful experience as an administrator, and as a leader in
OUSD• Has experience in the specific school community in which s/he is
started a school
Community• Wants a new school• Participates in the leadership selection and on the design team
Staff• Selected because their vision aligns with the school vision• Chooses to be part of the new school• Participates in the design (majority)
Conditions That Have Promoted New School Success in OUSD
Planning & Design (Incubation)• Happens before school opens
• Led by the person who becomes the principal
• Comprehensive one-year process
• Coaching provided to design team
• Clear theory of action and aligned program
Opening• Identified permanent facilities
• Received coaching in year 1 to support implementation of design
• Received operations support in year 1 to allow leadership to move past operations to instruction and culture
• Limited starting grade span, expanding annually
Stanford Study of OUSD New Small Schools Initiative
Research Goals:
• To understand how well new small schools and existing schools in OUSD are performing over time, taking into account the students they serve and their process of start-up & development
• To understand what factors influence schools’ achievement and their improvement trajectories over time
• To recommend policy strategies that can build on current successes and address identified needs and issues
Key Measure in the Study – School Level “Productivity”
Productivity is a school’s capacity to add value to students’ learning beyond students’ prior achievement and background characteristics.
Productivity is evaluated by looking at how a school’s students achieve on the CST tests in comparison to those in schools serving similar students. A productive school produces achievement that is significantly higher than this benchmark.
Student Level Factors Explain about 2/3 of Variance in CST Scores
Percent of ELA CST Variance Explained*
Student-Level Factors-- Prior Year's Test Scores, English learner status, Family income, Parent Education, Gender, Ethnicity, Retained in Grade
69.6%
School and Other Factors
30.4%
*CST Math model explained 66% of variance, leaving 34% to be explained by school and other factors
School Design Features Influence Productivity
API and Three-Year Average Productivity: Elementary ELA
th_yr_avg0.4000.2000.000-0.200-0.400
AP
I08
1000
800
600
400
NewExisting
Elementary Schools
Three-Year Average Productivity
AP
I 20
08
Mean New Schools = .019Mean “Old” Schools = -.012
Acorn Woodland
Learnings from New Small School Work
• Move out resistant staff from the outset. Staff forced to participate
perpetuate toxic culture
• Design team needs dedicated time and support to be successful.
• Design teams need a strong theory of action to ground their plans,
otherwise it becomes hard to know what to prioritize
• New schools need a lot of help implementing their plans. Year 1 is
often focused on just figuring out operations and culture
• New schools must develop a purposeful culture grounded in the
theory of action and where everyone shares responsibility for
implementation. Coherence is a lot of work.
Key District Policy Supports for Schools
Provide support and flexibility• Network Executive Officers serve as thought-partners rather than compliance
officers to school leaders• Embrace entrepreneurial ethos of small school principals; support innovation• Coaches support standards-based instruction and collaborative inquiry• Incubate new schools and leaders• Continue to strengthen BTSA model by investing in coaches and their training• Develop incentives for developing / keeping strong teachers and attracting them
to high-priority schools• Examine leadership, working conditions, hiring, and mentoring in high-turnover
schools• Strengthen coaching support for all new teachers
Provide service and support orientation, especially in HR• Streamline hiring process• Continue to move up hiring window to recruit top-quality candidates• Prioritize hiring experienced, qualified teachers wherever possible• Evaluate teacher pipelines in terms of retention and effectiveness and further
develop strong pipelines, including “grow your own” models • Identify and recruit strong student teachers
EmpoweredSchool
Leaders
PerformanceAccountability
Technology
StandardsBased
Instruction
PersonalizedLearning
QualityOptions
ExpectSuccess
Paper to computer Manual to automated Sustainable systems
Smart use of data
Small class sizes & schools Small learning communities Small principal networks
Families make choices District manages school portfolio
Dollars follow students More equitable funding
More flexibility in spending
Expect Success Reform: 2003-10
Standards-Based Pacing & Assessments
Collaborative Teacher Inquiry (PLC)Targeting Curriculum & PD
Investment in people Service Standards
Transparent scorecards
Public results
Swun MathSwun MathProgram Overview
A highly-effective and coherent math model with alignment in
standards, curriculum, assessments, professional
development and accountability measures.
Swun Math Partnership with OUSD• Thoughtful and careful phased expansion• Consistent, differentiated and ongoing PD for teachers and principals• Site support and coaching for teachers and principals to connect and build on
the PD provided (lesson modeling, co-teaching/elbow teaching, observations & feedback, debrief)
• Training and certification process of district math coaches to ensure high quality services provided
• District Math Pacing Guides (K-7) aligned with CST & district textbooks• Instructional strategies (manuals and PowerPoint)• Supplemental lessons for standards weakly addressed in textbook• Progress monitoring check-ins with district administrators and principals• Practice trimester exams that help teachers backwards plan and calibrate their
understanding of the expected rigor• Reliable common summative district math assessments (K-7)• Formative unit assessments aligned with pacing guides• District-wide Beyond the Basic Facts Math Competitions (Grades 3, 5, and 6)• Beyond the Basic Facts Parent Workshops (ES & MS)• Summer school/intervention pacing guides, pre-/post-assessments• Math teacher leader training to build site capacity
Before Swun Math Implementation After Swun Math Implementation 2007-2010
Oakland Unified School DistrictCST Math 2007-2010 (by school)
Percent of School Proficient and Advanced in Math
Before Swun Math Implementation After Swun Math Implementation 2008-2010
Oakland Unified School DistrictCST Math 2008-2010 (by school)
Percent of School Proficient and Advanced in Math
Before Swun Math Implementation After Swun Math Implementation 2009-2010
Oakland Unified School DistrictCST Math 2009-2010 (by school)
Percent of School Proficient and Advanced in Math
Before Swun Math Implementation After Swun Math Implementation 2008-2010
Oakland Unified School DistrictCST Math 2009-2010 (by school)
Percent of School Proficient and Advanced in Math
Before Swun Math Implementation After Swun Math Implementation 2009-2010
Oakland Unified School DistrictCST Math 2009-2010 (middle School)
Percent of School Proficient and Advanced in Math
Summary of Year 4: 2009-2010
ELEMENTARY SCHOOL EXPANSION• 15 schools added for a total of 35 out of 61 elementary schools• Coincided with first year implementation of newly adopted math texts• ALL PD made available to Swun Math and non-Swun Math schools
MIDDLE SCHOOL EXPANSION• Grade 6 expanded from 3 MS to all 18 middle schools• Grade 7 piloted at 17 out of 18 MS• Implementation challenges: first year of newly adopted math texts,
competing middle school initiatives & priorities, and significant number of new teachers
CST RESULTS• Grade 7 increased 8%• Average 8-10% growth in elementary schools, many higher
K - 12 Education is on the brink of the best of times…we can enter an era of unprecedented effectiveness for the practice of education--one in which the vast majority of schools can be highly effective in promoting student learning.
- Robert Marzano (2003)
Our Opportunity for Change
APPENDIX
New Small Schools Timeline: 1997-20091997-2000 Oakland Community Organizations (OCO) begins organizing. Wins
charter schools. Wins small schools policy.
2001 OCO partners with OUSD and BayCES (Bay Area Coalition for Equitable Schools) to create first 8 new schools.
2003 District bankruptcy & state receivership. OCO, BayCES & schools mobilize to protect small schools from cuts.
2004 OUSD moves new schools incubator inside District: New School Development Group
2005 Elementary schools in PI 4 enter incubator. OUSD opens 18 new small schools in two years.
2007 Significant improvements in district operations and achievement prompt phased return to local control.
2008 School Board appoints interim Superintendent. Proposal to close 10-17 small schools to address fiscal crisis.
49 small schools opened since 2000; 26 through OUSD incubator.
2009 Search for permanent superintendent – one who will build on reforms & gains of past decade of struggle for educational equity in Oakland