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The Broad Prize Framework for School District Excellence

Long Beach Unified School District

Curriculum

Selecting and Implementing Curricula – Long Beach Unified School District

In an effort to encourage effective decision-making at the district level, Long Beach Unified School District developed rigorous tools for the evaluation and comparison of different instructional materials that are under consideration for use by its school. In addition, the district has established an interactive process for the implementation of new curricula, ensuring that teachers' questions are answered quickly.

1 – Middle School Instructional Materials Score Sheet Provides a framework for the evaluation of candidate materials by district reviewers.
What to Notice The layout of this tool is visually clear and reflects the content: A cover scoring page provides an overview of the criteria, and the following four pages provide a rigorous rubric which communicates––implicitly and explicitly––what the district is looking for.	Questions to Ask How was the scoring sheet developed? Who reviews new instructional materials? What kind of training do they recieve? Who collects and analyzes the score sheets? How are the results disseminated and used? What is the final decision making process, and who is the decision maker? How often does the district undergo this kind of review? How were the five finalists determined?
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2 – Curriculum Standards Evaluation Form - Science Allows a reviewer to rate different science curricula based on their alignment with state and district content standards.
What to Notice At this point in the process, the district has determined the five finalists for its eighth-grade science curriculum. This three-page form gives reviewers the opportunity to evaluate each of the five options in the context of their alignment with the state and district standards. Notice how specific the tool is —Reviewers are looking for specific vocabulary words and concepts in the reviewed materials.	Questions to Ask How was the evaluation form developed? Who is responsible for completing the form? How many reviewers are involved in the process? What kind of training do they receive in how to use the tool? Who is responsible for collecting the forms and disseminating results? What is the process for making curriculum decisions? How often does the district undergo this kind of review? How were the five finalists determined?
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3 – Teacher Survey Instruments and Results Assesses teachers’ understanding of new instructional materials and curricula and ensures that teachers have answers to all the questions they have posed.
What to Notice When implementing a curriculum, Long Beach puts considerable effort into evaluating how well teachers have absorbed the material. These documents reflect the district’s thoughtful approach to teacher training and curriculum implementation: Pre- and post- survey data, showing that training was successful in increasing teachers’ understanding of the target material. A schedule for teacher focus groups, in which the district probed teacher attitudes and concerns about the literacy program. A hard-copy survey of teacher attitudes about Open Court, the district’s literacy program. A series of frequently asked questions to be published to help teachers deal with common concerns about the Open Court curriculum.	Questions to Ask What kinds of training were offered in between the pre- and post-survey data? Who conducted the teacher focus groups? How did the district creating a trusting environment in which teachers would feel free to share their concerns openly? Who was responsible for developing the teacher survey? How were the results compiled and disseminated? How were the Frequently Asked Questions identified? Where were the answers published? Were they posted online?
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Instruction

Creating Lesson Plans – Long Beach Unified School District

Long Beach Unified School District offers teachers concrete tools to help them develop effective lesson plans aligned to the district’s curriculum.

1 – Lesson Planning Template and Samples Provides one-page tool for teachers to construct effective lesson plans, along with explanatory documents and samples.
What to Notice The tool itself is very simple and consists of only one page. The first step of lesson planning involves defining the instructional objective and identifying how that objective aligns with the district’s content standards. Each lesson consists of a sequence of steps which include (1) articulating the objective to the students; (2) tying the content to what came before; (3) modeling effective strategies; (4) checking for understanding; and (5) independent practice. Notice that the district also includes a glossary and sample lessons, so that teachers can immediately see how the tool can be used most effectively.	Questions to Ask How did the district develop the tool? Who was involved in the process? Did the district test different formats to see what was most effective? How widely is the lesson-planning tool used in the district? Do teachers and/or coaches receive training in how to use the tool?
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2 – Lesson Structure - Math Provides minute-by-minute breakdown of an effective mathematics lesson plan.
What to Notice This tool breaks down a typical hour-long lesson into seven components. Notice that at the beginning and end of the lesson the teacher ties the lesson’s content to what came before and what will come later. The instructions are concrete and provide teachers with the reasoning behind each step in the process.	Questions to Ask How does this department-specific tool build off of the district’s primary Lesson Planning Template? Are the two tools consistent? How much flexibility do teachers have to adjust the structure of individual lesson plans? What kind of training do they receive in the use of the tool? How does the teacher ensure that all students are engaged throughout the lesson? What strategies does the tool suggest?
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Assessment

Linking Assessment to Instruction – Long Beach Unified School District

Long Beach Unified School District places a special emphasis on linking content standards to classroom instruction, via assessments that provide teachers with real-time feedback on how well their students are performing. These documents show that Long Beach’s assessment plan is both strategic—reflecting careful thinking about the role that assessment plays in effective instruction—and practical—offering teachers concrete tools to analyze data and improve instruction.

1 – Framework Linking Data and Instruction Shows how Long Beach thinks about the link between different tests and the district’s goal of improving students’ mastery of state standards.
What to Notice This framework reflects Long Beach’s thoughtful approach to standards-based teaching. Notice that the California state standards are at the very top of the page, reflecting the fact that they drive all instruction in the district. And California’s state-wide assessments are at the bottom of the page, with all instruction driving toward them. The arrows reflect the fact that Long Beach believes in an iterative instructional process, where assessment results drive targeted re-teaching.	Questions to Ask How widely is this framework distributed? How does the district ensure that classroom teachers have an understanding of how assessments fit into the district’s larger goals? How do district staff members develop benchmark assessments, pacing guides and other tools that are tightly coupled to the California state standards? How do they distribute these materials?
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2 – District Assessments Describes assessments and testing schedule for all grade levels.
What to Notice The assessment schedule is very easy to read and allows teachers to see—at a macro level—all the assessments that their students will participate in over the course of the school year. The accompanying summary of assessments very clearly identifies how each test is used to achieve the district’s goals. Notice in the final column of this table, the district has indicated in bold how different stakeholders will use the test results. Notice also that many of the tests are shown to be directly relevant to California’s state tests, the CST and the CAHSEE.	Questions to Ask How does the district share the resulting data with principals and teachers? Are the reports easy to read and understand? How quickly is the data made available to teachers? How many days of testing does the typical student participate in, by grade level? Is the balance between instruction and testing appropriate? For the optional tests, how many teachers participate? What are the criteria for deciding whether or not a teacher uses the optional tests? Does the testing regimen allow the district to determine the “value added” (average student growth) by classroom? What processes are in place to ensure that teachers are discussing the assessment results in departmental and grade-level meetings? How is the assessment information used to evaluate the effectiveness of instructional programs and intervention strategies?
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3 – Open Court Literacy Assessment Plan Outlines the assessment plan for Long Beach’s elementary literacy program, Open Court.
What to Notice As a part of the federal Reading First initiative, Long Beach has implemented Open Court, a research-based, managed-instruction program for elementary school literacy. Their assessment plan—called Reading Lions—was developed specifically for Open Court, and the first page of this document describes the components of each test. This document also includes a description of the web-based assessment software—nicknamed OARS—which allows teachers to access assessment data online. Notice that Long Beach’s data effort included the development of both: (a) assessments mapped closely to the curriculum and (b) a system to make that data available for immediate use by teachers. Finally, the document depicts an item analysis form, which shows a teacher—at a glance—how individual students performed on different test items, allowing the teacher to re-teach as necessary.	Questions to Ask How do teachers use OARS to monitor student achievement? How often do they access the system? And what kinds of training do they receive in order to use the data most effectively? How do principals and district staff use the data to identify teachers who may need additional support in particular areas? What kind of process has the district implemented to insure that the tests are accurately assessing student proficiency? How often are the assessments updated and/or modified?
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Using Data to Improve Instruction – Long Beach Unified School District

Long Beach Unified School District has a reputation for being very data-driven. Using the Baldrige quality improvement processes first developed in the private sector, the district has established a culture in which all stakeholders focus on the measurable results of their work and strive to improve performance. The attached tools reflect the district’s laser-like focus on student achievement data.

1 – Data Analysis Template and Cycle of Inquiry Example Worksheet for educators using data to improve instruction.
What to Notice The template uses a series of questions to prompt principals and teachers to engage in a data-driven inquiry process. Notice that the questions are action-oriented and require the user to commit to specific activities that will encourage data-driven decision-making in the classroom. The second page uses a graphic organizer to depict the typical “cycle of inquiry” starting with the identification of an area in which student outcomes do not meet expectations.	Questions to Ask Who typically leads a “cycle of inquiry” in a school? Who is on the team and what is the typical timeline? What kind of training do teachers and principals receive on data analysis and the inquiry process? How does the district collect and analyze the data analysis worksheets? What are the best examples of schools or departments that have used the “cycle of inquiry” process to dramatically improve student achievement?
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2 – School Data Profile Sample three-page report summarizing student achievement results at one school site.
What to Notice The school data profile provides a snapshot of the school’s performance. It starts with the context, providing detailed information about the school’s demographics (even including parental education levels). Separate tables assess school performance in key state/federal areas, including California Standards Test (CST) results, Adequate Yearly Progress (AYP) status under NCLB, and even Title III. Note that the district’s and state’s statistics are also included as a benchmark. The final section summarizes the school’s strengths and weaknesses based on the data and highlights focus areas for improvement and strategies to address those focus areas.	Questions to Ask Who is responsible for producing the quantitative components of the dashboard, individual school sites or the district’s IT staff? Has the system been automated? When is this dashboard shared and with whom? Who identifies the strengths and weaknesses evident in the data, as well as the focus areas for the coming year? What is the process to translate focus areas into specific activities at the grade, department or classroom level that will improve instruction? What kind of training and support does the district provide around interpreting the information contained in the dashboard?
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3 – Item Analysis Report Standard report showing student performance on individual items on a district benchmark test.
What to Notice The item analysis report allows educators at the classroom, school and district level to identify specific student weaknesses. For each item on the test, the report shows the percentage of students who responded correctly, as well as a breakdown of how many students selected each potential answer. This level of detail allows educators to investigate questions where students selected a “distractor” answer and identify areas for re-teaching. Notice that the top of the report also provides summary statistics about the test.	Questions to Ask What system does Long Beach use to analyze its benchmark test data? How are completed tests scored and analyzed? How are reports generated and distributed? What training do teachers receive in how to interpret and act upon the results? What opportunities do teachers have to discuss results and strategies with colleagues? How does the district develop its benchmark tests? How does Long Beach ensure that the benchmarks are closely aligned with state standards and tests?
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Mission, Vision and Values

Articulating Mission, Vision and Values – Long Beach Unified School District

In Long Beach Unified School District, the superintendent and district staff encourage schools to write mission statements that reflect—and build on—the mission statement of the district itself. Cabrillo High School and Mission Middle School offer two examples of how schools approach this process differently, yielding valuable results both ways.

1 – Mission Statement - District A promotional piece that describes the district’s mission, vision and values.
What to Notice Long Beach put a considerable amount of effort into developing a clear and compelling mission for the district. Notice that both the mission and the vision are crisp, forceful and positive. The “Shared Values and Beliefs” emphasizes the well-being of teachers, parents, district staff, and—especially—students. The document itself is professionally produced and aesthetically attractive.	Questions to Ask How did the district develop the mission, vision and values? Who was involved in the process? And how was a consensus reached? Who actually wrote the words? How widely does the district distribute the one-pager? Do new employees receive it as a part of orientation? Do parents and students see it on the first day of school? What kind of systems and processes has Long Beach developed to ensure that the district lives up to the lofty sentiments of the one-pager? How do board members and district executives model behaviors that map to this document? How is this document used to guide district decisions?
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2 – Mission and Values - High School A description of the goals, values, and expected outcomes of Cabrillo High School.
What to Notice The first page of this document describes the process by which Cabrillo High School develops its mission and ensures that it maps to the district-wide mission. Note that it has two groups—the Professional Learning Community and the Site Decision Making Committee—that evaluate and refine the mission. Parents, teachers and students are surveyed to assess whether the mission is working effectively to establish a strong school culture. And the school’s mix of programs is adjusted over time to better reflect the content of the mission statement. The following pages include a more detailed statement of values and expected outcomes.	Questions to Ask Which members of the school team are involved in the district-wide process of evaluating and refining the district mission statement? How do these representatives communicate district-level issues to other school stakeholders? How do the perspectives of the Professional Learning Community and the Site Decision Making Committee complement each other in the review of the mission? What process is in place to develop measurable goals that link back to the list of outcomes?
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3 – Mission by Department - Middle School An articulation of the Hill Middle School mission, as well as department-by-department mission statements.
What to Notice Hill Middle School took the mission statement process one step further, developing mission statements for each of the school’s 10 departments (including the school-wide steering committee). Note that many departments use words from the school-wide mission statement.	Questions to Ask What was the process for developing the department mission statements? Who led the process? How inclusive was it? What questions arose during the process? What are the benefits of doing department-specific mission statements? Do teachers refer back to their department missions in department meetings during the year? Do the departments set performance goals that are consistent with their mission statements?
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Human Resource Systems

Hiring Effective Principals – Long Beach Unified School District

In the Long Beach Unified School District, district leaders use the Aspiring Principals Program to identify and develop high-performing school leaders. In addition, the district has developed practical tools that contribute to the rigorous selection process for new administrators.

1 – Aspiring Principals Program Overview Describes the components and progression of the Aspiring Principals Program from year-to-year.
What to Notice Long Beach launched the Aspiring Principals Program in 2006-2007, and this document illustrates that the district was working toward a vision for 2009-10 from the very beginning. Notice how the first page tracks each cohort of aspiring principals through the process, showing how the district creates a concrete path to the role of high-performing principal. The second page maps specific professional development components to the “critical success factors” that the district has identified for principals.	Questions to Ask Before the launch of the Aspiring Principals Program, what processes or programs were in place to identify/train new administrators? How is the new program different than the old one, and why? How did the district fund the new program? What resources—both financial and human—are necessary to implement such an ambitious plan cost-effectively? How were the coursework and professional development modules selected? How will the success of the program be measured? Who is responsible for measuring these variables? What are the critical success factors, as identified by Long Beach? Through what process did the district identify and articulate these factors? How are principals and aspiring principals evaluated against these criteria?
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2 – Selecting Aspiring Principals – Tools and Rubrics Includes scoring guides for cover letters, resumes, recommendations, etc.; sample letters to candidates, recommendation forms, etc.
What to Notice The district has developed a comprehensive set of tools to facilitate the recruitment and selection of the best candidates. Scoring guides ensure that candidates are evaluated against consistent criteria. Notice that admission to the program is very selective and requires candidates to submit recommendations, complete writing assessments and undergo extensive interviewing. Notice also the detailed rubric on page seven that outlines how the candidate’s writing task should be assessed.	Questions to Ask Who is on the team that admits candidates into the program? What kinds of training do they receive? How selective is the program? What kind of interview process does the district use? Is it case-based? Does the district provide interviewers with any structure or guidelines on the content or format of the interview?
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3 – Recruitment and Selection of Administrators - Process Describes the five-step process for the hiring of new administrators.
What to Notice The district’s selection process is rigorous. Prospective candidates must submit multiple letters of recommendation (or references from within the district) and meet with multiple panels of different school stakeholders. Notice that candidates from outside the district—about whom the district has less information—must undergo a second-round interview process that includes classroom observations and writing assessments.	Questions to Ask Who takes the lead in the hiring process for a new principal? What training do they receive? Given the district’s focus on developing school leaders from within, what percentage of candidates come from outside the district? What percentage of offers go to outside candidates? Under what circumstances does the district give more consideration to outside candidates? What kind of metrics are used to measure the success or effectiveness of this process?
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4 – Principal Interview Questions Outlines questions for interviews of candidates for open principal positions.
What to Notice Principal interviews consist of role-playing exercises, questions that probe the candidate’s leadership experience and style, and inquiries relevant to the district’s mission and objectives.	Questions to Ask How were the questions designed? Who participated in that process? What instructions are given to the panel of interviewers to ensure consistency across candidates? Does the district revise the interview protocol to reflect feedback from interviewers? Has it been successful in identifying candidates with the potential to be high-performing instructional leaders?
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5 – Sample Principal Candidate Strength Profile Provides bar charts that compare a specific candidate’s scores to the scores of other candidates.
What to Notice The district provides this tool to the selection team. Bar charts indicate how a candidate scores against other candidates in the pool. Ratings cover general criteria, the interview and recommendations.	Questions to Ask Is the human resources department responsible for collecting the data and distributing the report? What does it do with the data? Is there any effort to correlate candidates’ scores with their later performance as principals?
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Organizational Structures and Management

Organizing the District Around Teaching and Learning – Long Beach Unified School District

Long Beach Unified School District is organized with clear lines of authority and accountability. The instructional unit oversees all schools, and other district departments are designated as support services.

1 – Org Chart - District Shows organization of district and schools.
What to Notice The Long Beach Unified School District org chart provides clear lines of authority and accountability for all employees. Instruction is prioritized as one of two major branches directly stemming from the superintendent, with other district departments falling under the umbrella of support services.	Questions to Ask In the instructional unit, how many schools does a district administrator oversee? Does the structure allow for active management of schools without micromanagement? What proportion of the district’s budget is spent at the central offices and other non-school locations? What is the ratio of school-site employees to central-office employees? Has the district achieved the right balance? Where are charter schools located, and to whom do they report? What are the advantages and disadvantages of this organization for charter schools?
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2 – Org Chart – High School Describes the organization and certificated staffing of Cabrillo High School.
What to Notice The Cabrillo High School org chart reflects the complex organization of a large high school. Notice that Cabrillo has two principals, one of whom focuses on instructional issues and the other of whom focuses on plant management and discipline. Notice also how many certificated support staff are employed by the school, including nurses, psychologists, counselors, assistant principals and coordinators.	Questions to Ask Why does Cabrillo have two principals? What is the history? How long has this structure been in place, and how is it working? What are the potential advantages or disadvantages of having co-principals? Who is held accountable for improving student achievement and meeting other school goals? How much discretion does the school have to hire certificated staff? Can the school adjust the mix of support services (like nursing and counseling), as necessary? Or are these services meted out by district staffing formulas?
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Support for Teaching and Learning

Designing a Comprehensive Professional Development Program – Long Beach Unified School District

Long Beach Unified School District has developed a professional development (PD) plan that aims to attract and nurture strong instructional leaders. The district prides itself on developing leaders from within, and its professional development programs reflect careful thinking about what is needed to support up-and-coming leaders.

1 – PD Programs – Organization and Alignment Depicts how the district thinks about the different components of professional development.
What to Notice The first graphic shows how PD programs are organized, focusing on which set of employees are targeted. Notice that someone starting as a teacher can begin with teacher leadership training, go on to PD for aspiring principals, and then receive significant PD as an administrator. The second graphic depicts how different elements of PD relate to the district’s mission of producing “responsible, productive citizens.” Notice that everything starts with communicating a vision to employees that is consistent with the mission and values of the district.	Questions to Ask How were these graphics developed? Who was responsible for creating them? How has the district’s thinking evolved over the years? How are these visual aides distributed? In what context are they shared with prospective leaders? What kind of organization is required to effectively deliver this type of program? How many coaches and other PD staff does the district employ?
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2 – PD Plan - Description of Components Describes objectives and design of different PD components.
What to Notice This two-page document describes the major components of the district’s PD plan and places them in the context of the district’s desire to develop strong instructional leaders from within. Notice that the district thinks about PD offerings over the life cycle of an administrator—from aspiring to retirement—and that inservice training is directed at all administrators throughout the district, not just at a subset. For new principals, the district offers a three-year program of PD and on-site support.	Questions to Ask How are aspiring principals identified from the teacher ranks? Who is responsible for this crucial function, and what criteria do they use? How many teachers are in this pool? How are PD programs evaluated? How are results analyzed and used to improve effectiveness? How does the district track its success in developing strong leaders from within?
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Evaluating Professional Development Plans – Long Beach Unified School District

Long Beach Unified School District has developed interactive professional development sessions that train teachers how to use effective instructional strategies. For example, the attached PowerPoint offers content-specific suggestions for how to encourage active participation by secondary math students, and the district’s guide to differentiated instruction walks teachers through the why and the how of effective differentiated instruction.

1 – Differentiated Instruction Training Materials Session guide and materials for interactive module on differentiated instruction.
What to Notice Similar to an effective lesson plan, this training session encourages active learning by the participants. Worksheets offer the participants the chance to write down key learnings, and a rubric (on page 5) gives them the opportunity to conduct a self assessment. Notice that the session also includes a discussion of “practical tips” (page 11) for implementation of differentiated instruction (DI).	Questions to Ask How did the district decide to focus on differentiated instruction (DI)? What does the research say about the effectiveness of DI strategies? How does the district follow-up with participants to ensure that they are applying DI strategies in the classroom? How are principals and coaches trained to look for these strategies in regular classroom walkthroughs? How does the district measure the success of the training? What is the impact on the test scores of students whose teachers receive the DI training?
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2 – Active Participation Techniques in the Secondary Math Classroom-PowerPoint Presentation Overview of strategies available to high school math teachers to engage students effectively in the learning process. Due to student privacy regulations, the embedded movies are not accessible to the public.
What to Notice This presentation provides an introduction to several different strategies that secondary math teachers can use to keep students engaged and encourage active participation. In particular, videos depict teachers and students in the district demonstrating each strategy. This approach not only provides valuable examples of the strategies in action, it also provides field validity for the strategies and promotes best practice sharing within the district.	Questions to Ask How did the district identify these strategies as best practices? How does the district measure the impact of the training on teacher practices? Do principals and/or coaches follow-up with the participants? What support do teachers receive in the implementation of these strategies? How does the district measure the success of the training? For example, are there evaluations that allow participants to rate the session? Does the district track student test scores of the teachers who attend?
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Implementing a Principal Evaluation Process – Long Beach Unified School District

The principal evaluation process in the Long Beach Unified School District focuses on student outcomes, instructional leadership and continuous improvement. All schools set ambitious performance goals specifically targeting areas in need of improvement, and the principal must agree to an action plan to address the issue. Performance expectations detail the management behaviors that Long Beach believes will lead to long-term gains in student achievement.

1 – Certificated Administrative Personnel Evaluation Principal evaluation form.
What to Notice The evaluation for principals in Long Beach is extremely simple. The form begins with instructional leadership, which signals how important this element of performance is in Long Beach. Principals are also evaluated on three other dimensions: operational leadership, public leadership, and the “disposition of a leader.” The final page offers the evaluator the opportunity to provide a narrative that explains the evaluation scores.	Questions to Ask How are the performance expectations communicated to principals? What kinds of training does the district offer principals and/or evaluators that addresses the evaluation process? What input does an evaluator consider before filling out the evaluation form? Do principals receive 360-degree feedback, or does the district survey stakeholders about their satisfaction? How many site visits does the evaluator conduct before filling out the evaluation? Has the district studied the relationship between evaluation ratings and student test scores? Do principals with higher ratings on the “instructional leadership” dimension show greater improvement in school-wide test scores? What is the distribution of ratings amongst principals? What are the implications of a “Developing” rating? What are the implications of an “Unsatisfactory” rating?
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2 – Goal Setting Guidelines and Template Two-page form allowing principal to describe action plans for school/leadership improvement.
What to Notice The goal setting template is meant to be used in conjunction with the evaluation form. Based on a principal’s evaluation, the principal must identify areas of focus which correspond with opportunities for improvement. Notice that the second page of the form starts with school issues identified in the school’s data and links these issues to specific action plans and leadership responsibilities.	Questions to Ask How does the principal collaborate with other school stakeholders in setting school goals that are consistent with his or her own development plan? Who is responsible for reviewing worksheets and monitoring the principal’s progress? What happens to a principal who shows an inability to improve performance or change ineffective behaviors? What is the process for removing principals who are unable or unwilling to meet district standards of performance?
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3 – Detailed Administrator Performance Standards Description of actions/behaviors expected of principals in middle or K–8 schools.
What to Notice Building on the expectations described in the principal evaluation form, this document provides even more detailed performance standards for principals of middle schools or K–8 schools. The box at the top of page 1 articulates a very ambitious set of performance goals for these schools. Notice that this form is focused almost exclusively on instruction and the learning environment. There is a focus on data-driven decision making and the Baldrige process throughout.	Questions to Ask How do middle and K–8 goals differ from the goals for elementary or high schools? How were these goals and standards developed? Who was involved? How often are these goals reviewed or revised? How are these goals integrated into the evaluation process for middle/K–8 principals? How and when does the district communicate these goals to principals? What tools does the district use to monitor progress towards these goals?
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