Stanford-SFUSD Brochure


Stanford-SFUSD Brochure
Overview of Stanford Projects aligned with
San Francisco goals, priorities, & strategies–2016
Access and Equity
English Learners, Lau Plan
Core Curriculum
Multi-tiered System of Support
CEPA: English Learner
Causal Analysis
CSET: Stanford Summer Teaching
Institute study
SCOPE: Building Elem. Principal
Instructional Leadership Capacity
UL: Building Professional
Learning Capacity for ELD
SHEG: Reading like
a Historian Curriculum
GC: Building the School Quality
Improvement Index
Student Assignment
SCALE: Project-Based Learning
in Science
Highly-Qualified Staff
CSET: Problem Solving Cycle
in Middle School Math
CEPA & SCOPE: Advisory
Council Student Assignment
GSB & GSE: Executive Program for
Education Leaders
CFLP: Professional Development
for Foreign Language Teachers
CSET: Hollyhock Fellowship
JGC: Mission Promise Neighborhoods
GSE: Evaluation of Interactive
Science Simulations (PhET)
CEPA: Quality Teacher &
Education Act Evaluation
SEL & Culture/Climate Factors
Early Learning
PLUS: Exec. Functioning &
Elem Class Culture
CEPA: TK Student Performance
Family Engagement
CEPA: Career Trajectories of SFUSD
GSE: Complex Instruction
in High School Mathematics
GSE: Study of Master Teacher PLC
SCOPE, STEP: SF Teacher Residency
CEPA: Parent engagement
in literacy development (READY4K!)
Weaving Social-Psychological Research
into a School
College & Career Readiness
CEPA: Class-level Absences Analysis
in Middle & High School
CEPA: AP Prep and Participation
CFLP:California Foreign Language Project
Response to Instruction/Intervention
CSET: National Board Resource Center
Principal Development
GSE: Graduate Student Internships
CEPA:Center for Education Policy Analysis
CSET:Center to Support Excellence in Teaching
GSE: Process of Disability Identification
for English Learners
STEP: Stanford Student Teachers
GSE: Graduate School of Education
GSE: Doctoral students on the SFUSD
Action Research Team
JGC: John W. Gardner Center
MTSS: Multi-tiered System of Support
PLUS:Promot. Learn., Understand Self-Regulation
SCOPE: School-wide National
Board Certification
Psych:Psychology Department
RTII: Response to Instruction/Intervention
SCALE: Center for Assess., Learning & Equity
SCOPE: Center for Opportunity Policy in Educ.
SHEG: Stanford History Education Group
STEP:Stanford Teacher Education Program
SFUSD District
UL: School Retool
GSE: Dynamics of
a Partnership Project
Understanding Language
SFUSD Priorities
Stanford Project
GSE Incentives
California Educations Partners is a
nonprofit organization whose mission
is to seed and grow collaborations
between California’s school districts.
Learn more about us
and our partnerships
at our website:
The Stanford University and San Francisco Unified School District
Partnership unites research and practice to shape educational practices
and policies that maximize educational experiences and achievement
for all students.
Ethnic Studies
Course Evaluation*
Pilot data analysis found that
participation in SFUSD’s Ethnic
Studies course increased student
instructional time and final 9th
grade GPA among other effects.
The findings were used by
administrators to support SFUSD
Board of Education’s vote to expand
ethnic studies to all high schools.
“Our partnership brings a high degree
of efficacy to the innovative practices in
SFUSD. With the help of Stanford we are
able to validate promising practices and expand our success in multiple schools to have the greatest degree of impact on the lives of students.”
Bill Sanderson
Assistant Superintendent
San Francisco Unified School District
“In my opinion, SFUSD’s approach to this initiative—piloting innovation,
supporting a rigorous and
independent evaluation, thinking seriously about the challenges of
going to scale—constitute an
exemplary model of what
evidence-based leadership
(and research partnerships)
can and should be.”
Building SFUSD’s
New Accountability System
Stanford GSE Students working in
SFUSD’s Research Department*
“Making the social emotional and culture climate indicators
part of the accountability index is new but it is important
to recognize the value the indicators bring to this process
and we could not have achieved this work without our
Stanford partners.”
Launched in the 2014-2015 School Year, SFUSD’s
Action Research Team provides an ideal opportunity for
Stanford GSE doctoral students work on timely and
relevant research for day-to-day
decision-making. Doctoral
student Elisa Garcia’s analyses
of preK-2 literacy trajectories
have helped the Early Education
Department use data to refine its
practices and support SFUSD’s
youngest students.
–Jill Hoogendyk,
SFUSD Chief of Strategic Initiatives
Tom Dee
Stanford University
Graduate School
of Education
Designing, Testing a New Curriculum
in Science
The AAA Lab (a.k.a., Awesomely Adaptive and Advanced
Learning and Behavior) developed Critter Corral, an
interactive tablet application, which helps children
develop number sense through gameplay. Pre-K
students who played Critter Corral showed an increase
in achievement as opposed to students who did not use
the application. Findings also suggest that the type of
feedback matters. Feedback where students were shown
why their answer was incorrect, lead to students more
likely to check, revise, and self-correct their answers.
“Through our partnership with San
Francisco, we must develop common
understandings of ‘best practices’
for English learners if we want to
evaluate these practices. For
example, we often say we want
these students to ‘negotiate
meaning’. But what does that mean and how do you recognize it?”
Professor Claude
Stanford University
“We are making an investment in language
pathways and need to ensure that
implementation is consistent and based on
best practices for all students, especially
English Learners. Stanford helps us achieve
this goal with their data, analysis, and
thoughtful partnership.”
“Our work with Stanford
University helps us know
what is happening
with our children and
select the best methods for
supporting student success.”
Christina Wong
Special Assistant
to the Superintendent
San Francisco Unified
School District
Effect of English Learner
A collaborative effort culminated
with the creation of an observation
protocol to assess the quality and
implementation of the English
Learner pathways and educational
trajectories of English Learners.
The protocol was implemented in
the 15-16 academic year.
*These Stanford-SFUSD Projects received funding from the Stanford Graduate School of Education.
App Increases Pre-K Math Achievement
Stanford Center for Assessment, Learning and Equity
(SCALE) has partnered with middle schools, including
2 SFUSD middle schools, to develop project-based
learning tasks, aligned to the Next Generation Science
Standards, in which students work on teams to tackle
complex, real-world issues through rigorous,
long-term tasks.
Carla Bryant
Chief of Early Education San Francisco Unified
School District
“In one of our projects with San Francisco,
we found that a simple intervention
targeting text messages for Pre-K parents
increased parents’ engagement in schools
and translated into child learning gains in literacy, in some cases resulting
in advances of two to three
months of learning.”
Susanna Loeb
Barnett Family Professor
of Education
Stanford University
SFUSD & Stanford
Building Kindergarten
Readiness Measurements
“With its highly trained researchers
and nationally recognized experts,
Stanford was a natural collaborator,
and it helped the district develop a
more systemic approach to collecting
high-quality data. Without highquality data it is hard to know how
well a PreK–3rd strategy is working.”
– New American Report, 2015, The Power of
A Good Idea: How The San Francisco School
District is Building a Pre-K – 3rd Grade Bridge
Growing Instructional Leadership*
Linda Darling-Hammond’s Stanford Center for Opportunity
Policy in Education (SCOPE) has worked with district
leadership teams to develop, implement, examine and refine
leadership practices in order to create the conditions for
instructional improvement in schools.
Pictured from left to right: Luis Rodriguez, Principal of Fairmont Elementary;
Dina Edwards, Principal of Sheridan Elementary; Jean Robertson, Principal
of Glen Park Elementary; Ann Jaquith, SCOPE Associate Director

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