School Accountability Report Card School Year

(1)

School Accountability Report Card

School Year 2014-15

Dr. Martin Luther King, Jr. Academic Middle School

0350 GIRARD ST, SAN FRANCISCO, CA 94134

ESSIEN, MICHAEL Principal:

Phone: 415-330-1500

(Published during 2015-16)

Fax: 415-468-7295

SFUSD School ID # 710 Calif.School ID #: 6059885

SAN FRANCISCO UNIFIED SCHOOL DISTRICT Superintendent: Richard Carranza 555 Franklin Street, San Francisco, CA 94102

Phone: 415-241-6000 Web Site: www.sfusd.edu

SARC Contact:

Research, Planning and Accountability Ritu Khanna, Executive Director Phone: 415-241-6454 Fax: 415-241-6035

The School Accountability Report Card (SARC) is required by law to be published annually, by Feb 1st each year. It contains information about the condition and performance of each California public school. Under the Local Control Funding Formula (LCFF), all local educational agencies (LEAs) are required to prepare a Local Control Accountability

- For more information about SARC requirements, see the California Department of Education (CDE) SARC Web Plan (LCAP) which describes how they intend to meet annual school-specific goals for all pupils, with specific activities to address state and local priorites. Additionally, data reported in an LCAP is to be consistent with data reported in the SARC.

page at http://www.cde.ca.gov/ta/ac/sa/.

- For more information about the LCFF or LCAP, see the CDE LCFF Web page at http://www.cde.ca.gov/fg/aa/lc/.

(2)

School Description and Mission Statement

This section provides information about the school's goals and programs.

Dr. Martin Luther King, Jr. Academic Middle School (MLK) enrolls students from neighborhoods throughout San Francisco. Once the Elementary School Feeder Pattern is implemented, out Elementary schools will be Hillcrest, Malcolm X, and E. R. Taylor. The diverse and multicultural atmosphere of the school is one of our best characteristics. MLK's focus for all students is the

demonstration of scholarship, sportsmanship, mentorship, and leadership. The basic philosophy of the school is to cooperate, participate, communicate, work, and learn together in order to produce a harmonious, productive, pluralistic society of lifelong learners. Our mission is to ensure that all students realize their potential in academic, creative, physical, and social endeavors. We accomplish this through the combined efforts of our students, families, staff, school district, and community.

About This School

0 0 0 0 0 0 175 174 172 0

K 1 2 3 4 5 6 7 8

Ungraded Elem

Grade Level Enrollment

0 0 0 0 0 521

9 10 11 12 Ungraded Sec Total Enrollment

Grade Level Enrollment

Student Enrollment By Grade Level (School Year 2014-15)

This table displays the number of students enrolled in each grade level at the school.

African American

American Indian or Alaska Native Asian

Filipino

Group

Percent of Total Enrollment

Hispanic or Latino Pacific Islander White (Not Hispanic)

Two or More Races

18.2 0.2 38.4

6.7 27.6

3.5 2.3 1.7

Student Enrollment By Group (School Year 2014-15)

This table displays the percent of students enrolled at the school who are identified as being in a particular group.

(3)

Socioeconomically Disadvantaged English Learners

Students with Disabilities

87.1 18.4 15

Section A (Conditions of Learning) begins on next page.

(4)

A. Conditions of Learning

State Priority: Basic

The SARC provides the following information relevant to the Basic State Priority (Priority 1):

- Degree to which teachers are appropriately assigned and fully credentialed in the subject area and for the pupils they are teaching;

- Pupils have access to standards-aligned instructional materials; and - School facilities are maintained in good repair.

Core Academic Classes Taught by No Child Left Behind Compliant Teachers, 2014-15

The Federal Elementary and Secondary Education Act (ESEA), also known as No Child Left Behind (NCLB), requires that core academic subjects be taught by Highly Qualified Teachers, defined as having at least a bachelor's degree, an appropriate California teaching credential, and demonstrated core academic subject area competence. High-poverty schools are defined as those schools with student eligibility of approximately 40 percent or more in the free and reduced

Principal Quality Web page at http://www.cde.ca.gov/nclb/sr/tq/.

price meals program. Low-poverty schools are 39 percent or less in the free and reduced price meals program. More information on teacher qualifications required under NCLB can be found on the CDE Improving Teacher and

See table on next page.

Teacher Credentials

This table displays the number of teachers assigned to the school with a full credential, without a full credential, and those teaching outside of their subject area of competence. Detailed information about teacher qualifications can be found at the CDE Web site at http://dq.cde.ca.gov/dataquest/.

32 2

With Full Credential Without Full Credential

Teachers

31 3

37 2 2013-14 2014-15 2015-16

2

Teaching Outside Subject Area of Competence 0 2

3421 143 2015-16

97 District School

Teacher Misassignments and Vacant Teacher Positions

0 2

Misassignments of Teachers of English Learners Total Teacher Misassignments

Indicator

0 0

0 2 2013-14 2014-15 2015-16

0

Vacant Teacher Positions 1 0

This table displays the number of teacher misassignments (teachers assigned without proper legal authorization) and the number of vacant teacher positions (not filled by a single designated teacher assigned to teach the entire course at the beginning of the school year or semester). Note: Total Teacher Misassignments includes the number of Misassignments of Teachers of English Learners.

(5)

This School All Schools in District High-Poverty Schools in District Low-Poverty Schools in District

Location of Classes

93 92 92 93

Taught by NCLB Compliant Teachers

7 8 9 7

Taught by non-NCLB Compliant Teachers Percent of Classes in Core Academic Subjects

Quality, Currency, and Availability of Textbooks and Instructional Materials

For complete lists of adopted textbooks, go to:

http://www.sfusd.edu/en/curriculum-standards/instructional-resources.htm For High Schools (grades 9-12)

The San Francisco Unified School District adopts instructional materials following the cycle of state frameworks and standards, and provides sufficient textbooks for all students to use in class and to take home in the core curriculum areas of reading/language arts,

mathematics, science, and history/social studies. Class sets of health instructional materials were provided for high school health teachers. In addition, other Board-adopted core curriculum materials were provided to remedy all insufficiencies identified through a survey and other activities at the annual Instructional Materials Hearing at the September 29, 2015 meeting of the Board of Education. All adopted high school instructional materials have been evaluated and determined locally to meet state standards for grades 9-12. Appropriate science laboratory equipment is available for all laboratory science courses.

For Elementary and Middle Schools (grades K-8)

The San Francisco Unified School District adopts instructional materials following the cycle of state frameworks and standards, and adopts K-8 materials from the list of standards-aligned materials that have been adopted by the State Board of Education. The district provides sufficient textbooks for all students to use in class and to take home in the core curriculum areas of reading/language arts, mathematics, science, and history/social studies. For 2015-2016, instructional materials were provided for all students in grades K-8. Replacements were provided for core curriculum areas as identified through a survey and other activities preceding the annual Instructional Materials Hearing at the September 29, 2015 meeting of the Board of Education.

(6)

School Facility Conditions and Improvements

Repair Needed and Action Taken or Planned

Item Inspected _Good _Poor

Repair Status

This section provides information about the condition of the school's grounds, buildings, and restrooms, and a description of any planned or recently completed facility improvements.

We just completed renovations to make the school ADA compliant and to beautify the school campus. The school's main building was built in 1986 and features a large welcoming atrium/entranceway, two up-to-date computer labs, a library/media center, and six well-equipped science classrooms. The cafeteria and gymnasium, originally built in the 1930's, were refurbished in 1986 as well. The school's garden is actively maintained by several of our classes. The cafeteria doubles as an auditorium and features a stage. The Portola Branch of the San Francisco public library is literally right next door, giving added resources to the school/community.

School Facility Good Repair Status

This table displays the results of the most recently completed school site inspection to determine the school facility's good repair status.

Fair

WO - Work Order. DM - Deferred Maintenance.

Systems: Gas Leaks, Mechanical/HVAC, Sewer X Ceiling leak at AC unit.

Interior: Interior Surfaces X

Cleanliness: Overall and Pest Infestation X

Electrical X Some ceiling lights are out-of-order at various

locations on the 1st floor hallway

Almost half of ceiling lights are out-of-order in room 112

Some ceiling lights are out-of-order at various locations on the 2nd floor hallway

Restrooms/Sinks/Fountains X Water fountain by serving counter at Cafeteria is

out-of-order. Safety: Fire and Hazardous Materials X

Structural: Damage, Roofs X

External: School Grounds, Windows, Doors X

Overall Summary of School Facility Good Repair Status

This table displays the overall summary of the results of the most recently completed school site inspection.

X

Overall Summary

Item Inspected

Exemplary _Good _Fair _Poor

Facility Condition

Inspection Date 8/19/2015

Facilities will schedule repair of deficiency

(7)

(8)

B. Pupil Outcomes

State Priority: Pupil Achievement

The SARC provides the following information relevant to the Pupil Achievement State Priority (Priority 4): - Statewide assessments (i.e., California Assessment of Student Performance and Progress [CAASPP], Science California Standards Tests); and

- The percentage of pupils who have successfully completed courses that satisfy the requirements for entrance to the University of California and the California State University, or career technical education sequences or programs of study.

See Grade Level / Subject / Subgroup results on next pages:

California Assessment of Student Performance and Progress Results

English Language Arts/Literacy (grades

3-8 and 11) Mathematics (grades

3-8 and 11)

Subject

29

20 School

52

48 District

44

33 State Percent of Students Meeting or Exceeding State Standards

for All Students (School Year 2014-15)

(9)

Male Female African American American Indian/Alaskan Group 178 178 178 Total Enrollment Asian Filipino Hispanic or Latino

178 178 178 98 79 25 Number Tested 76 12 44 55.1 44.4 14 Percent Tested 42.7 6.7 24.7 White 178

Two or More Races 178

2 8 1.1 4.5 Economically Disadvantaged English Learners Students with Disabilities Migrant Education Services

178 178 178 178 162 45 23 2 91 25.3 12.9 1.1 44 38 76 Percent Achievement Level 1* 20 25 59 29 23 8 Percent Achievement Level 2* 29 42 25 15 23 0 Percent Achievement Level 3* 34 25 7 --44 60 70 --24 31 13 --19 2 0

--All Students 178 177 99.4 41 26 19

Pacific Islander/Hawaiian 178 7 3.9 -- --

--Foster Youth -- -- -- -- --

--7 9 0 Percent Achievement Level 4* 16 8 2 --7 2 0 --8

--Double dashes (--) appear in the table when the number of students that did not receive a score is 10 or less, either because the number of students is too small for statistical accuracy or to protect student privacy.

Note: The number of students tested includes students that did not receive a score; however, the number of students tested is not the number that was used to calculate the achievement level precentages. The achievement level percentages are calculated using students with scores.

Level 1 = Standard Not Met Level 2 = Standard Nearly Met Level 3 = Standard Met Level 4 = Standard Exceeded

CAASPP Assessment Results - English Language Arts (ELA)

Disaggregated by Student Groups and Grade Level (School Year 2014-15)

(10)

Male Female African American American Indian/Alaskan Group 174 174 174 174 Total Enrollment Asian Filipino Hispanic or Latino

174 174 174 72 99 36 1 Number Tested 64 11 45 41.4 56.9 20.7 0.6 Percent Tested 36.8 6.3 25.9 White 174

174 174 174 174 146 27 27 1 83.9 15.5 15.5 0.6 43 39 67 --Percent Achievement Level 1* 20 36 53 18 24 8 --Percent Achievement Level 2* 23 45 20 17 24 6 --Percent Achievement Level 3* 38 9 13 --42 70 81 --21 19 0 --21 0 0

--All Students 174 171 98.3 41 22 21

--Foster Youth -- -- -- -- --

--7 8 0 --Percent Achievement Level 4* 19 0 2 --5 0 0 --8

CAASPP Assessment Results - English Language Arts (ELA)

Disaggregated by Student Groups and Grade Level (School Year 2014-15)

(11)

176 176 176 91 81 28 Number Tested 62 16 53 51.7 46 15.9 Percent Tested 35.2 9.1 30.1 White 176

176 176 176 151 23 22 85.8 13.1 12.5 41 30 68 Percent Achievement Level 1* 11 25 47 26 27 11 Percent Achievement Level 2* 32 31 25 22 28 7 Percent Achievement Level 3* 40 31 19 --35 70 64 27 22 18 26 4 5

All Students 176 172 97.7 35 27 25

Pacific Islander/Hawaiian 176 7 4 -- --

--Foster Youth -- -- -- -- --

--3 9 0 Percent Achievement Level 4* 11 13 2 --6 0 0 6

CAASPP Assessment Results - English Language Arts (ELA)

Disaggregated by Student Groups and Grade Level (School Year 2014-15)

(12)

CAASPP Assessment Results - Mathematics

178 178 178 97 76 23 Number Tested 76 12 43 54.5 42.7 12.9 Percent Tested 42.7 6.7 24.2 White 178

178 178 178 178 158 45 23 2 88.8 25.3 12.9 1.1 45 45 87 Percent Achievement Level 1* 13 42 74 30 26 4 Percent Achievement Level 2* 38 42 19 13 16 0 Percent Achievement Level 3* 29 8 2 --46 58 78 --27 27 4 --15 9 0

--All Students 178 173 97.2 45 28 14

--Foster Youth -- -- -- -- --

--Disaggregated by Student Groups and Grade Level (School Year 2014-15)

Grade:

6 13 0 Percent Achievement Level 4* 20 8 0 --9 4 0 --9

(13)

CAASPP Assessment Results - Mathematics

178 178 178 97 76 23 Number Tested 76 12 43 54.5 42.7 12.9 Percent Tested 42.7 6.7 24.2 White 178

178 178 178 178 158 45 23 2 88.8 25.3 12.9 1.1 45 45 87 Percent Achievement Level 1* 13 42 74 30 26 4 Percent Achievement Level 2* 38 42 19 13 16 0 Percent Achievement Level 3* 29 8 2 --46 58 78 --27 27 4 --15 9 0

--All Students 178 173 97.2 45 28 14

--Foster Youth -- -- -- -- --

--Disaggregated by Student Groups and Grade Level (School Year 2014-15)

Grade:

6 13 0 Percent Achievement Level 4* 20 8 0 --9 4 0 --9

(14)

CAASPP Assessment Results - Mathematics

Male Female African American American Indian/Alaskan Group 174 174 174 174 Total Enrollment Asian Filipino Hispanic or Latino

174 174 174 73 97 35 1 Number Tested 64 11 45 42 55.7 20.1 0.6 Percent Tested 36.8 6.3 25.9 White 174

174 174 174 174 145 27 28 1 83.3 15.5 16.1 0.6 38 44 71 --Percent Achievement Level 1* 19 27 60 29 32 17 --Percent Achievement Level 2* 38 45 22 14 18 0 --Percent Achievement Level 3* 27 27 11 --43 59 71 --30 15 7 --17 11 0

--All Students 174 170 97.7 42 31 16

--Foster Youth -- -- -- -- --

--Disaggregated by Student Groups and Grade Level (School Year 2014-15)

Grade:

8 5 0 --Percent Achievement Level 4* 17 0 0 --4 4 0 --6

(15)

CAASPP Assessment Results - Mathematics

176 176 176 93 81 29 Number Tested 62 17 53 52.8 46 16.5 Percent Tested 35.2 9.7 30.1 White 176

176 176 176 152 23 23 86.4 13.1 13.1 61 60 83 Percent Achievement Level 1* 31 65 77 22 20 10 Percent Achievement Level 2* 35 24 9 6 15 0 Percent Achievement Level 3* 23 6 6 --59 87 74 22 0 9 11 4 4

All Students 176 174 98.9 61 21 10

Pacific Islander/Hawaiian 176 7 4 -- --

--Foster Youth -- -- -- -- --

--Disaggregated by Student Groups and Grade Level (School Year 2014-15)

Grade:

6 2 0 Percent Achievement Level 4* 11 6 0 --5 0 0 5

(16)

California Standards Test

This table displays the percent of students achieving at the Proficient or Advanced level (meeting or exceeding the state standards).

52

Science (Gr 5,8 and 10)

Subject

44 30 60 62 58 59 60 56

School District State

12-13 13-14 14-15 12-13 13-14 14-15 12-13 13-14 14-15

Standardized Testing and Reporting Program

The Standardized Testing and Reporting (STAR) Program consists of several key components, including the California Standards Tests (CSTs); The California Modified Assessment (CMA), and the California Alternate Perfomance

Assessment (CAPA). The CSTs show how well students are doing in relation to the state content standards. The CAPA is given to those students with significant cognitive disabilities which prevent them from taking either the CSTs with accommodations or modifications or the CMA with accommodations. The CMA is designed to assess those students whose disabilities preclude them from achieving grade-level proficiency on an assessment of the California content standards with or without accommodations.

Student scores are reported as performance levels. Detailed information regarding the STAR program results for each grade and performance level, including percents of students not tested, can be found on the CDE Standardized Testing and Reporting (STAR) results web site at http://star.cde.ca.gov.

Note: Scores are not shown when the number of students tested is ten or less, either because the number of students in this category is too small for statistical accuracy or to protect student privacy.

for All Students in Science - 3-Year Comparison

California Standards Test

This table displays the percent of students, by group, achieving at the Proficient or Advanced level (meeting or exceeding the state standards) for the most recent testing period. Science assessments include CSTs, CMA

by Student Groups in Science (School Year 2014-15)

(17)

African American

American Indian or Alaska Native Asian

Filipino

Group

Hispanic or Latino Pacific Islander White (not Hispanic)

8

57 29

% of Students Scoring at Proficient or Advanced

15

--Two or More Races Economically Disadvantaged

English Learners Students with Disabilities

Students Receiving Migrant Education Services

--32

4 9

All Students in LEA All Students at the School

Male Female

58 30 30 32

Foster Youth

--California Physical Fitness Test Results (School Year 2014-15)

The California Physical Fitness Test is administered to students in grades 5, 7, and 9 only. This table displays by grade level the percent of students meeting fitness standards for the most recent testing period. Detailed info regarding this test, and comparisons of a school's test results to the district and state levels, may be found at http://www.cde.ca.gov/ta/tg/pf/.

(18)

(19)

C. Engagement

State Priority: Parental Involvement

School Safety Plan - Most Recent Year

This section provides information about the school's comprehensive safety plan.

The school has developed a comprehensive school safety plan including emergency response training/planning and regular emergency and safety drills. Students, staff and parents are informed of procedures. Many staff members have received instruction in first aid and crisis response training. Through the Healthy Start Program and various community agencies, students receive appropriate drug, alcohol, and tobacco information.

Students and adults at MLK live by the principles of Dr. King: peace, nonviolence, brotherhood, and equality. These help to promote a safe, academically-focused school climate.

State Priority: School Climate

The SARC provides the following information relevant to the School Climate State Priority (Priority 6): - Pupil suspension rates;

- Pupil expulsion rates; and

- Other local measures on the sense of safety.

Suspensions and Expulsions

This table displays the rate of suspensions and expulsions (the total number of incidents divided by the total enrollment) at the school and district levels for the most recent three-year period.

9.07 0

Suspensions Expulsions

Subject

8.91 0

8.6 0

1.53 0.01 2.19

0.02

1.58 0.01

4.36 0.1 5.07

0.13

3.8 0.09

School District State

(20)

and caregivers.

If you are interested in parental involvement opportunities, please contact the principal at the school:

ESSIEN, MICHAEL 415-330-1500

(21)

Section D - Other SARC Information

The information in this section is required to be in the SARC but is not included in the state priorities for LCFF.

Made AYP Overall

Met Participation Rate - English-Language Arts

AYP Criteria

No No

Yes Yes

School District

Met Participation Rate - Mathematics Met Percent Proficient - English-Language Arts

No Yes

N/A

Met Percent Proficient - Mathematics N/A

AYP Overall and by Criteria (2014-15)

Adequate Yearly Progress

The federal NCLB Act requires that all schools and districts meet the following Adequate Yearly Progress (AYP) 1) Participation rate on the state's standards-based assessments in English-language arts (ELA) and mathematics 2)Attendance rate (if applicable)

3) Graduation rate (if applicable)

Note: schools and LEAs are not responsible for meeting the 100 percent proficient target for the 2015 AYP.

Detailed information about AYP, including participation rates and percent proficient results by student group, can be found at the CDE Web site at http://www.cde.ca.gov/ta/ac/ay.

N/A N/A

Met Attendance Rate Yes

Met Graduation Rate Yes

Yes N/A

criteria:

No No County

No N/A

NA No No

Federal Intervention Program (School Year 2014-15)

Schools and districts receiving federal Title I funding enter Program Improvement (PI) if they do not make AYP for two consecutive years in the same content area (English-language arts or mathematics) or on the same indicator (API or graduation rate). After entering PI, schools and districts advance to the next level of intervention with each additional year that they do not make AYP. Detailed information about PI indentification can be found at the CDE Web site at http://www.cde.ca.gov/ta/ac/ay/.

(22)

K 1

Grade

Level _{Number of Classrooms} _{Number of Classrooms}

2013-14 Avg

Class Size

1-20 21-32 33+

Avg Class

Size

1-20 21-32 33+

This table displays by grade level the average class size and the number of classrooms that fall into each size category (a range of total students per classroom).

2012-13 2 3 26 4 5

8 24 4 26 2 30 4

6 Other

Average Class Size and Class Size Distribution (Elementary)

Number of Classrooms

2014-15 Avg

Class Size

1-20 21-32 33+

29 1 29 4

18 20 29 25 English Math Subject 15 9 4 9 9 12 10 21 25 27 28 14 13 13 12 7 1

Number of Classrooms Number of Classrooms

2013-14 Avg

Class Size

1-22 23-32 33+

Avg Class

Size

1-22 23-32 33+

This table displays by subject area the average class size and number of classrooms that fall into each size category (a range of total students per classroom).

Average Class Size and Class Size Distribution (Secondary)

2012-13 Science Social Science 21 23 28 29 12 12 8 12 11 3 1 1

Number of Classrooms

2014-15 Avg

Class Size

1-22 23-32 33+

Academic Counselors and Other Support Staff (School Year 2014-15)

This table displays, in units of full-time equivalents (FTE), the number of academic counselors and other support staff who are assigned to the school and the average number of students per academic counselor. One FTE equals one staff member working full time; one FTE could also represent two staff members who each work 50% of full time. Note: For various reasons, including funding sources and employees serving multiple locations, many of the staff in these positions are listed as working at central administrative offices, and so, will not show up under a particular school's staffing count. If additional information is needed regarding staffing in these particular support roles, please contact the school.

(23)

Types of Services Funded (Fiscal Year 2014-15)

This section provides information about the programs and supplemental services that are available at the school and funded through either categorical or other sources.

Academic Counselor Library Media Teacher (Librarian)

Title

3

Number of FTE Assigned to

School

Library Media Services Staff (Paraprofessional)

Psychologist / Social Worker 2.75

Nurse 0.5

Speech/Language/Hearing Specialist Resource Specialist (non-teaching)

0.5 2

Other

173.666666666667 Average Number of

Students per Academic Counselor

----Expenditures Per Pupil and School Site Teacher Salaries (Fiscal Year 2013-14)

$434

School Site District

Level

$5,036 $4,602

$4,602

Total Expenditures

Per Pupil

Expenditures Per Pupil Supplemental

Expenditures Per Pupil

Basic

Percent Difference - School Site and District 0%

$64,434 $64,434

Average Teacher Salary

0%

State $5,348

Percent Difference - School Site and State -14%

$72,971 -11.7%

----This table displays a comparison of the school's per pupil expeditures from unrestricted (basic) sources with other schools in the district and throughout the state, and a comparison of the average teacher salary at the school site with all schools in the district equally has been used. Detailed information regarding school expenditures and teacher salaries can be found at the CDE Web site at http://www.cde.ca.gov/ds/fd/ec/ and http://www.cde.ca.gov/ds/fd/cs/. average teacher salaries at the district and state levels. The option to report expenditures and salaries for the benefit of

(24)

$43,165 $68,574

Beginning Teacher Salary Mid-Range Teacher Salary

Category

$39,990 $65,649 District Amount

State Average For Districts In Same Category

$89,146 $111,129

Highest Teacher Salary

Average Principal Salary (Elementary)

$82,428 $99,412

$116,569 $127,448

Average Principal Salary (Middle) Average Principal Salary (High)

$102,842 $108,322

$234,382

Superintendent Salary $245,000

38 5

Percent of Budget for Teacher Salaries Percent of Budget for Administrative Salaries

30 6

This table displays district-level salary information for teachers, principals, and superintendents, and compares these figures to the state averages for districts of the same type and size. The table also displays teacher and administrative salaries as a percent of a district's budget, and compares these figures to the state averages for districts of the same type and size. Detailed information regarding salaries can be found at the CDE Web site at:

http://www.cde.ca.gov/ds/fd/cs/.

This section provides information about the program for training the school's teachers and other professional staff.

Professional Development

Professional development is a part of every site plan and a major component of instructional support to departments. The district's professional development program provides opportunities for teachers to implement the district's core curriculum for all students, update subject area expertise, use data to plan instructional improvement strategies and acquire new instructional strategies. Leadership development across content areas is facilitated centrally, and for educators and parents each school continues to provide some full days of professional development during the academic year.