2011-12 Annual Report - Partners in School Innovation

Why Our Work MattersPublic education lies at the heart of Americandemocracy and economic vitality. According to aMcKinsey Quarterly (April, 2009) report, gaps in U.S.education achievement have affected GDP more severelythan have all recessions since the 1970s. Yet, publicschools here rank far below many nations with whomwe compete in the global economy, and our systemsfor resourcing them leave families living in poverty ata distinct disadvantage. Our nation’s demographicsare rapidly changing, and we are seeing a new majorityof underserved youth in even more public schoolclassrooms. With this, the room for optimism about howpublic education can foster opportunity diminishes.At Partners, we believe that a quality education is acivil right, not something that should be determinedby zip code. Our work matters because the achievementgap persists. Significant gaps for Latino and African-American students, for example, are still evidentin virtually every measure of achievement. Despitedecades of public policy aimed at improving the overallachievement of our most challenged students, researchcontinues to show that on average, low-income studentsof color remain up to four years behind their peers.We therefore target the fundamental building block ofliteracy in the lowest-performing schools because weknow that literacy challenges evident in the elementaryyears often trigger a cycle of academic failure. In fact,school and life success can now largely be measuredby whether or not a student can read proficiently bythird grade. Research reveals that while 16 percentof children who do not hit the third-grade readingproficiency mark fail to graduate from high school, thisfigure rises to 31 percent for African-American studentsand to 33 percent for Latino students. These are exactlythe students Partners is committed to serving.“State and local governments areoverwhelmed by social costs directly linked toour short-comings in the classroom—whetherit is prisons, welfare, other social services orsimply the lower lifetime earnings of people wholack the education needed to compete in theglobal economy.”– Arne DuncanU.S. Secretary of Education8,465 Students84% Students of Color 51% English Learners 82% Free and Reduced LunchQuality Education Is A Civil Right4 Partners In School Innovation

Together with our school and district partners, weproduce a shared commitment to provide access,opportunities and sustainable change for each and everystudent.“I have been a board member at Partnersfor eight years, and in that time seen theorganization meaningfully increase its impact forthe most underserved of students. 70% of ourpartner schools over that period have achievedgrowth between 5 and 10% points in a singleyear for students reading at grade level, and animpressive 25% of our schools have achieveddouble-digit growth.Who We AreWith an almost 20-year history of achieving lastingoutcomes for underserved public schools and districtsin urban areas, Partners is a national model forhigh-impact work to eliminate the achievement gap.Our work helps scaffold alignment within and acrossthe public school system to ensure that everyone isworking together toward the common goal of improvedstudent achievement.The organization was founded in 1993 by JulienPhillips, a former Peace Corps volunteer and McKinsey& Company partner, and Kim Grose, a Rhodes Scholarand social justice advocate, to create systemicimprovements in low-performing public schools. Sinceour inception, our dedicated staff has partnered withteachers and leaders in 70 public schools to acceleratestudent achievement. In 2011-12, we partnered with16 schools.Our staff of education professionals embodies theprinciples and practices we use in work with our districtpartners. We strive to be the change we seek. Our stafffocuses on results, and we are continuously learningand improving, holding ourselves and one anotheraccountable for outcomes. We collaborate using systemsof professional learning and operate with a clear Theoryof Action. We do this because we believe that it is theonly way we can maintain fidelity to an approach toschool and district transformation that has at its corehigh-quality leading, teaching and learning.What that tells me is that we are ready to takeon the challenge of becoming significant in theeducation reform arena - not just for California,but nationally. I believe we are exceptionally wellpositioned now to do that.”– Eric O’BrienBoard Chair, Partners in School InnovationThe power of the Partners approachto school and district transformationlies in our people.33 Staff Members79%187 Total Years of Teaching Experience150Have an Advanced DegreeTotal Years of School and DistrictReform Leadership Experience2011–12 Annual Report 5

Build Organizational CapacityWhat We DoPartners staff work alongside teachers and leadersto accelerate literacy achievement. We build theorganizational capacity of schools and district offices,working across the system with teachers and leaders to:1. Build a strong core instructional program in literacyand English language development that ensuresall students learn at high levels;2. Create and establish systems for professionallearning so that all teachers are able to deliverexcellent instruction; and3. Strengthen results-oriented leadership so thatleaders can carry out the daily actions necessary tolead whole school improvement efforts successfully.Our systemic approach helps chronically low-performingdistricts and schools strategically set goals whilefacilitating best practice implementation. This includesprogress assessment and classroom monitoring.6 Partners In School InnovationOur District Partnership Directors (DPDs) provide theleadership and guidance necessary to manage theimplementation of our approach with districts and theirschools in order to generate results through leader andteacher practices. DPDs are responsible for helpingleaders invest staff in a shared vision and goals for theschool year. They work alongside district leaders to buildsystems to support their lowest-performing schools,and they work to ensure that leaders and teachers aredeveloping, delivering and refining powerful instruction,as well as the systems to sustain high quality long afterwe are gone.Our School Innovation Partners (SIPs) partner withschool leaders, coaches and teachers to make powerfuluse of student achievement data, working to set goalsand develop a Theory of Action for transforming schools.A Theory of Action lays out:1. The common teaching practices that a schoolbelieves will help them reach their studentachievement goals; and2. The supports teachers will receive to implementthese practices.SIPs support site-based leaders in cultivating equitableschool-wide practices, a continuous-improvement learningculture and the development of systems for high-qualityteaching and learning throughout the school.

Our CommitmentContinuously Improve the CoreInstructional ProgramAs educators, we believe that classroom teachers whoare supported by high-quality instructional leadershipand professional learning opportunities will dramaticallyimprove outcomes for their students. Promoting goodinstruction in alignment with a school’s vision andmaintaining high expectations, we partner and work withschool educators to think strategically about the designof their instructional program. We help teachers definewhat students need to learn, implement best practicesfor instruction, and use assessments to identify learningneeds and monitor progress.Strengthen Systems for TeacherProfessional LearningWe partner with district leaders, school leaders, coachesand teachers to develop and strengthen the systemsand structures for teacher professional learning. Wehelp school leaders develop a professional learningplan that aligns the focus and content of professionaldevelopment, grade level collaboration and instructionalcoaching. We then partner with instructional leaderswithin the school to design and deeply engage in highqualityand collaborative professional learning.Develop Results-Oriented LeadersIn order to drive sustainable and successful outcomesfor the district, teachers, leaders and students, we focuson the essential leadership practices needed to createa school environment where high-quality teaching andlearning can take place. Effective leadership is notachieved by completing a simple checklist of actions;rather, leaders must develop particular mindsets and arelentless focus on results.SET GOALSResults-Oriented Cycleof InquiryREFLECT& ADJUSTRESULTS-ORIENTEDCYCLEOF INQUIRYPLANThe most powerful means wehave found for building schools’capability for continuousorganizational learning andimprovement at all levels of thesystem is the Results-OrientedCycle of Inquiry (ROCI).ACTASSESS2011–12 Annual Report 7

Once these conditions are met, we:ENGAGE Multi-Year PartnershipsPartners works with school and district colleagues overa 3-5 year period, building a strong core instructionalprogram in literacy and English language development.Evidence of our impact can especially be seen in the testscores of schools that have worked with us for two years.Overall, these schools:How We WorkOur experience has shown that certain keyconditions increase the rate of transformationthat we are able to achieve through ourintensive partnerships. Partners thereforeexamines a number of key conditions whenselecting new sites at which to implementour approach. We conduct a readinessassessment that determines the:• Potential for impact and success, especiallyin the first year, with given staffing• Stability of the leaders who will likely be inplace for the entire partnership• Foundation of a positive adult culture asdemonstrated by an openness to partner,learn, grow and improve practice• Willingness of the leader to partner in buildingadult capacity and their commitment toproviding protected time for teacher collaboration• Basic level of safety in the school and classrooms• Decreased the percentage of Far Below Basic andBelow Basic students by 6.2 percentage pointson the 2012 California Standards Test - EnglishLanguage Arts (CST-ELA), which is triple the staterate of only 1.9 percentage points• Increased the percentage of Proficient and Advancedstudents by 6.9 percentage points, which is morethan double the state rate of 2.9 percentage pointsFocus on Existing Human CapitalWe strengthen the capability of the dedicated leadersand teachers who are already in the system because webelieve that all teachers can deliver excellent instruction.ENSURE Data-Driven, Results-Oriented,Continuous ImprovementPartners builds the capacity of district leaders, teachersand school leaders to use data. We help them set goals,plan, implement, assess, reflect and adjust in a Results-Oriented Cycle of Inquiry (ROCI).ROCI focuses everyone’s attention directly on studentlearning; stimulates people to learn from their successesand to diagnose and problem-solve their shortfalls; andthen leads them to implement their provisional solutionsand monitor outcomes. In this way, ROCI engagesteachers and leaders at every level as practitioners ofsustained organizational learning and improvement.8.48 Partners In School Innovation4.7CALIFORNIAPARTNERSIn 2011-12, Latino studentsin Partners’ middle schoolsoutpaced the state rate ofgrowth significantly on theCST-ELA

Our Change AgentsDISTRICT PARTNERSHIP DIRECTORS AND School Innovation PartnersWhether working in school or district partnerships, in networks or across districts, our District Partnership Directorsand School Innovation Partners:Develop leaders’ capacity to:• Invest their staff in a clear and compelling vision,set rigorous goals, develop clear strategies andplans, distribute leadership, monitor implementationand adjust practices based on a deep understandingof results• Identify and develop the qualities, mindsets andknowledge needed to be successful as they takeaction to improve teaching and learning. SIPs striveto become increasingly results-oriented, equityfocused,strategic and committed to continuousimprovement for themselves and their schoolsDevelop teachers’ capacity to:• Establish or strategically adjust the scopeand sequence of a rigorous, culturally-relevant,standards-based curriculum• Develop standards-based lessons that incorporatekey instructional practices that scaffold learning forall students, particularly African-American, Latinoand English Learner students• Use a comprehensive set of assessments andanalyze achievement results to identify studentneeds and determine next steps for instructionand interventionBuild school systems in which educators can:• Deliver professional development on high-priorityinstructional strategies that have been shown to behighly effective in meeting the needs of students ofcolor and English Learners• Facilitate collaboration in which teachers planstandards-based instruction, reflect on how theirinstruction is impacting students, and adjusttheir practice accordingly• Provide high-quality instructional coaching,including focused observations and follow-upsupport for teachersDevelop Clear Strategies2011–12 Annual Report 9

Strategic and Targeted School PartnershipsWe partner with principals and their leadership teams to:• Analyze achievement data, set student achievementgoals and create a plan for reaching those goals• Engage in ongoing cycles of monitoring andadjustmentThrough weekly coaching meetings, we supportschool leaders to:• Strengthen their results-oriented leadership• Develop the skills necessary to implement atargeted structure for professional learning (teachercollaboration, professional development, orinstructional coaching)NetworksWe collaborate with district leaders to convene andco-develop cross-school learning communities thatprovide principals, coaches, and teachers withprofessional development related to:• Strengthening results-oriented leadership• Establishing integrated systems forprofessional learning• Building a core instructional programCHARACTERISTICS OFOUR PARTNERS:Between 15,000 and 100,000students, and a minimum ofTEN elementary schoolsA substantial number of schoolswith majority students of colorand majoritylow-income householdsAt least 50% of elementary schoolsidentified as schoolsthat are under-performingA primarily urban areasurrounded by (within 10 miles) otherpotential client districts2011–12 Annual Report 11

Who We Serve“WithPartners’ help, teams of teachers are better able to analyze student performancedata and make decisions about specific ways to accelerate student achievement. Thiscombination of essential school supports is resulting in significantly improvedoutcomes for students.– Guadalupe Guerrero ”Deputy Superintendent for Instruction,Innovation and Social Justice, SFUSD“Partners in School Innovation has been a driving andsupportive force that has helped to turn our school aroundon multiple levels. Our academic achievement hasimproved thanks to their support with how to use datato inform instruction. We are a stronger ProfessionalLearning Community thanks to them.”– Richard CurciPrincipal, Everett Middle School, SFUSD“I don’t believe our school would be assuccessful as it is without the help of Partners inSchool Innovation. With the help of Partners, weshifted the focus of our work to the California StateStandards, and they also instilled the cycle of inquiryin all the work we do at our school.”– Howard GreenfieldPrincipal, Clyde L. Fischer Middle School, ARUESD“In their roles as grade-level mentors and facilitators, ourpartners helped us to analyze data, set goals, guide instruction,observe and give feedback on classroom practices. What I valuemost about working with them is the respect and professionalintegrity they bring to our school and to a potentially stressfulreform process.”– Marina Marlowe-Wood2nd Grade Teacher, Paul Revere College Preparatory K-8 School, SFUSD“Fordham Street Foundation is proud to be a long-term supporter of Partners in School Innovation. The numbersspeak for themselves–student test scores improve and continue to improve in schools working with Partners. Partners’ workdemonstrates that even the most challenged schools can offer a great education to their students.– Judy BigelowExecutive Director, The Fordham Street Foundation”12 Partners In School Innovation

Our PartnersSan Francisco Unified School DistrictBryant Elementary SchoolBuena Vista/Horace Mann K-8 SchoolGeorge W. Carver Elementary SchoolCésar Chavez Elementary SchoolEverett Middle SchoolBret Harte Elementary SchoolJohn Muir Elementary SchoolPaul Revere K-8 SchoolIn the SFUSD, our partnership focused on:• Utilizing a preliminary District TransformationRubric to reflect on current and desired statesof the district’s leadership capacity• Facilitating the implementation plan for rollingout the Common Core State Standards (CCSS)and for creating a district-level continuousimprovement plan• Analyzing student achievement data, identify trendsand implications for improving practice and settingstudent goals for the new school year• Convening monthly network meetings forSuperintendent Zone leaders, principals and theirleadership teams, specifically the assistantprincipals and the instructional reform facilitators, toassess progress and adjust practices accordinglyOakland Unified School DistrictRISE Community SchoolNew Highland AcademyAlthough our intensive work with our OUSD partnerschools ended in 2011, the S.H. Cowell Foundationmade it possible for Partners to provide servicesdesigned to ease the transition from transformationto sustainability:• At RISE Community School, we worked with schoolleaders to create a Theory of Action, monitorinstructional quality and professional learningsystems. We also supported the Teacher on SpecialAssignment to plan and deliver instructionalcoaching and begin to create a peer-coaching system• New Highland Academy was able to fund anintervention coach and provide release timeto teachers so they could continue theircollaboration efforts• Partners was also able to study the sustainabilityof our program in New Highland Academy• Through our work in OUSD, our partner schools sawan increase in the ability of teachers and leadersto implement systems for professional learningincluding teacher collaboration, instructionalcoaching and professional developmentRESULTS:1. Our schools within SFUSD increased the percentageof students who scored Proficient or Advanced onthe CST-ELA with a growth rate of 5.6 percentagepoints; nearly doubling the state growth rate of2.9 percentage points.2. Partners’ schools within SFUSD also movedstudents out of the two lowest performance bands onthe CST-ELA, Far Below Basic and Below Basic,by more than double the state rate.3. In the Bayview Zone, the percentage of students atRevere Elementary who scored Proficient andAdvanced grew by over 20 percentage points, from30.9 percent to 51.3 percent, or 7 times therate of the state.2011–12 Annual Report 13

Alum Rock Union Elementary School DistrictCésar Chavez Elementary SchoolClyde Arbuckle Elementary SchoolA.J. Dorsa Elementary SchoolClyde L. Fischer Middle SchoolMildred Goss Elementary SchoolO.S. Hubbard Elementary SchoolLee Mathson Middle SchoolSan Antonio Elementary SchoolIn the ARUESD of East San Jose, our partnershipfocused on:• Facilitating cycle review sessions after eachbenchmark in order to assess progress against andadjust actions to achieve student achievement goals• Improving the effectiveness of balanced literacyinstruction and identifying expectations aroundcurricula strengths and weaknesses so thatstudent achievement goals could be plannedfor appropriately• Developing and implementing a cross-schoolprofessional learning network that provided venuesfor various groups of leaders and teachers to sharebest practices and learn from each other usingPartners’ ROCI process• Co-leading with our district partners a Middle-School Inquiry Group for the principals and deansof all middle schools to identify common issues andproblem solveTHEORY OF IMPACTRESULTS:1. We helped ARUESD outperform the rest of the stateand increase the percentage of students scoringProficient and Advanced by 4.7 percentage pointscompared to 2.9 percentage points in thestate overall.2. San Antonio Elementary demonstrated exceptionalresults by decreasing the percentage of students inthe lowest performance bands and increasing thepercentage of students in the highest performancebands boyh by about 8 percentage points, comparedto the state rates of -1.9 percentage points and 2.9percentage points, respectively.3. With Partners’ support at the district level this pastyear, we saw dramatic improvement, averaging anAcademic Performance Index (API) growth of 14points, nearly twice the 8 point average API growthfor schools in Santa Clara County. This increase inAPI scores catapulted six district schools into the800 and higher API score category, increasing thenumber of schools in that category to 11 (there wereonly 3 such schools in 2008).4. In three years, the district has made a 57-pointjump in API scores.Deliver a Consistent,High-Quality, Research-Based Approach14 Partners In School InnovationPerformance Metrics :Program Implementation Checklist

Battle Creek Public SchoolsPartnership initiated January 2012This was the first year of bringing our successfuldistrict and school transformation approach to BCPSin Michigan. Our initial achievements include:• Hiring, training and deploying a four-person localteam to implement our intensive approach startingin 2012-13• Conducting five School Transformation Reviews• Facilitating a District Transformation Review“I am excited about this opportunity to workwith Partners in School Innovation because Ibelieve our collaboration can propel the districtinto high performance. I am looking forward tothe experiences that lie ahead.”– Dr. Linda HicksSuperintendent, Battle Creek Public SchoolsTo date, the BCPS team has assisted the district indeveloping a district-wide Theory of Action for districttransformation, and each school is in the process ofdeveloping a Theory of Action aligned with the district.Build IncreasedAdult Capacity inLeadership, Instructionand Use of DataBreakthrough StudentAchievementSchool Transformation RubricStudent Achievement Tests2011–12 Annual Report 15

Our ResultsCST-ELAOur partner schools’ students are increasing inproficiency at significantly faster rates than theirdistricts and the rest of the state on the CaliforniaStandards Test–English Language Arts.Between 2011 and 2012, Partners’ schools:• Significantly increased the percentage of studentswho scored Proficient or Advanced on the CST-ELAby 5.7 percentage points, nearly double the growthrate of 2.9 percentage points seen in the rest ofCalifornia• Are increasing the percentage of Proficient andAdvanced students more than 2 times faster thana matched cohort of schools in the state that servesimilar students (5.7 percentage points vs. 2.6percentage points)• Significantly decreased the percentage of studentswho scored Far Below Basic or Below Basic on thestate exam by 4.5 percentage points, more thandouble the state decrease of 1.9 percentage points,and by 2.6 percentage points in a matched cohort ofschools that served similar students5-Year Percentage Point Growth in Proficient and Advancedon the California Standards Test-English Language Arts7%6%5%4%3%2%1%0%2007-20082008-2009 2009-2010 2010-2011 2011-2012PARTNERS2.2%4.7%6.1%5.4%5.7%CA2.3%5.7%1.8%1.6%2.9%SFUSD1.8%5.0%0.5%1.2%3.7%ARUESD1.5%5.6%3.6%4.6%4.7%16 Partners In School Innovation

César Chavez Elementary, ARUESDPreviously one of the lowest performing schoolsin California, César Chavez Elementary exceededdistrict expectations this year and was identifiedas a demonstration site for the Alum Rock UnionElementary School District.In our third year of partnership, we built on previoussuccesses in working toward a strong core instructionalprogram led by results-oriented leaders at every level.We saw the impact of a sustainable approach come intoeffect as our staff transitioned to a supporting role. Asthought partners, we supported teachers and schoolleaders in the implementation of their Theory of Action.We continued to work with the leadership team tobuild their capacity. Working with the Principaland Instructional Coach, we created a professionaldevelopment program directly aligned to the schoolfocus and inclusive of teacher participation in planningas well as execution. As we worked together to buildcapacity, the partnership continued to generate success,and our multi-year collaborative approach led todramatic increases in student proficiency:83% Latino70% English Learners• Between 2010 and 2012, the percentage ofstudents scoring Proficient or Advanced on theCST-ELA skyrocketed by 18.9 percentage points.This is more than 4 times the state growth rateof 4.5 percentage points observed during thesame time period• When Partners began to work with César ChavezElementary in 2010, the school was in ProgramImprovement. Due to unprecedented growth, CésarChavez Elementary exited Program Improvementin 2011• In the three years of our partnership the APIscore has increased 167 points at César ChavezElementary. In 2010, the API score was 645.In 2012, the API score was 812“As an Instructional Coach, working withPartners has helped me develop my skills asa school leader. Having a thought partner tosupport me as I set goals, plan coaching cyclesand collaboration meetings, and reflect andadjust on professional development for teachershas been refreshing.” – Kelli SorichInstructional Coach at Cesar Chavez Elementary,ARUESD87% Free and Reduced LunchEnhancing Effective Collaboration2011–12 Annual Report 19

“Partners staff are especially talented in coaching and collaborative work. As thought partners, they areable to step out of the box while maintaining clear focus on the client’s goals and outcomes.”– Herman Reeves IIIProfessional Development Design Specialist, Office of Professional Learning, Chicago Public SchoolsDiscrete Services a SuccessPartnering with districts and schools seekingshort-term, targeted support for their transformationefforts through our Discrete Services team, we provideddiscrete elements of our more comprehensive IntensiveDistrict Partnership Model in the form of services,consultation and professional development workshopsin more locations than ever before.Discrete Services launched work in Alum Rock,Franklin-McKinley, Oakland, Battle Creek and Chicagoschool districts to bolster and support strategic aswell as targeted engagements:• In Alum Rock, we worked with the teachers inschools where we did not have intensive partnershipsto create a Theory of Action and reflect on leadershippractices, instructional quality and effectiveness ofinstructional learning systems throughout the year• At Franklin McKinley, we developed a LeadershipNetwork for all principals on how to do BenchmarkROCI at the school and grade level. We alsofacilitated their District and SchoolTransformation Reviews• In Oakland, we facilitated Data Leadership Networksfor Principals on using data to reflect on studentachievement data, leadership practices, instructionalquality and effectiveness of instructional learningsystems in schools• In Battle Creek, we provided support for anintensive partnership through District and SchoolTransformation ReviewsThis was also the first year of the Chicago PublicSchools’ Common Core Initiative, and the third year ofcollaboration between Partners and the district. Back in2009, Partners had worked closely with the Chief AreaOfficer of Area 9 to provide critical support to principalsand grade level teams. With Partners’ support, Area 9posted the largest improvements in literacy instructionseen in many years.Despite having some of the district’s historically mostchallenging schools, Area 9 became the second mostimproved area in the district. In 2011, Area 9 schoolsmade an 8 percent gain on the Illinois StandardsAchievement Test, doubling the district average.• The focus of 2011-12 was in part to bring to scalethe success of this model across the entire district.Our focus was collaborating with the Office ofProfessional Learning to deliver network sessionsto support district teams to manage change as theirschools adopted Common Core State Standards2011–12 Annual Report 21

Our Board and Leadership TeamBoardEric O’Brien, Chair and TreasurerFall Line CapitalManaging DirectorJulien Phillips, Vice Chair and SecretaryPartners in School InnovationCo-Founder and Executive DirectorEmeritusRudy Crew, Ed.D.Global Partnership SchoolsPresidentBecky CrowePartners in School InnovationEducation Consultant andFormer Executive DirectorGay Hoagland, Ph.D.Stanford University Graduate School of EducationDirector, Leadership ProgramsMatt Kelemen, Ph.D.New LeadersExecutive Director, State ServicesMelissa McJannet*Northleaf Capital PartnersManaging DirectorDerek S. Mitchell, Ph.D.Partners in School InnovationChief Executive OfficerJimmy PriceKarlin Asset ManagementManaging DirectorTom Tisch*Private InvestorFrank VargasGray Plant MootyCorporate Securities AttorneyCatherine Walcott*WestEdChief Development Officer* Executive Committee MemberLeadership TeamDerek S. Mitchell, Ph.D.Chief Executive OfficerJim AhrensChief Financial OfficerChandra Alexandre, Ph.D.Chief Development OfficerEric Barela, Ph.D.Chief Knowledge and Impact OfficerMalika Starr, Ed.D.Chief Program OfficerENCORE FELLOWJim DernDirector of Strategic InitiativesGary SteeleLandec CorporationPresident, CEO and Chairman2011–12 Annual Report 23

Our StaffShehz AliSchool Innovation Partner(ARUESD)Amanda BachelorSchool Innovation Partner(ARUESD)Bela BhasinDistrict PartnershipDirector (SFUSD)Marcelina ContrerasOffice ManagerViviana GarciaDistrict PartnershipDirector (ARUESD)Monique GasconSchool Innovation Partner(ARUESD)Tiara GraysonSchool Innovation Partner(SFUSD)Jesse HinueberDirector of Learning &Knowledge CaptureMarie Kawase HuxleySr. District PartnershipDirector (SFUSD)Hansa KaipaSchool Innovation Partner(SFUSD)Abbey KerinsSchool Innovation Partner(SFUSD)Jaime KiddManaging Director ofProgram Development& SupportMatthew KosteckaSchool Innovation Partner(SFUSD)Scott LanSchool Innovation Partner(ARUESD)Belinda LiuDirector ofDiscrete ServicesSonya LopesSan Francisco BayRegional DirectorRyan LouieData AnalystDana McCurdyResearch & EvaluationManagerLinda Ponce de LeonDistrict PartnershipDirector (SFUSD)Sisa RenieSchool Innovation PartnerARUESDEmily SchriberDiscrete Services SchoolInnovation PartnerSarah SkinnerSchool Innovation Partner(SFUSD)Meaghen SpencerDistrict PartnershipManager (FranklinMcKinley)Cameron StephensonSchool Innovation Partner(SFUSD)Gretchen StewartSenior Network DesignManagerLul TesfaiSchool Innovation Partner(SFUSD)Alejandra VillalobosDirector of DevelopmentKim WisckolSenior HR DirectorAlly Wray-KirkSchool Innovation Partner(SFUSD)We Strive To Be The Change We Seek24 Partners In School Innovation

Thank YouPartners in School Innovation acknowledges those who generously invested in our work between August 1, 2011 andJuly 31, 2012. Thank you for your demonstrated commitment to providing a high-quality public education for allchildren.Philanthropist($300,000+)Innovator($10,000 – $24,999)Derek MitchellMilbrey McLaughlinApplied MaterialsFoundationW. K. Kellogg FoundationInvestor($100,000 – $299,999)East Bay CommunityFoundationS.H. Cowell FoundationDirk & Charlene KabcenellFoundationShortino FamilyFoundationStuart FoundationBenefactor($25,000 – $99,000)Fordham StreetFoundationWalter and Elise HaasFundHellman FamilyFoundationJPMorgan ChaseFoundationJulien PhillipsJuniper NetworksFoundation FundSilicon Valley SocialVenture Fund (SV2)Silver Giving FoundationW. Clement and Jessie V.Stone FoundationJoyce and Larry StupskiWells Fargo FoundationJeanne and WilliamBarulich FamilyFoundationWilliam and CharleneGlikbarg FoundationGrace and LauranceHoaglandJimmy PriceSandisk CommunitySharing ProgramIrene S. Scully FamilyFoundationNancy and Gary SteeleAdvocate($5,000 – $9,999)Sally and Noel FentonDeborah Halpern andJeremy SingerNorthleaf Capital PartnersRosemary and Tom TischCatherine and WisterWalcottLeader($1,000 – $4,999)Kathleen Burke andRalph DavisSue and John CarverElizabeth and KingstonDuffieTonia and Adam KarrMarian and LarryKrummelJeannette LaFors andMatthew KelemenCecile LyonsChristine and LennyMendoncaSuzanne and Eric O’BrienMadeline and BruceRamerMalika StarrVisionary($500 – $999)Becky CroweLeigh and Roy JohnsonCorrine and Bob LarsonPatty and Roy SchmidtPartner($100 – $499)Chandra AlexandreJinoos Yazdany andArash AnoshiravaniSharon Bernstein andJohn SheehanEva and David BradfordMila and William ClarkValerie and Chris CooperTimothy DowdLaurel and Hugh DubbLiz and John FowlerKate GodfreyDick GourleyCarol and Doug HentonElizabeth HughesElizabeth JonesLaura and Ryan KelleyJaime Kidd and BenSmithRita and Rob LancefieldLeslye LouieLiz and Don MaruskaIris and Tom MoranLindsay Phillips andKevin DanielsStephanie RamerJane and James SaccaroSue Ann Levin SchiffTina Shih and GordonStrauseJudith StephensonJudy and RobertWatermanNorman WhiteleyJessica and BertrandYansouniFriend(Up to $99)Elisabeth AtwellJohn BaxterJason ChapinRon ClazieMary and Arthur ForsbergJames IngwersenJulia and RichardKassissiehAllyson TaketaCaroline and Hunter WalkIn-KindSobrato FamilyFoundationImages by Rosalinda2011–12 Annual Report 25

100%80%60%1060 Tennessee Street, 2nd FloorSan Francisco, CA 94107Printed on Recycled Paperwww.PartnersInSchools.org40%