Administrators Academy August 9 2006 Closing the Achievement

Administrators Academy August 9, 2006

Closing the Achievement Gap

The key is to replace a belief in “experts” who “deliver” knowledge of good teaching in workshops with communities of learners who learn through “ongoing collaboration and practice. ”

Our Charge To fundamentally improve the quality of the interaction between each teacher and each student in order to create critical thinkers prepared to participate in a complex and diverse society

Instruction-Learning Administrators-2 hours/day in classrooms Content and Performance Standards Comprehension Strategies-Strategies That Work Principles of Learning-CE, AT, AR Dr. Vigil Teaching Narrative writing Second Language Learners-Gibbons Model Unit of Study Student shadowing Designed Curriculum-OCR, Into English Small Learning communities Managed Curriculum-Concept Lessons

Our Students

A r t s � P e r f o r m a n c e L e v e l s b June 2005 -2006 Monthly Enrollment Local District 6 Total LD 6 Enrollment June 2006: 61, 688

A r t s � P e r f o r m a n c e L e v e l s b June 2005 -2006 Enrollment by Language Classification Local District 6

2004 -2005 California Standards Test Percent of Students Proficient and Advanced by Language Classification Local District 6 English Language Arts

A r t s � P e r f o r m a n c e L e v e l s b 2004 -2005 California Standards Test Percent of Students Proficient and Advanced by Language Classification Local District 6 Mathematics

A r Secondary Attendance & Graduation Rates t s Local District 6 � P e Attendance Rate r f 94. 0 o July 2005 r August 2005 93. 7 Graduation m September 2005 94. 1 Rates a 94. 0 n October 2005 2002 -2003 62. 8 c November 2005 93. 8 2003 -2004 61. 9 e December 2005 93. 3 2004 -2005 L e v e l s b January 2006 93. 3 February 2006 93. 3 March 2006 93. 8 April 2006 93. 8 59. 4

Current Picture of LD 6 Open Court Reading Program % Meeting Fluency Benchmark (Unit 1) Local District 6 2005 -06 ELA Periodic Assessment % Proficient and Advanced Local District 6 # Course Enrollments End of Spring Semester 05 -06 English Course enrollment & Pass rates % Passed with “C” or Above A-G English 16, 777 35% AP English 718 92% All English 30, 893 68%

A r t s � P e r f o r m a n c e Current Picture of LD 6 2005 -06 Elem Math Periodic Assessments % Proficient and Advanced by Exam Local District 6 L e v 2005 -06 End of Spring Semester e Enrollments & Pass Rates l District 6 Local s b # Courses Enrolled A-G Math 2005 -06 Secondary Math Periodic Assessments % Proficient and Advanced by Exam Local District 6 % Passed with “C” or Above 19, 931 30. 4% AP Math 306 79. 7% Algebra I 9, 886 41. 5% 29, 863 53. 5% All Math

District 6 Reclassification Rates • • 05 -06 04 -05 03 -04 02 -03 10. 43% 8. 12 3. 55 1. 85 • 10. 43% is 3, 154 out of 30, 238 students. • 1, 654 of 2, 123 El students entering 6 th grade in 2006 had been EL Learners for 7 or more years.

Teachers

The Instructional Core Teachers Students Subject Matter

• Supporting teachers as they use curricula that engages students in rigorous standards-based instruction that incorporates cultural knowledge, prior experiences and the frames of reference of our students.

Elementary & Open Court & Math Instructional Guides & Big ideas, Concepts, Standards & Concept Lessons & Into English & ELD Practicum & Science Immersion Units

Middle School ( Instructional Guides (Standard Sets ( 7 th Grade Concept Lessons ( Culminating Tasks ( Algebra Readiness ( DRWC ( High Point (Small Learning Communities

High School : Instructional Guides : Standard Sets : Culminating Tasks : Algebra : Concept Lessons : High Point : Small Learning Communities

Dribble Down Learning Designed Intended Implemented Learned

We are learning how and teaching others how… to fundamentally improve the quality of the interaction between each teacher and each student in order to create critical thinkers prepared to participate in a complex and diverse society

Principals Teachers Students Subject Matter

Assistant Principals Teachers Students Subject Matter

Coaches Teachers Students Subject Matter

Coordinators Teachers Students Subject Matter

Grade Level Chairs Teachers Students Subject Matter

Department Chairs Teachers Students Subject Matter

Content Leads Teachers Students Subject Matter

SLC Lead Teachers Students Subject Matter

Teachers Students Subject Matter

Professional Learning/Communities • We must provide opportunities for teachers to engage in continuous and sustained learning about their practice in the setting where they actually work, observing and being observed by their colleagues in their own classrooms and classrooms of other teachers in other schools confronting similar problems of practice.

Questions for Discussion • How do we foster learning environments where teachers and others work together, reflect on their practice, exchange ideas, and share strategies? • How do we create the kind of communities of “learner researchers” who engage in focused, recurring cycles of instruction, assessment, and adjustment of instruction?

Continuous Cycle of Improvement

Leadership

Leadership • Leadership is the guidance and direction of instructional improvement based on distributed leadership. • Principals need to be strong instructional leaders who share a common set of commitments to teaching and learning, along with a sense of belonging to an effective and demanding professional learning community. • Principals need to be seen as learners. • Principals need to model the strategies/characteristics they expect others to embrace.

Reciprocal Accountability • There are certain expectations and benchmarks I expect you to accomplish and I will support you in your learning and ability to meet those expectations and benchmarks.

Benchmarking our progress • Long Term – CST ( increase Advanced/Proficient, decrease Far Below Basic – CELDT (? ) – CAHSEE – Dropout Rate

Benchmarking our progress Elementary- Short Term Periodic Assessments ELA-8 or above Math ELD Progress K-ELD 2 by February Reclassification -20% per year minimum -K-5 student (6 years of instruction) Secondary-Short term Periodic Assessments Math ELA Culminating Tasks ELD Progress Reclassification -20% per year min -6 years of instruction

• In pairs or small groups, share what you heard in the opening comments.

Michael Fullan • It is about learning to learn, about becoming independent thinkers and learners. It is about problem solving, teamwork, knowledge of the world, adaptability, and comfort in a global system of technologies, conflict and complexity. It is about the joy of learning and the pleasure and productivity of using one’s learning in all facets of work and life.