6/22/2010

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Differentiated Instruction, Accountability, and Leadership

Board of Education MeetingJune 22, 2010

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Presentation Goals• Make intentional connections of the current

work underway with the Board’s goals• Briefly highlight work going on in goal areas• Highlight the

– Accountability Matrix –LD 3– the “Tiering of schools” – LD 2

• Thank many people for continual collaborative work on this!

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Every organization is perfectly aligned for the results it gets.

If you want to change and improve the climate and outcomes of schooling – both for students and teachers, there are features of the school culture that have be to changed, and if they are not changed, your well intentioned efforts will be defeated.

Seymore Sarason1996

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Three Cultures that Need to Change

• From Excuse to Accountability

• From Compliance to Performance

• From Uniformity to Differentiation Based on Talent and Need

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It is 3 x 4 Concept

• Academics• Attitude• Attendance

• General Ed• EL/SEL Ed• Special Ed• Gifted Ed

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Basic Tenets of Educational Reform Include…

Standards

Assessment

Instruction

A C C O U N T A B I L I T Y

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Accountability Must Be Reciprocal

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Board’s District Goals• 100% Graduation• Proficiency for All

– Elementary (i.e. kindergarten readiness & 3rd grade reading)

– Middle (8th grade algebra and ELA)– High School (A-G, suspensions/dropouts/transfers)

• Attendance– Students– Employees

• Parent/Family Engagement• Safety

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Change Model

Consensus

Infrastructure

Implementation

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ElementaryBelow is the result of multi-agency collaboration with : First

5, LA County of Child Care, UCLA Center for Improving Child Care, Families in Schools, Hewlett Packard Foundation, and others

• Kindergarten Readiness– Screening– Recognition & Response– Integrated ECE District-wide Data System– Quality Rating System– Parent Engagement – Opening Doors (Abriendo

Puertas)– Transition Kindergarten– Articulation and Transition to Kindergarten

• Transition Toolkit

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Elementary

• Reading by 9– 20:20:20 assessments– Development of a K-5 standards-based Instructional

Guide• Currently, we do not have one• Currently, everything is aligned to a program not standards

– New K-5 Periodic Assessments• Our current SOAR periodic assessments do not target discrete

grade level standards. Therefore, it is difficult to track student progress (EL, SEL, RFEP, or English Only) towards the standards assessed on the CST.

– K-2 diagnostic assessments– K-5 Standards-based progress monitoring tools– Grade 4-6th Intensive Reading Program next year

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Middle School• 8th grade Algebra

– 5th and 8th grade diagnostics– Mind Institute Math Intervention– End of Course Exam for Algebra– Required math interventions (e.g. ALEKS)

• ELA– Under development – 5th and 8th grade diagnostics– Intervention Literacy programs with universal

access

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High School• A-G

– MyData – real time data - On-track to graduate- # Enrolled in A-G prep classes- Performance in A-G classes

– All administrators taking a Master Schedule Institute– During the day intervention opportunities– Required math interventions (e.g. ALEKS)– Practice CAHSEE– On-line courses for recoupment and acceleration– Virtual on-line High School

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High School

• Suspension/Expulsions/Dropouts/Transfers– D.O. Committee –

• Online courses during the school day• Online summer school • Virtual High School

–Recoupment and Acceleration• Attendance Improvement Center• Reconnection Mobile Unit

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Some of the work we have been doing with teachers and administrators…

• Marking Practices Task Force• Principal Task Force

– Input on desired Professional Development• Writing Task Force• Student Achievement Task Force

– Courageous conversations about race & instruction• Instructional Appraisals

– Identifying & defining a Teaching and Learning Framework

– Defined instructional practices

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Infrastructure Tools

• The Accountability Matrix• Tiering of Schools• Guiding Professional Development

opportunities• Everyone knows the targets

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Accountability Matrix

• One stop document aligned with Action Plan• Integrated into the Single Plan• Local District Leadership Teams had several

weeks to review and give input• Headers of each section align with Action Plan

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Accountability Matrix Areas

• High Academic Achievement• Graduation Rate• Personalized/College & Career Ready• Parent and Community Engagement• Safe Schools• School Organization and Support Services

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The Matrix

• Handout

• A start…– Too high, too low, just right– BUT it is a stake we publicly put in the ground!– Will revisit to monitor and adjust…upward

Use of the Accountability Matrix

• Local District 3

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Local District 3 Plan of ActionRTI2

MathematicsGood to Great

4 Access StrategiesEnglish/Language Arts

Supervision of InstructionEnglish Language Development

Shared Direction: Focus on learning and holding ourselves accountable for the

outcomes.

Framing Concepts 2009-2010

• “Any journey from good to great requires relentless adhering to input variables, rigorously tracking your trajectory on the output variables, and then driving yourself to even higher levels of performance and impact.”

• “Separate inputs from outputs and hold yourself accountable for progress in outputs, even if those outputs defy measurement.”

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Local District 3 Plan of Action

GOAL 1: HIGH ACADEMIC ACHIEVEMENT

OBJECTIVE STRATEGIES/ACTIONS

Build school capacity at each level with effective educators through professional development and utilizing promising practices from various schools.

•Provide teachers, administrators and parents with training and professional development on access strategies that support the differentiation of instruction for diverse learners.•Focus professional development for new teachers on effective first instruction in a rigorous standards-based instructional program.

Local District 3 Plan of ActionGOAL 2: IMPROVED GRADUATION RATES FOR ALL STUDENTS IN OUR

HIGH SCHOOLSOBJECTIVE STRATEGIES/ACTIONS

Identify, monitor and provide assistance to:Elementary, middle and high school students at below basic on the CST

Monitor and evaluate effectiveness of school-based interventions:

•In-classroom intervention •Progressive intervention supports•Tutoring programs aligned to reinforce curriculum

9th and 10th graders not on track to graduate with A-G requirements

•Implement a targeted intervention and credit recovery program. (ie, Los Angeles HS 9R academy)

10th graders not passing the CAHSEE

•Review data to identify specific areas of focus for student intervention and support

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Local District 3 Plan of ActionGOAL 3: EFFECTIVE INDIVIDUAL COUNSELING FOR

ACADEMIC, CAREER AND PERSONAL/SOCIAL GROWTH IN MIDDLE AND HIGH SCHOOLS

OBJECTIVE STRATEGIES/ACTIONSPrincipals will ensure implementation of the Individualized Culmination Plan (ICP) for middle school students and the Individualized Graduation Plan (IGP) for high school students.

•Institute an audit at each middle and high school to assess implementation level of ICP/IGP requirement and to establish an ongoing monitoring system.

Meet with APSCS/counselors in conjunction with HS Directors to implement, monitor and assess the impact of ICP/ICP on student learning outcomes.

Local District 3 Plan of Action

GOAL 4. EACH SCHOOL WILL DEVELOP A STRONGRELATIONSHIP AND COMMUNICATION SYSTEM WITH

PARENTS,COMMUNITY AND OTHER SCHOOL CONNECTIONS

OBJECTIVE STRATEGIES/ACTIONS

Training will include a strong emphasis on instruction and the related academic standards.

•Offer a variety of content focused workshops for parents that focus on instructional strategies parents can use at home with their students

•Develop Local District 3 Council of Councils with parent representatives from every school

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Local District 3 Plan of ActionGOAL 5. STUDENTS WILL ATTEND SAFE AND ORDERLY SCHOOLS

OBJECTIVE STRATEGIES/ACTIONS

Collaborate with local organizations to establish effective levels of support and safety for students and parents

Resource Coordinating Council (RCC)•Wrap-around services•Networking with school representatives and local agencies to align services

*Infant and Childcare Center on Hillcrest ES campus – free childcare to pregnant and parenting teens.

*Establish school/community partnerships to for student safety to facilitate safe passage to and from schools:Venice HamiltonLos Angeles Dorsey Westchester

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Tiering of Schools:

• Celebrate and reinforce growth• Differentiated support and accountability• One size does not fit all – we need to

personalize learning• With growth & progress comes autonomy• Criteria set for each tier

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Specialized Support 

Excelling

Achieving

Advancing

Service & support

Focus 

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Focus12 Schools for 2009-108 Schools for 2010-11

• PI for 5 or more years• Less than 20% Proficient or Adv in ELA or

Math• API of 600 or less• Did not meet AYP targets in 2009• Less than 100 point gain over past 5 years• Greater than 10% drop out 4-year rate for HS

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Service & Support63 Schools

• Have not demonstrated continuous & sustained improvement regardless of PI status

• Less than 25% scoring Proficient and Advanced in ELA or Math

• API below 650

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Advancing 306 Schools

• Have met some but not all API target

• 2009 API growth that ranges from 650-799 regardless of PI status

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Achieving 72 Schools

• Have met 2009 API targets school-wide and for all student groups

• Have met AYP criteria– Via Annual Measureable Outcomes for ELA and

Math– Via Safe Harbor provisions

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Excelling158 Schools

• 2009 API of 800 or ranked in Deciles 9 or 10 on statewide API ranking

• While they have met API target, we need to continue to monitor to ensure all student groups keep achieving

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Specialized Support89 Schools

• These are Continuation, Opportunity Centers, Primary Centers and Special Education Centers

• They may not have API scores• Held to same accountability standards and

expectations for student growth• Support for these schools will be more

individualized

An Example of Differentiated Accountability and Support via

Tiering of Schools

• Local District 2

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Indicators for Strategic Groups

•School Lists- PSC, State and District •Goal Areas in the District’s School Plan for

Student Achievement SBSA•Local District 2 Data on Academic Goals•Each School’s Data on Academic Goals •LD2 Personnel and Resources - ability to

Sustain Support to schools

Purpose of Strategic Grouping

• Provide Target schools additional and differentiated assistance

• Provide Resources - staff, time, funds• Develop Collaborative Learning Groups• Improve First Instruction• Increase Student Achievement • Work smart, purposeful and strategic

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Strategic Early Education Center Team

Sylvan Park EEC, Toluca Lake EEC, Telfair EEC

*Service/Support:

Strategic Elementary Team

Broadous ES, Camellia ES, Roscoe ES, Sharp ES, Strathern ES, Sylvan Park ES, Vinedale

ES

*Service/Support:

Strategic Middle School Team

Fulton CP, Maclay MS, Madison MS, Olive Vista MS, Pacoima

MS

*Service/Support:

Strategic High School Team

East Valley HS, Grant HS, San Fernando HS, Sylmar HS

*Service/Support:

RTI² Cohort I Elementary Schools

Beach ES, Fernangeles ES, Gridley ES, Lankershim ES, Sharp ES, Strathern ES, Valerio ES

*Service/Support:

RTI² Cohort I Middle Schools

Byrd MS, Fulton CP, Maclay MS, Madison MS, Millikan MS, Mt. Gleason MS, Olive Vista MS, Pacoima MS, Reed MS, Romer MS,

San Fernando MS, Sun Valley MS, Van Nuys MS

*Service/Support:

RTI² Cohort II Elementary Schools

Arminta ES, Broadous ES, Camellia ES, Columbus ES, El Dorado ES, Haddon ES, Harding ES, Hazeltine ES, Pinewood ES, Roscoe ES, San Fernando ES, Sylmar ES, Sylvan Park ES,

Vinedale ES, Van Nuys ES

*Service/Support:

RTI² Cohort II High Schools

Arleta HS, East Valley HS, Grant HS, No. Hollywood HS, Polytechnic HS, San Fernando HS, Sun Valley SH, Sylmar HS, Van

Nuys HS, Verdugo SH

*Service/Support:

ALL Schools in Local District 2

Early Education Centers Elementary Schools Middle Schools High School*Service/Support: *Service/Support: *Service/Support: *Service/Support:

*Service/Support should align with Single Plans for Student Achievement (SPSA)

Standards-based Instruction for All Students in Local District 22010-2011

I. Strategic School Group I. 4 Early Childhood Centers, 7 Elementary

Schools, 6 Middle Schools, and 4 High Schools•RtI Cohort I/II Professional Development Days •RtI LD2 Team support and visit schools •RtI LD2 Team assist with Focus student Intervention•Specialized support in key standard areas (CST)– one •Instructional Specialist /Expert assigned to each Group - ECC/ES, MS, and HS for additional PD, Individual follow-up school class visits, lesson modeling, sharing best practices, debriefing, coaching teachers, etc.

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I. Strategic School Group •Superintendent to visit each school with Specialist & Expert •Provide instructional updates to Directors

ECC/ES – Literacy –Fluency /Comprehension MS/HS – Writing/Comprehension

•PD for Coaches, Coordinators, Parents –activities to help•Targeted support from State Consultant – PD “Strategic

Schooling” for school teams, school team follow-up 4 days and some schools receive individual school visit by consultant (standards charts, assemblies, student relationships, test chat)

• Coach – support Access to Content integrate assistance into enriching the existing curriculum

II. RTI Cohort I PI 5+III. RTI Cohort II PI 2-4

II. 7 Elementary Schools, and 13 Middle Schools•RtI Cohort I Professional Development Days •RtI LD2 Team support and visit schools •RtI LD2 Team assist with Focus student Intervention•Coach – support Access to Content integrate assistance

into enriching existing curriculum

III. 15 Elementary Schools and 10 High Schools •RtI Cohort II Professional Development Days •RtI LD2 Team support and visit schools •RtI LD2 Team assist with Focus student Intervention

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IV. All Local District 2 Schools IV.14 Early Childhood Centers, 64 Elementary Schools, 14

Middle Schools, and 10 High Schools*Monthly Principal Professional Development Standards-based

teaching with Tools: data analysis, targeted students, focus standards, practice tests, program and concept lessons.

*Continuous updating of School Plan for Student Achievement SBSA– Best Practices –actions and Student Scores monitored

*Schools monitor : A-G classes/grades, reclassification criteria, ICP/IGPs input, student fluency rates, attendance

* Schools monitor test results: CST, CAHSEE, CELDT, API*Professional Learning Communities – collaboration/best practices *Public School Goal Setting and Monitoring by Stakeholders

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Work to Date {

Work Remaining

There Is A Lot of Work Going On…

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We need to untangle the Gordian knot and re-braid it in a way that makes sense for students, families, and all employees.

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Remember…

A cord is stronger than its individual strands