Equity Task Force

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TRIPLE TRACK AGENDA

• Track 1 - Strategies to support your learning
  here in this room.
• Track 2 - Applications for these strategies with
  adult groups and tips for sharing them with
  others
• Track 3 - Applications of these strategies in
  classrooms with students

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Systematic Alignment for K-12 High Student
Achievement

• What Is
• Systematic Alignment For
• Teaching and Learning?

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Eliminate the Achievement GapWhat Does It Take?

• Targeted Professional
• Development

Achievement-Driven Structure and Support
Academic-Centered Family and Community Engagement
Researched-Based Strategy Instruction
Standards-Based Curriculum and Assessment
Data Driven Decision Making
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HUSD Goal I

• Improve literacy numeracy skills for all
  students with special emphasis on low-achieving,
  underrepresented students

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HUSD Goal I

• 1.0 Assess Evaluate Student Learning.
• 2.0 Analyze Program Plan for English Language
  Learners.
• 3.0 Establish Support Aspiring Administrators
  Academy.

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HUSD Goal II

• Provide effective cohesive district-wide
  educational support services for students that
  ensure equity access to all programs, services
  resources

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HUSD Goal II

• 4.0 Embed Equity in Policies Practices
• 5.0 Review, Revise Rewrite Policies
• 6.0 Restructure Special Education Program
• 7.0 Review Restructure After-school
  Programs
• 8.0 Ensure a Safe School Environment for all
  Students

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HUSD Goal IV

• Enhance the Information Technology (IT)
  Department in order to provide the necessary
  support to all departments, programs and schools
  in order to improve student achievement.

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Enhancing Rigor Program Improvement for Schools
Partner Teachers
Targeted Teacher Assistance
Implementation of Instruction Standards-based
including intervention as needed
Lesson Study
Professional Development
Standards-based ongoing Student Assessment
Analysis of Student Work
Student starts here
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What Works for Systematic K-12 Alignment
Learning?

• Researched-Based Principles
• To achieve comprehensive, standards-based reform
• District culture must shift from focus on inputs
  toward focus on results

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Researched-Based Principles

• 2. Focus on results including
• Setting clear, rigorous and measurable student
  achievement goals
• Regularly measuring progress
• Analyzing ongoing performance developing action
  plans to improve results
• Aligning organization processes systems to meet
  the goals

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Researched-Based Principles

• 3. All members of the organization must
  understand the organizations performance goals
  and collectively support the common purpose of
  achieving those goals.

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Researched-Based Principles

• 4. A coherent, equitable, standards-based
  educational system requires a cadre of
  instructional leaders
• 5. Teaching effectiveness is enhanced when it is
  based on a coherent and consistent philosophy of
  learning, pedagogy, and standards of practice

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What is Systematic Alignment for Learning and
Teaching?

• Understand student learning, let it be the
  driver.
• Understand adult learning, let it guide student
  learning.
• Build teaching around learning, not learning
  around teaching.

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Find Your Winter Partner

• What are some things you do that support
  Systematic Alignment for Learning and Teaching?

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A PROFESSIONAL LEARNING COMMUNITY FOR HUSD
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PROFESSIONAL COMMUNITY

• Shared norms and values
• Collective focus on student learning
• Collaboration
• Deprivatized practice
• Reflective dialogue
• Karen Seashore Lewis

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Focus On Student Achievement

• Continuous Improvement
• Data Driven Decision Making
• Standards
• Sense of Belonging for all students
• Differentiated Instruction

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Collaborative Culture

• Seven Norms
• Effective Team Meetings
• Teachers Working Together Sharing Student Work
• Learning Environments that Honor Student Learning
  Styles, Cultural Responsiveness, and Pedagogy

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Sharing Our Practices

• Sharing our Work
• Working Together
• Team Meetings

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Continuous Improvement and Reflection

• Reflection on our Practices
• Whats working and what we will do differently to
  meet the needs of our students ?

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Seven Norms of Collaboration

• Pausing
• Paraphrasing
• Probing with an Approachable Voice
• Putting Ideas on the Table
• Presuming Positive Intentions
• Paying Attention to Self and Others
• Pursuing a Balance between Advocacy and Inquiry

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In Table Groups

• Use the Norms of Paraphrasing and
• Probing in your discussion
• What are some ways a Professional Learning
  Community might be important in eliminating the
  achievement gap and speaking with one voice?

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Research On Collaboration As It Relates To High
Student Achievement
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Isolation is a barrier to success!

• High Expectations for Students
• Sharing Knowledge of Effective Teaching Practices
  in Content Areas
• Ongoing Assessment of Teaching Practices in
  Relation to Learning
• Successful adaptation to the needs of diverse and
  demanding student populations
• McLaughlin and Talbert, 1993, Stanford University

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Schools that were moving were learning-enriched
for both teachers and students

• Four elements contributed to their success
• SHARED PURPOSE AND DIRECTION
• TEACHER COLLABORATION
• ON-THE-JOB LEARNING
• TEACHER EFFICACY
• Teacher commitment
• Increased student learning
• Susan Rosenholtz, 1989

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Restructuring is not the key to student
learning!

• There is a weak relationship between
  restructuring efforts (such as changing the
  calendar, the schedule, the textbooks, site-based
  management, looping, etc.) and student learning.
• The collaborative climate and culture is a
  greater predictor of student achievement gains.
• Richard Elmore, 1995

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Features of Professional Community Found in
Schools Where Student Achievement Was Improving

• Teachers pursue a clear, shared purpose for all
  students learning.
• Teachers engage in collaborative activity to
  achieve the purpose.
• Teachers take collective responsibility for
  student learning.
• Newmann and Wehlage, 1995

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Turn to an Elbow Partner

• Paired Verbal Fluency
• Partners designate an A and a B.
• At the signal, one partner will talk on an
  assigned topic until told to stop.
• At the signal, the other partner will talk on the
  same topic, not repeating anything the partner
  said.
• Topic How does this research compare to your
  experience?

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What Are Standards of Practice For Our Work?

• Our work needs to be connected
• Our work needs to be aligned
• Our work needs to be coherent

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• A Belief System

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Principles Of A Learning Organization

• Who are we?
• Why are we doing this?
• Why are we doing it this way?
• The Adaptive School

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• Accountable talk
• What are you learning?
• Why are you learning it?
• How do you know your work is good enough?
• NCEE

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GWU Principles for Second Language Education
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Hayward Unified School DistrictSystematic K-12
Alignment for High Student Achievement
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Organizational Effectiveness

• Restructure to ensure that all activities are
  focused on improving student learning.
• Develop a flat district structure that allows
• Cross-communication
• Collaboration with external experts
• Increase and improve communication
• Within the organization
• With parents
• With the community

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Improvement of Teaching and Learning

• Instructional leadership development, supporting
  the results-oriented culture through
• Administrators Academy
• Learning Scans
• Partner Teacher Initiative
• Demonstration Summer School Program

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Improvement of Teaching and Learning

• Coherent, Standards-based teaching district-wide
  that is based on a common philosophy, pedagogy
  and practice.

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Improvement of Teaching and Learning

• Effective first teaching
• Standards-based literacy
• Instructional Read Alouds
• Writers Workshop
• Algebraic thinking and reasoning
• K-7
• Higher mathematics, 8th -12th
• Listening, speaking, reading, writing
• Academic Language
• Scaffolding

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Improvement of Teaching and Learning

• Effective second teaching
• In school
• Extended day
• Summer School

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High School Initiative

• All High Schools Transformed
• Students develop a sense of connectedness,
  efficacy and motivation to achieve.

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High School Initiative

• All students have access to higher level classes
• Rigor and Relevance
• Develop connections for all students
• Become flexible to meet student needs

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Parent and Community Engagement

• Enhanced communication with and active,
  meaningful engagement of parents, businesses and
  the community
• Ongoing development of positive community
  relations through the Partners in Education group
  of civic and business leaders
• Significant expansion and redirection of district
  parent outreach and education activities

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Effective Use of Technology

• e-District initiative equity for all
• Internal district student information system
• Student demographic, attendance and performance
  information
• Support for improved instruction
• Student assessment
• Information for evaluating learning

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Comprehensive Accountability System

• Improved capacity for all employees to function
  as members of a data-driven organization in
  support of student learning.
• Improved access to data, improved data quality,
  and use of data for achieving measurable goals at
  all levels of the system
• Accountability to the community

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Overview for Systematic K-12 Alignment for High
Student Achievement
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Visualize Your Favorite Cake

• What does it look like?
• What is the flavor?
• What is the density?
• What does it smell like, taste?
• How do you feel when you eat your favorite cake?
• In groups of three, review the 3 Year Plan for
  Systematic K-12 Alignment for High Student
  Achievement
• What is the same?
• What is different?
• How will this Plan increase student achievement?

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• Partner Teacher Team 5 FTE _at_ 2 Schools
• Tyrrell Shepherd (3 Cowell Funded 2 HUSD
  funded)
• Secondary Partner Teachers
• Chavez ELA Math (2 Period Release each)
• Tennyson ELA Math (2 Block Release each)
• Assessment TOSAs 1 FTE (4 Schools)
• Pedagogy of Mentoring 5 Classroom Partner Tchrs
  (NTC Forums)

S.H. Cowell
Increased Student Achievement!
Neighborhood Focus

• Professional Development
• Instructional Read Aloud Training (IRA) 3
  Release days
• for ALL K-6 Teachers (1 per semester) 2 Release
  days for Curriculum Council
• PD Materials Gibbons and IRA Childrens Books
  for all K-6 Teachers
• Pedagogy of Mentoring 10 days/yr. Release for
  10 Classroom Partner Teachers to Participate in
  NTC Forums
• Internal Support Project Director, Secretary
• External Support Consultants-Systematic alignment
  for high student achievement

Hewlett
Special Focus on English Language Learners and
Standard Language Learners

• State Standards
• Environment Quality Instruction, Rituals
  Routines, Standards Aligned Materials (Houghton
  Mifflin, etc.)
• Formative Assessment to Inform Instruction 2
  FTE Assessment TOSAS for 35 Schools, Release
  time/stipends for K-8 formative assessment
  development
• Professional Development AB 466 English Lang
  Arts Math (Acclaim), Reading First, OARS, EL
  Master Plan, Gibbons, Administrator Academy,
  Induction (New Teachers, New Principals
  Coaches), Learning Scans, Summer Prof.
  Development Institute (K-12), Formula for Success
  (Dale Skinner), Silicon Valley Math Initiative
• Internal Support TOSAs, Math Experts, BTSA, El
  Specialists, Secondary EL Specialists Coaches
• Instructional Read Aloud Instructional Cabinet,
  Curriculum Council , Secondary Subject Matter
  Meetings
• Summer PD Institute - Instructional Read Aloud
• K-12 Articulation related to Instructional Read
  Aloud

HUSD including State Federal Programs
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• Elementary Partner Teacher Team- 5FTE _at_ 2 Schools
• Tyrrell Shepherd (3 Cowell Funded 2 HUSD
  funded)
• Secondary Partner Teachers 4 per school (SS,
  Sci, Math, ELA)
• Chavez 2 Block Release each (2 Cowell 2 HUSD
  )
• Tennyson ELA Math (2 Cowell 2 HUSD)
• Assessment TOSAs - 1 FTE (4 Schools)
• Pedagogy of Mentoring 5 Classroom Partner
  Tchers NTC Forums

S.H. Cowell
Neighborhood Focus
Increased Student Achievement!

• Partner Teacher Team 5 FTE _at_ 5 Schools PI
  Schools (IRA Math)
• Cherryland, Ruus, Schafer Park, Burbank, Park
• PD Materials IRA Childrens Books for K-6
  Teachers Math tools
• Pedagogy of Mentoring 10 days/yr. Release for
  10 Classroom Partner Teachers to Participate in
  NTC Forums
• Internal Support Project Director, Secretary
• External Support Consultants-Systematic alignment
  for high student achievement

Hewlett
Special Focus on English Language Learners and
Standard Language Learners
A Standards-Driven Organization

• State Standards
• Environment Quality Instruction, Rituals
  Routines, Standards Aligned Materials (Houghton
  Mifflin, etc.)
• Formative Assessment to Inform Instruction 2
  FTE Assessment TOSAS for 35 Schools, Release
  time/stipends for K-8 formative assessment
  development
• Professional Development AB 466 English Lang
  Arts Math (Acclaim), Reading First, OARS, EL
  Master Plan, Gibbons, Administrator Academy,
  Induction (New Tchrs, New Principals Coaches),
  Learning Scans, Summer Prof. Development
  Institute (K-12), Formula for Success (Dale
  Skinner ), Silicon Valley Math Initiative
• Internal Support TOSAs, Math Experts, BTSA, El
  Specialists, Secondary EL Specialists and Coaches
• Curriculum Council Summer PD Institute Focus
  on Math, Continue Instructional Read Aloud,
  Hayward Unifieds Gibbonized Writers Workshop
  Instructional Cabinet, Curriculum Council, Summer
  PD Institute, Secondary Subject Matter Meetings
• K-6 in Summer PD Institute- Algebraic Thinking
  and Reasoning
• 7-12 Summer PD Institute -Higher Level
  Mathematics
• K-12 Articulation related to Math, and
  Instructional Read Aloud

HUSD including State Federal Programs
Special Focus on English Language Learners and
Standard Language Learners
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• Elementary Partner Teacher Team- 5FTE _at_ 2 Schools
• Tyrrell Shepherd (3 Cowell Funded 2 HUSD
  funded)
• Secondary Partner Teachers 4 per school (SS,
  Sci, Math, ELA)
• Chavez 2 Block Release each (2 Cowell 2 HUSD)
• Tennyson ELA Math (2 Cowell 2 HUSD)
• Assessment TOSAs - 1 FTE (4 Schools)
• Pedagogy of Mentoring 5 Classroom Partner Tchers
  NTC Forums

S.H. Cowell
Neighborhood Focus
Increased Student Achievement!

• Partner Teacher Team 5 FTE _at_ 5 Schools PI
  Schools (IRA Math Writing)
• Cherryland, Ruus, Schafer Park, Burbank, Park
• PD Materials IRA Childrens Books for K-6
  Teachers, Writing Materials
• Pedagogy of Mentoring 10 days/yr. Release for
  10 Classroom Partner Teachers to Participate in
  NTC Forums
• Internal Support Project Director, Secretary
• External Support Consultants-Systematic alignment
  for high student achievement

Hewlett
Special Focus on English Language Learners and
Standard Language Learners
A Standards Driven Organization

• State Standards
• Environment Quality Instruction, Rituals
  Routines, Standards Aligned Materials (Houghton
  Mifflin, etc.)
• Formative Assessment to Inform Instruction 2
  FTE Assessment TOSAS for 35 Schools, Release
  time/stipends for K-8 formative assessment
  development
• Professional Development AB 466 Lang Arts
  Math (Acclaim), Reading First, OARS, EL Master
  Plan, Gibbons, Administrator Academy, Induction
  (New Tchrs, New Principals Coaches), Learning
  Scans, Summer Prof. Development Institute (K-12),
  Formula for Success (Dale Skinner), Silicon
  Valley Math Initiative
• Internal Support TOSAs, Math Experts, BTSA, El
  Specialists, Secondary EL Specialists and Coaches
• Curriculum Council Summer PD Institute
  Hayward Unifieds Gibbonized Writers Workshop,
  Continue Instructional Read Aloud Math
  Instructional Cabinet, Curriculum Council, Summer
  PD Institute, Secondary Subject Matter Meetings
• K-6 in Summer PD Institute Writing, continue
  IRA Math
• 7-12 Summer PD Institute - Higher Level
  Mathematics Writing
• K-12 Articulation related to Writers workshop,
  Math, Instructional Read Aloud

HUSD including State Federal Programs
Special Focus on English Language Learners and
Standard Language Learners
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Summary of 3 Year Plan

• Year 1
• HUSD focus on Standards
• Professional Development will align to Standards,
  K-12 articulation with a focus on Instructional
  Read Aloud

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K-12 ArticulationYear 1

• Hewlett
• Director
• Secretary
• Professional Development materials
• Professional Development focusing on
  Instructional Read Aloud
• Special focus on academic language for English
  Learners and Standard English Learners
• Pedagogy of Mentoring
• Support for Curriculum Councils
• Cowell
• Focus on the Tennyson neighborhood (Shepherd,
  Tyrrell,
• Cesar Chavez and Tennyson High School)
• Partner Teachers
• Elementary
• Secondary
• Assessment Specialists
• Pedagogy of Mentoring focusing on Partner
  Teachers at Shepherd, Tyrrell, Cesar
  Chavez and Tennyson High School

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K-12 ArticulationYear 2

• HUSD Standards driven Professional
  Development
• Continue from Year 1
• Hewlett Partner Teachers (Cherryland, Ruus,
  Park, Schafer Park and Burbank)
• Cowell Same as year 1
• Partner Teachers
• Assessment Specialists
• Pedagogy of Mentoring
• NEW Release time for Science and
  Social Studies

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K-12 ArticulationYear 3

• HUSD Same as Year 1 and Year 2
• Standards Driven Professional
  Development Assessment Specialists
• NEW Focus on Writers Workshop
• Hewlett Same as Year 2
• Director
• Secretary
• Partner Teachers for Ruus, Park, Schafer Park,
  Burbank and Cherryland
• Pedagogy of Mentoring
• Focus on English Learners and Standard English
  Learners
• Cowell Same as Year 2
• Partner Teachers for Tyrrell, Chavez,
  Tennyson High School)
• Assessment Specialist for Tennyson
• Pedagogy of Mentoring

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Resulting in elimination of Achievement Gap
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• Write Individually on the following topic
• Given that this is our 3-year strategy to
  accelerate student learning, how is your
  leadership role going to assure this happens for
  our students?
• Share in Table Groups your individual
• Write
• As a Table Group, identify the Most Important
  Points (MIPs) from the discussion

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Systematic K-12 Alignment for High Student
Achievement

• Philosophy GWU Principles
• Pedagogy Standards-driven
• Practice Cultural and linguistic responsive
  strategies that accelerate learning

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Find Your Spring Partner

• What might be the benefits of Learning Scans?
• Find another pair and share your discussion

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Transparency of Student Learning

• Learning Scans

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Learning Scans

• Developing a Professional Community of Learners

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Essential Questions

• What if we had a systematic way of collecting
  data on transparency of standards-based learning?
• What if we had a professional learning community
  on collecting data on standards-based learning?
• What if we had a consistent calibration of
  standards-based student learning?

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What is a Learning Scan?

• Professional community focusing on transparency
  of standards-based learning
• Creates a venue to review the implementation of
  standards-based curriculum learning
• A systematic way of collecting data on student
  learning

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Learning Scan
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What is a Learning Scan?
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What Does A Standards-based System Include?
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• Standards Assessment
• What do you expect the students to learn today?
• How will you know whether or not they have
  learned it?
• What will you do about it?
• Formative Assessment
• Instructional Rubric for meeting exceeding
  Standards-based Learning

• Culturally Linguistically Responsive Learning
  Environment
• Instruction
• Curriculum
• Rituals Routines
• Culture
• Discipline

Systematic Alignment for High Student Achievement
in a Standards-Based System
Content Focus ELA/Math

• Professional Learning Communities
• -Structures
• SBDM Meetings
• Grade Level Meetings/ Collaboration
• Content Meetings/ Collaboration
• Administrative Academy
• Learning Scans
• Curriculum Council
• Subject Matter Meetings

• Leadership/ Management
• Role of Principal
• Leadership Team

• Parent Community Engagement
• Welcoming Parents
• Parent Roles
• Community Interactions

August 2003 MAM MAM
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Why Learning Scans?

• Purposes
• Develop district-level professional learning
  community
• Create linkages across programs at school sites
• Create continuity within the school site
• Review data regarding sites to gain a district
  perspective
• Decide on needs for additional support for
  individual sites and district based on the data
• Identify any district-wide issues to help schools
  reach API and AYP scores

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General Question(s)

• What if all students understood what Standard
  they were to learn, and could state how they
  would know if they learned the Standard?

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Making Learning Transparent for Students

• Clearly communicates expectations
• Support for
• Students to understand their own learning
• Students to develop self-sufficiency
• Students to gradually take responsibility for own
  learning
• Planning for learning
• Evaluation of own work
• Understanding of own progress

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Proposed Learning Scan Process

• Non-negotiable
• This is about Standards-based instruction.
  Standards must be part of the Learning Scan
• This is not part of any teacher evaluation

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4 Groups of Learning Scan Teams

• Reading First Elementary Schools (Tennyson Feeder
  Area)
• Mt. Eden School Elementary Feeder Area
• Hayward High School Elementary Feeder Area
• Middle Schools

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Learning Scan Rubric

• Learning Environment
• Standards-based curriculum and instruction
• Assessment
• Rubric Criteria
• Preparing
• Getting Started
• Moving Along
• In Place

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Learning Scans are focused on student learning
and not the teacher

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Learning Scans

• Focus on standards-based implementation and the
  transparency of learning for students

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Who is required to attend?
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Who is required to attend?

• Principals
• Area Administrators
• Directors
• Associate Superintendent
• Teachers where appropriate

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Triad Inquiry A-B-C

• Question for Activity
• What might Learning Scans do to assist us in
  building a collaborative culture?
• Process for Triad
• A says A key point for me is
• B paraphrases
• C asks, What are some of the things that make
  that important to you? Rotate roles and repeat
  process.

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Our Charge Is

• To recommend actions so we eliminate the
  achievement gap
• ALL Classrooms, ALL Schools, ALL Departments
• Build systems around results for Student Learning

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Change Is Another Word For LearningLearning Is
Another Word For Teaching Dr. Dale
Vigil
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