Hayward Unified

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Hayward Unified

• Windows on Learning
• August September, 2005

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Todays Outline

• Take stock of who we are (our vision, goals,
  achievement data).
• Think about the standards of professional
  practice we want to have in HUSD to be
  successful.
• Examine the linkages between philosophy and
  pedagogy, and pedagogy and practice in supporting
  academic language.
• 4. Learn about district/superintendent
  expectations.

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Vision
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HUSD Vision

• To be able to visualize the completed project,
  the final goal, and all its rewards and
  consequences, is the ultimate test for true
  leaders.
• In addition to visualizing the dream, they must
  also be able to visualize
• each task that must be completed
• the integration of those tasks to
  successfully complete the project.
• HUSD Board Goals, 2004

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My Personal Vision

• Flexibility

Structure
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Goals
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(No Transcript)
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Where Are We Academically?
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HUSD Academic Goal
There are 15 school districts in Alameda County
with enrollments of over 1,000 students. Our
goal is for Hayward Unified School District to be
in the top third academically of these 15 school
districts.
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Alameda County School Districts
School District 2004 Base Academic Performance
Index (API)
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(No Transcript)
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Hayward Unified School District Historical API
Elementary
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Hayward Unified School District Historical API
Secondary
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2004 API Progress (August 31 Report)
Hayward Unified
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Current HUSD structure
Advanced Placement courses
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AP Course Offerings

• HUSD District Composite
• English (2) 137 students
• Math (2) 232 students
• Science (1) 113 students
• Social Science (2) 185 students
• World Language (2) 48 students
• Art (2) 33 students

(English, Mathematics, Science, Social Science,
World Language, Art)
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Student Transfers

• Over 1,800 students residing in Hayward Unified
  School District boundaries requested
  inter-district transfers in 2004-2005 to
  neighboring school districts.
• This constitutes approximately 8 of what our
  total student population would be with them
  included.

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Student Transfers

• So far, for 2005-2006 there are over 1,000
  students who have requested inter-district
  transfers to other school districts.
• Only 198 students from other school districts
  have requested inter-district transfers into
  Hayward Unified School District.

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HUSD Academic Goals

• Improve the academic achievement of all students.
• Increase graduation rates of our students.
• Decrease the drop-out rates of our students.

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Elbow Partner

• What does the data tells us?

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Overcoming Adversity
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LAUSD District 6 Conditions

• 99 Latino student population in the district
• 70 ELLs in elementary, 40 ELLs secondary
• All Title I schools, 80-98 free/reduced lunch
• All API 1 2 except one API 3 in 1999-2000
• Urban setting Very high density communities
• Multi-track year round schools with 163 days of
  instruction
• 5,000 high school, 3,800 middle school,
  1,000-2,700 elementary
• Gang problems in middle and high schools

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(No Transcript)
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District 6 Historical API -- Elementary
1 16 8 2

1 14 8 2 1
11 11 4
2 8 11 3 1
7 12 5 1
1 7 11 4 1
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District 6 Historical API -- Secondary

5 2
3 3
4 3
4 3
2 5
7
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AP Course Offerings

• District 6 Composite
• English (2) 865 students
• Math (2) 511 students
• Science (4) 1,030 students
• Social Science (5) 1,350 students
• World Language (2) 1,205 students
• Art (3) 98 students

(English, Mathematics, Science, Social Science,
World Language, Art)
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AP Equity Access

• South Gate High School
• AP Environmental Science
• Nationally, the high school with the largest
  number of Latino students scoring 3 on AP exam.
• College Board Advanced Placement Report to the
  Nation 2005

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What Made the Difference?

• Site administrators made the difference!
• Teachers made the difference!
• High expectations made the difference!
• Instructional practice made the difference!
• Site and central alignment made the difference!
• Learning together made the difference!

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Trail of Blame

• The problem is NOT
• Students language
• Students ethnicity or race
• Familys poverty
• Familys commitment to education
• Parents
• Elementary school teachers staff
• Middle school teachers staff
• High school teachers staff
• Site central administrators staff

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District J Model United Nations General Assembly
(2/7/04)
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Por primera vez
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What kind of educational culture do we want to
develop in Hayward?
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Carl Glickman on Culture
Congenial
Conventional
Collegial
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• A healthy educational culture holds certain
• Standards of Professional Practice
• as central to its makeup.

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• Standards of Practice

Our work Learning Focus Collegiality Behavior
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Standards of PracticeOur Work

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

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Standards of Practice

• Our work needs to be
• Intentional
• Explicit

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Standards of PracticeLearning

• 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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Standards of PracticeFocus

• Stay focused on a few priorities over time.
• Go slow to go fast.
• Make all decisions on whats right for students.

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Standards of PracticeCollegiality

• Enter into a joint learning agenda.
• Support professional discourse.
• Deprivatize the practice.

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Standards of PracticeBehavior

• We earn our stripes everyday.
• Maintain a flat organization.
• All doors are open to everybody.
• No one is left out.

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Standards of Practice
What they are NOT No magic wand. No silver
bullets. No perfectly packaged curriculum
program. No running school or department on
automatic pilot.
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Standards of Practice

• One Voice
• Una Voz

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Elbow Partner

• Will these standards of professional practice
  help us support student achievement? How?

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Systemic
Philosophy
Pedagogy
Practice
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• Philosophy of Learning

Principles of Learning Institute for
Learning GWU Principles of Effective Second
Language Education
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Principles of Learning

• A Belief System

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Principles of Learning

• Clear Expectations
• Academic Rigor in a Thinking Curriculum
• Accountable Talk
• Socializing Intelligence
• Organizing for Effort

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Principles of Learning

• Learning as Apprenticeship
• Fair and Credible Evaluations
• Recognition of Accomplishments
• Self-Management of Learning

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Principles of Learning

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

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GWU Principles for Second Language Education
Meeting Content Standards
High Expectations
Full English Proficiency
Listening ? Speaking ? Reading ? Writing
Appropriate Instruction
Shared Responsibility
Valid Assessments
George Washington University Center for Equity
and Excellence, 2004
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• Pedagogy

A system of teaching and learning that is tied to
and reflects an educational philosophy
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Hayward Unified

• We want to become a standards-based system.

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How Do We Do This?
As we implement the standards, we focus on a few
standards K-12.
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Focused Academic Standards

• Standards-based mathematics
• Standards-based language arts
• (Second language scaffolding and academic
  language development)

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All subject area standards

• use literacy strategies to make meaning for both
  the teacher and the student.

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All subject area standards

• ....are seen through the lens of English language
  learners and Standard English language learners.

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Gatekeeper to High School Graduation
Algebra

• Over 50 of students do not pass the course in
  urban and urban-like settings.
• Students are not the problem.
• Teachers are not the problem.
• The system of preparing for and teaching algebra
  is the problem (need to rethink how and when we
  teach mathematics).

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Focused Math Standards

• Rethink Algebra
• Algebraic thinking and reasoning, K-7.
• Bundle appropriate standards building algebraic
  thinking, K-7.
• Develop assessments K-7 that support this
  thinking.

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Focused Math Standards

• Strands need to include
• Skills
• Problem Solving
• Conceptual Understanding

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Focused ELA Standards
Listening and Speaking
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Speaking and Listening

• Are as important as reading and writing.

What of an ELL students day is spent in
academic talk? Source Diane August, National
Literacy L2 Panel, 2003
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Academic Language Development

• Shadowing protocol
• 26 seconds!

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Focused ELA Standards
Literary Response and Analysis Reading for
Information
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Focused ELA Standards

• Narrative Writing Expository Writing

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Linkages in Academic Language Development
Meta-Cognition Think Reflect Wonder
Understand Create Question Process Make
Meaning Revise Challenge

• Speaking

• Writing

• Reading

• Listening

Listening
Speaking

• Writing

• Reading

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Gradual Release of Responsibility
Instructional Approaches
Student
Student
Student
Student
Teacher
Teacher
Teacher
Teacher
Guided Reading Guided Writing Guided Oracy
Instructional Read Aloud Modeled Writing Modeled
Oracy
Shared Reading Shared Writing Shared Oracy
Independent Reading Independent
Writing Independent Oracy
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• Practice

Instructional strategies, skills and techniques
that assist in the learning of the standards.
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How Do We Engage ELL And Other Students?
We need to move students from BICS (Basic
Interpersonal Communication Skills) Social
language to CALP (Cognitive Academic Language
Proficiency) Academic language. Academic rigor
in a thinking curriculum.
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Academic Language Development
Academic Language Development utilizes explicit
and intentional strategies of listening,
speaking, reading and writing while we teach our
content area.
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Instructional Read Aloud

• Instructional Read Alouds help ELL and other
  students
• acquire and develop English academic language.
• develop the necessary English reading
  comprehension strategies to access literary and
  informational text.
• access curriculum content.

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Academic Language Development
Historically, we have relied on K-2 teachers to
teach students how to read and write.
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Academic Language Development
Today, we need to build and support listening,
speaking, reading and writing skills and
strategies in elementary, middle and high school.
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Academic Language Development

• Dont dumb down the standards, curriculum, and
  instruction.
• Scaffold it up!

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Elbow Partner

• How do you see the philosophy, pedagogy and
  practice structure helping us support student
  achievement?

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Expectations

• Focus on ELA and math standards and ELD/ALD
  scaffolding strategies.
• Implement professional standards of practice.
• Conduct at least one Instructional Read Aloud.
• Implement Instructional Read Alouds regularly.

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Expectations

• Recognize the presence or absence of academic
  language.
• Become familiar with the systemic nature of
  philosophy, pedagogy and practice.
• Participate in the development of the HUSD
  learning community.

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Expectations

• Collect and display evidence of student writing
  in classrooms.
• Become familiar with culturally responsive
  pedagogy.
• Become familiar with culturally relevant
  curriculum.
• Support equity and access for all students.

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ImplementingStandards of Practice

• Administrators Academy
• Learning together
• Refining instructional expertise
• Developing team
• Establishing one voice/una voz

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ImplementingStandards of Practice

• Administrative Classroom Visit Protocols
• Observations
• Learning Walks
• Shadowing
• Teacher evaluations

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Implementing Standards of Practice

• Instructional Leadership
• Visit classrooms everyday.
• Model teaching in classrooms.
• Recognize opportunities for academic language.

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Groups of Four

• Will these expectations
• support our focus? How?

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One Last Thought
Be patient with ourselves, this work is not a
sprint.
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Related Thought
Our work needs to be like a long distance race.
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Hayward Unified

• Onward!
• Adelante! Sumlong!
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