Hayward Unified

1
Hayward Unified

• Windows on Learning
• August 22, 2005

2
Mondays Outcomes

• Get to know the members of the HUSD learning
  community, both new and returning.
• Take stock of who we are (our vision, goals,
  achievement data).
• Begin to envision a systemic approach to
  improving student achievement in Hayward.
• Think about and discuss the standards of
  professional practice we want to have in HUSD to
  be successful.

3
Introductions
4
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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HUSD Vision (continued)
To true leaders, vision defines the final goal,
and action is the path that leads to
vision. HUSD Board Goals, 2004
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My Personal Vision

• Flexibility

Structure
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Goals
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HUSD Goal I Improve literacy numeracy skills
for all students with special emphasis on
low-achieving, underrepresented students
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
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 Program. 8.0 Ensure a
Safe School Environment for all Students.
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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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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

• Site-based decision making
• Advanced Placement courses

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Hayward Unified School District 2004 Base
Academic Performance Index School List
Non Site
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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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AP Course Offerings

• Hayward High School
• English (1) 80 students
• Math (2) 69 students
• Science (1) 27 students
• Social Science (2) 51 students
• World Language (1) 13 students
• Art (0) 0 students

(English, Mathematics, Science, Social Science,
World Language, Art)
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AP Course Offerings

• Mt.Eden High School
• English (1) 19 students
• Math (2) 144 students
• Science (1) 19 students
• Social Science (2) 91 students
• World Language (1) 22 students
• Art (1) 9 students

(English, Mathematics, Science, Social Science,
World Language, Art)
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AP Course Offerings

• Tennyson High School
• English (1) 38 students
• Math (1) 19 students
• Science (1) 14 students
• Social Science (1) 43 students
• World Language (1) 13 students
• Art (1) 24 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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Table Work 1

• Individual Quick Write
• What do the data tell you about our districts
  achievement over time?
• Why do you think this is the case?

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Table Work 1

• Table Share
• As a table, discuss some of your quick write
  statements.
• Where do you have consensus in your statements?
• Are there any unique responses?

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Monday A.M. Break
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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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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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2004 API Progress (August 31 Report)
LAUSD District 6
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AP Course Offerings

• Equity Access

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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 Course Offerings

• South Gate High School
• English (2) 115 students
• Math (2) 207 students
• Science (3) 458 students
• Social Science (4) 503 students
• World Language (2) 329 students
• Art (1) 17 students

(English, Mathematics, Science, Social Science,
World Language, Art)
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AP Course Offerings

• Bell High School
• English (2) 480 students
• Math (1) 104 students
• Science (3) 82 students
• Social Science (3) 521 students
• World Language (2) 387 students
• Art (1) 31 students

(English, Mathematics, Science, Social Science,
World Language, Art)
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AP Course Offerings

• Huntington Park High School
• English (2) 183 students
• Math (1) 156 students
• Science (2) 436 students
• Social Science (3) 255 students
• World Language (2) 292 students
• Art (1) 30 students

(English, Mathematics, Science, Social Science,
World Language, Art)
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AP Course Offerings

• Elizabeth Learning Center
• English (2) 87 students
• Math (1) 44 students
• Science (1) 54 students
• Social Science (2) 71 students
• World Language (2) 197 students
• Art (1) 20 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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AP Equity Access

• Bell High School
• AP Spanish Literature
• Nationally, the 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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AP Equity Access

• South Gate High School
• AP Spanish Language
• 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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High Expectations
South Gate International Learning Community,
grades 6-8 (opened 2004-05) 99 Latino 85 Free
and reduced lunch 45 English language
learners Sharing one building with another
school Learning Global Studies with emphasis on
Asian Learning a third language Attendance above
90 Establishing a positive school-wide culture
of learning
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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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Proposing A UN Resolution
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Proposing A Counter Resolution
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UN Delegates Caucusing
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UN Delegates Voting
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Por primera vez
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Table Work 2

• Windowpane
• Individually, read the first section of the
  Valerie Chrisman article, How Schools Sustain
  Success.
• Divide table members into four groups to read one
  of the next four sections.

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Table Work 2

• Windowpane
• 3. Have each section group draw in their
  windowpane four key ideas from that section.
• 4. Discuss the whole window together as a table.

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Monday Lunch
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Systems
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Systems

• What kind of system does this picture represent?
• What are the characteristics of this system?
• Which of those characteristics relate to or apply
  to the learning community we want to have in
  HUSD?

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LAUSD is not Hayward!
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Systems

• One size does not fit all.
• Incorporate successful practices.
• Develop a positive and collaborative culture.

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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

• How we, as a learning community in Hayward
• Behave professionally
• Interact with one another collegially
• Lead instructionally

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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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Breakout Groups by Feeder Patterns and Classified
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Standards of practice

• Group Exercise
• Windowpane on Professional Standards of Practice