Principals Professional Development

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Principals Professional Development

• Local District 2
• September 16, 2009

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Focused on the Learner

• Does the Learner know that they are the focus?
• If you asked the students in our schools
• Who is most important person in the
• school?
• Who does the school belong to?
• Who does the school serve best?
• Do students feel a part of the school?

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The Focus is Constant

• Commitment to the Learning of each Student
• Seismic shift from a focus on Teaching to a focus
  on Learning
• The assumptions that underlie the Mission of high
  levels of Learning for all Students
• educators believe that all students are capable
  of high levels of learning and
• they accept responsibility for making this
  outcome a reality for every student

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The Constant Remains Teaching

• A Focus on and a commitment to the Learning of
  each Student is the very essence of a
• Professional Learning Community (PLC)
• A PLC schools core focus is not simply to ensure
  that all students are Taught , but also that they
  Learn
• The 3 Big Ideas of being a PLC
• A Focus on Learning, Collaborative Culture and
  Focus on Results

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This Constant requires Leadership

• Essential that there is Leadership with
• clearly defined core values, and beliefs
• capacity for growth
• energy and dedication
• courage to look reality in the face
• deep-seated confidence that through
  development of self and in the development and
  sharing of leadership with others success is
  assured

Pyramid Response to Intervention (A. Buffum, M.
Mattos, C. Weber)
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Leadership Focused on the Constant

• In Good to Great, Jim Collins research found
  that far more effective in producing sustained
  focus and growth was the Level 5 Leader who
  develops their own talents and the talents of
  their team
• Superintendent Cortines on Leadership
• As leaders you must learn to take the pulse
  of situations. There are times to ponder and
  times to act.

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Will our Work Support the Focus?

• This Year 2009-2010 our Work includes the
• following Focuses
• Superintendent Cortines Plan of Action and
  the Academic Goals
• Identified Promising Practices to support the
  academic goals
• Three Practices used to ensure Students Access
  to Core Content

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Will our Work Support the Focus?

• This Year 2009-2010 our Work includes the
• following Focuses
• Each Schools Instructional Focus based on the
  CST data analysis
• Response to Instruction and Intervention
• (RTI2) Framework
• Leadership as Coherent Administration of a
  School

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Cortines Academic Goals

• Increase the 10th Gr. CAHSEE Pass Rate for both
  ELA and Math
• Increase percentage of ELs scoring Early Advanced
  and Advanced on CELDT by 4
• Increase percentage of ELs Reclassified as fluent
  English speakers by 3 annually
• Increase Attendance Rate to 96
• (monitor students with 5 or more absences in
  current year or 9 or more in previous year)

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Cortines Academic Goals

• Increase Graduation Rate by 3
• Reduce percentage of students Gr. 2-11 scoring
  Below Basic and Far Below Basic in CST- ELA and
  Math by 4
• Increase percentage of students Gr. 2-11 scoring
  Proficient and Advanced in CST - ELA and Math
  by 4

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Access to Core - Three Practices

• Quality implementation of the Practices
• Encourage students to move beyond simple
  sentences, challenge them to use compound and
  complex sentences
• Encourage students to use the academic vocabulary
  from the content area in their oral discussions
  and in their writing
• Encourage students to use compound /complex
  sentences and academic vocabulary in their
  writing
• compositions

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Implementation Schedule for theThree Practices
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Response to Intervention RTI2

• Commitment to ensuring that all students
  understand it the First time
• That they receive the best Standards-based
  Quality Instruction to ensure they will
  Learn and be successful students
• Begin by looking at English Language Arts,
  Mathematics and English Language
  Development/English as a Second Language

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Response to Intervention RTI2

• Professional Development Support for all LD 2
  Schools and Cohort Schools (cohort additional
  assistance)
• I.Monthly Principals Professional Development
  RTI2 Module Presentation for all Principals
• II.Monthly Professional Learning Communities
• School principals engage in Reflective
  Conversations re RTI2 Module implementation at
  their schools
• III.School-Site Collaborative Work School Team
  works with a LD 2 Support Group that assists to
  implement RTI2 in each cohort school

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RTI2 Professional Development
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RTI2 Cohort I Schools 2009-10

• Local District 2 - RTI2 20 Cohort I Schools
• Middle Schools
• Byrd MS, Fulton College. Prep., Maclay MS,
  Madison MS, Millikan MS, Mt. Gleason MS, Olive
  Vista MS, Pacoima MS, Reed MS, Romer MS, San
  Fernando MS, Sun Valley MS, and Van
  Nuys MS
• Elementary Schools
• Beachy ES, Lankershim ES, Valerio ES,
  Fernangeles ES, Gridley ES, Sharp ES, and
  Strathern ES

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RTI2 Cohort I Professional Development withLocal
District Support Group
Cohort I Schools 2009-2010
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Focus Work with Key Schools

• LAUSD Focus Areas with PI Schools 2008-09
• Response to Intervention Cohort I Schools
• RTI2 Prof.Development PI 5/ 5 Middle
  Schools
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  Romer/Millikan
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  PI 4, 5/5 Elementary Schools
• Program Improvement PI 1- 5 Schools
• Written Plans
• School Choice Resolution PI 3, 4, 5, and
  5
• Written Plans
  Superintendents Schools

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Focus Work with Key Schools
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Data Analysis Protocol - Part I

• CST Data Results by Classes
• Highlight Performance Levels (Advanced,
  Proficient, Basic, Below Basic, Far Below Basic)
• and Scale Scores identify focus
  students
• Review CST Test Strands ( Word Analysis
  Vocabulary, Reading, Comprehension, Literary
  Response Analysis, Written Oral Lang.
  Conventions, and Writing Strategies)
• Blue Prints (number of items and weight)
• State Framework review standards
• Standards - unpack Strand standards

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Data Analysis Protocol Part II

• Review Instructional Materials (program,
  textbook, units of study, lessons, etc.) study
  how and where the standards are taught within the
  materials
• Effective Strategies to meet needs of students
• Mini-lessons to teach identified standards
• Calendar the teacher time for the reflections
• Schedule the instructional intervention time
  for the focus students
• Periodic Assessments and CST - study
  vocabulary, question format, etc.

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CST School Data Results -Pluses Minuses

• What is the Reason?
• What did the school do to get the pluses?
• What does it need to replicate again this year?
• How will it be made better or refined?
• Why did the school get the minuses?
• What needs to be changed?
• How will it be changed or made better?

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Teach It Right the First Time

• The Data Analysis Protocol is intended to
  ultimately inform and strengthen First Teaching
• The Learnings from the data analysis and the
  implementation of interventions are used to
  inform teachers about What, How and When
  they need to teach the standards using the
  instructional resources

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Confront the Brutal Facts

• Jim Collins in Good to Great, states that
  the first step of Leadership is not visioning,
  but rather confronting the brutal facts. When
  looking at improving progress, a school must
  assess honestly the current reality of its core
  program. It is not a successful intervention
  system that is most important, for the core
  program does more to ensure students success
  than the most comprehensive system of
  supplemental supports. Therefore a school must
  strive to teach right the first time no
  intervention can fully compensate for poor
  initial instruction.

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Focused on the Learner

• Does the Learner know that they are the focus?
• If you asked the students in our schools
• Who is most important person in the
  school?
• Who does the school belong to?
• Who does the school serve best?
• Do students feel a part of the school?

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We Applaud You for a Great Job